Analysis of Mother-Infant Interaction in Infants with Down Syndrome and Typically Developing Infants

Autor/inn/en	Slonims, Vicky; McConachie, Helen
Titel	Analysis of Mother-Infant Interaction in Infants with Down Syndrome and Typically Developing Infants
Quelle	In: American Journal on Mental Retardation, 111 (2006) 4, S.273-289 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
DOI	10.1352/0895-8017(2006)111[273:AOMIII]2.0.CO;2
Schlagwörter	Mothers; Infants; Parent Child Relationship; Down Syndrome; Child Development; Developmental Delays; Comparative Analysis; Social Behavior; Mother Attitudes; Individual Differences; Interpersonal Communication + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Kindesentwicklung; Entwicklungsverzögerung; Social behaviour; Soziales Verhalten; Mutterliebe; Individueller Unterschied; Interpersonale Kommunikation
Abstract	Delays in development of early social behaviors in babies with Down syndrome are likely to affect patterns of interaction with their caregivers. We videotaped 23 babies in face-to-face interaction with their mothers at 8 and 20 weeks of age and compared them to 23 typically developing infants and their mothers. Social behaviors, mothers' behaviors, and quality of interaction were rated. At 8 weeks, babies with Down syndrome were significantly less communicative and lively than the typically developing babies. Their mothers' behaviors did not differ at 8 weeks, but did at 20 weeks. Although the social behaviors of babies with Down syndrome improved over time, qualitative differences remained. (Author).
Anmerkungen	American Association on Mental Retardation. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aamr.org/Periodicals/index.shtml.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10