TY - JOUR
T1 - Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents' Perspectives
AU - Radstaake, Maartje
AU - Didden, Robert
AU - Peters-Scheffer, Nienke
AU - Sigafoos, Jeff
AU - Korzilius, Hubert
AU - Curfs, Leopold M. G.
PY - 2014/6
Y1 - 2014/6
N2 - The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a range of adaptive and maladaptive domains. A factor analysis was used to determine if parents prioritized the training of skills in which their child showed a major, moderate or minor deficit. Results suggest that skills related to communication, recreation, self-care, motor and academic domains are high priorities. Further, parents of children under the age of 18 indicated that communication skills were a high priority, whereas parents of adults also prioritized daytime activity skills (e.g., swimming and cycling). Training for communication, recreational and ingestion skills was prioritized when children showed emerging skills; training for motor skills was prioritized when children were highly dependent; and training for self-care skills was prioritized when children were more independent in the self-care domain. In terms of behavioral problems, sleep and eating problems were prioritized.
AB - The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a range of adaptive and maladaptive domains. A factor analysis was used to determine if parents prioritized the training of skills in which their child showed a major, moderate or minor deficit. Results suggest that skills related to communication, recreation, self-care, motor and academic domains are high priorities. Further, parents of children under the age of 18 indicated that communication skills were a high priority, whereas parents of adults also prioritized daytime activity skills (e.g., swimming and cycling). Training for communication, recreational and ingestion skills was prioritized when children showed emerging skills; training for motor skills was prioritized when children were highly dependent; and training for self-care skills was prioritized when children were more independent in the self-care domain. In terms of behavioral problems, sleep and eating problems were prioritized.
KW - Angelman syndrome
KW - Educational priorities
KW - Behavioral phenotype
KW - Individual education plan
KW - Adaptive behavior
KW - Behavioral problems
U2 - 10.1007/s10882-013-9365-x
DO - 10.1007/s10882-013-9365-x
M3 - Article
SN - 1056-263X
VL - 26
SP - 299
EP - 316
JO - Journal of Developmental and Physical Disabilities
JF - Journal of Developmental and Physical Disabilities
IS - 3
ER -