BEHAVIOR COMPETENCE IN DOWN SYNDROME PRESCHOOL CHILDREN

唐氏综合征儿童的行为组织 学前阶段的行为能力研究较少 现象 能力将通过实验室测量进行评估， 包括母子自由游戏、儿童掌握动机、解决问题 自我控制和母子教学情况。 还有社会地位 家庭环境将被评估。 这被认为是一个 重要的研究领域，因为它定义了胜任的认知行为 并不局限于有限的智力领域。 而且这些 行为包括与父母的社会互动。 设计这 研究以下列组织的发展观为指导： Sroufe和块和块。 将研究两组儿童：（1）唐氏综合征儿童和 (2)发育年龄匹配的唐氏综合征正常儿童 孩子 将有四个评估期：12、18、24和30 个月发育年龄; 12个月，18个月和24个月的儿童将被视为 随访6个月（发育年龄）。 我们的分析将针对确定有能力的组织 关于测量之间关系的行为，纵向的 措施内部和措施之间的关系，以及产妇 行为对儿童能力的影响。 我们将重点讨论 唐氏综合征与正常儿童两者在绝对差异方面 在我们所有的测量中，以及行为组织的各个方面， 上面描述 最后，我们将研究大型 社会环境与唐氏综合征患儿能力的发展 和正常的孩子。

The organization of behavior in Down syndrome children with respect to behavioral competence during the preschool period is a little studied phenomenon. Competence will be assessed with laboratory measures that include mother-child free-play, child mastery motivation, problem solving, self control, and mother-child teaching situations. Also, social status and home environments will be assessed. This is believed to be an important area to study because it defines competent cognitive behaviors that are not restricted to the limited domain of intelligence. Also, these behaviors include social interaction with parents. The design of this study was guided by organizational views of development as expressed by Sroufe and Block and Block. Two groups of children will be studied: (1) Down syndrome children and (2)\normal children matched on developmental age with the Down syndrome children. There will be four assessment periods: 12, 18, 24, and 30 months developmental age; children seen at 12, 18, and 24 months will be followed up 6 months (developmental age) later. Our analyses will be directed at determining the organization of competent behavior with respect to relationships among measures, longitudinal relationships within and across measures, and the effects of maternal behavior on child competence. We will focus on differences between the Down syndrome and normal children both with respect to absolute differences on all of our measures, and to the aspects of behavioral organization described above. Finally, we will examine the relationship between larger social contexts and the development of competence in young Down syndrome and normal children.