Educational priorities for children with Cri-Du-Chat syndrome

Keenan A. Pituch, Vanessa A. Green, Robert Didden, Lisa Whittle, Mark F. O'Reilly, Giulio E. Lancioni, Jeff Sigafoos

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

There are few data on the educational needs of children with cri-du-chat syndrome: a neurodevelopmental disorder that affects learning and development. We therefore designed an Internet survey to identify parents' educational priorities in relation to children's level of need/ability. The survey listed 54 skills/behaviors (e. g., toileting, expresses wants and needs, and tantrums) representing 10 adaptive behavior domains (e. g., self-care, communication, and problem behavior). Parents rated their child's current level of ability/performance with respect to each skill/behavior and indicated the extent to which training/treatment was a priority. Fifty-four surveys were completed during the 3-month data collection period. Parents identified nine high priority skills/behaviors. Results supported the view that parent priorities are often based on the child's deficits and emergent skills, rather than on child strengths. Implications for educational practice include the need for competence to develop high priority skills/behaviors and the value of assessing children's deficits and emergent skills to inform the content of individualized education plans.

Original languageEnglish (US)
Pages (from-to)65-81
Number of pages17
JournalJournal of Developmental and Physical Disabilities
Volume22
Issue number1
DOIs
StatePublished - Feb 2010
Externally publishedYes

Keywords

  • Adaptive behavior deficits
  • Cri-du-chat syndrome
  • Educational priorities

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology

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