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 language | English (US) |
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Pages (from-to) | 65-81 |
Number of pages | 17 |
Journal | Journal of Developmental and Physical Disabilities |
Volume | 22 |
Issue number | 1 |
DOIs | |
State | Published - Feb 2010 |
Externally published | Yes |
Keywords
- Adaptive behavior deficits
- Cri-du-chat syndrome
- Educational priorities
ASJC Scopus subject areas
- Physical Therapy, Sports Therapy and Rehabilitation
- Developmental and Educational Psychology