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The average IQ of a young adult with Down syndrome is 50, equivalent to the mental age of an 8- or 9-year-old child, but this number varies widely. [3] At the same time, they enjoy a rich social and emotional awareness. [4] Down syndrome is the most common chromosome abnormality in humans, [3] occurring in about one per 1000 babies born each ...
The interventions within this level are strength-based in that the complexity and intensity of the intervention plans directly reflect the complexity and intensity of the behaviors. [16] Students within the tertiary level continue involvement in primary and secondary intervention programs and receive additional support as well.
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Strømme syndrome; Stuck song syndrome; Student syndrome; Sturge–Weber syndrome; Subclavian steal syndrome; Sudden death syndrome; Sudden infant death syndrome; Sudden wealth syndrome; Sugarman syndrome; Sulfonamide hypersensitivity syndrome; Summer penile syndrome; Sundowning; Superior mesenteric artery syndrome; Superior orbital fissure ...
Emotional and behavioral disorders (EBD; also known as behavioral and emotional disorders) [1] [2] refer to a disability classification used in educational settings that allows educational institutions to provide special education and related services to students who have displayed poor social and/or academic progress. [3]
This type is the least common form of Down syndrome and accounts for only about 1% of all cases. [93] Children with mosaic Down syndrome may have the same features as other children with Down syndrome. However, they may have fewer characteristics of the condition due to the presence of some (or many) cells with a typical number of chromosomes. [18]
When MTSS practices are implemented with consistency, studies have found evidence of positive academic and behavioral outcomes among students. [7] Schools that incorporate components of MTSS following a clear set of procedures are equipped to appropriately address a variety of students' behavioral, social-emotional, and academic needs.
[38] [39] Under conditions of extra stimulation, the motor behavior of these children rapidly improved. [40] Some research has shown that the use of a treadmill can be beneficial to children with motor delays including Down syndrome and cerebral palsy. [41] Research on opportunity to respond and the building of motor development continues today.