Madrid 1997 World Down Syndrome Conference Psychology Workshops

PROGRAMA DE DESARROLLO DE LA MEMORIA INMEDIATA EN JOVENES CON SINDROME DE DOWN

Vived, E.*, Herrero, M., Santolaria, A., Barlés, A.
Asociación Down Huesca (A.D.H.) Avda. de los Danzantes, 24 bajos 22005 Huesca (España) Phone/Fax:974-22.28.05

Los estudios realizados sobre la memoria de los niños con Síndrome de Down coinciden en que éstos presentan importantes déficits de memoria a corto plazo, cualquiera que sea la modalidad de presentación o la tarea controlada. Se han hecho algunos intentos de aislar las dificultades en el procesamiento de la información referidas a la diferente habilidad de memoria a corto plazo. En concreto se ha centrado la atención en las diferencias en el proceso de almacenamiento y recuperación de la información, en las diferencias de procesamiento secuencial auditivo entre personas con Síndrome de Down y otras etiologías.El programa de desarrollo de la memoria inmediata que se aplica y que va a investigarse pretende incidir precisamente sobre estas deficiencias señaladas. El objetivo básico del programa es desarrollar la capacidad inmediata, actuando sobre la memoria auditiva, la memoria visual y la utilización de determinadas estrategias memorísticas. Para ello se han diseñado una serie de actividades que trabajan estos tres ámbitos de la memoria, se han definido determinadas orientaciones didácticas y un sistema de valoración del programa. Así mismo, se han establecido canales de coordinación con los centros escolares y con los familiares.Este programa se aplica en la A.D.H. a un grupo de 18 alumnos con Síndrome de Down con edades comprendidas entre los 9 y los 17 años. Se comenzó trabajando la memoria auditiva, posteriormente se incorporaron actividades programadas para desarrollar la memoria visual y finalmente se entrenarán las tres estrategias de memorización.Aunque el programa no ha concluido y solamente se dispone de datos parciales, el análisis cualitativo apunta a una mejor respuesta atencional de los alumnos y a un ligero incremento en la capacidad de memoria.
BEHAVIOUR MANAGEMENT IN ADULTS WITH DOWN'S SYNDROME

Sacks, B.
E-mail: ben.sacks@dowsnet.org

Some of the basic principles of behaviour modification will be presented and some of the particular strengths and weaknesses of this type of approach will be discussed. The manner in which these approaches are used is similar in most contexts but there are some important differences which need to be taken into account when they are used with people with learning difficulties and some of these distinctions will be considered.In addition to these differences there are some more specific issues which are particular to people with Down's Syndrome; these may involve the spectrum of health problems which tend to be commoner in people with Syndrome, their perceptual and psychological characteristics and the attitudes of their teachers and carers. The ways in which these issues affect behaviour and the manner in which their responses to behaviour modification may differ will be discussed.
THE EMOTION IN MALAGA PROJECT: RECOGNITION OF PSYCHOLOGICAL ASPECTS IN A MULTIDISCIPLINARY PROGRAM

Biondi, G., Cuomo, N., Arcidiaco, S., Russo, M.
Neurorehabilitative Centre Paediatric Hospital Bambino Gesu Piazza S. Onofrio, 4 00165 Roma (Italy) Fax: 39-668.59.2228 Phone: 39-68.59.2228

Introduction: Because of the complexity of emotions experienced by subjects with Down Syndrome (DS), the employ of descriptive means which differ from oral communication is preferable. Objective: To realize a movie that highlights the psychological aspects observed during interactive sessions with children/adolescents affected by DS.
Method: The systematic analysis of videotapes realized during both playing situations and psychological interviews with Downs. Results: The realization of a movie, lasting 15 minutes. It collects different images gathered in specific thematic areas and matched with sentences expressed by the subjects in different interactional occasions with members of the staff.
Summary: The movie we have produced could be a useful contribution for the knowledge of complex emotive problems experienced by children and adolescents with DS.
A SOCIAL SKILLS TRAINING FOR PERSONS WITH DOWN'S SYNDROME

Soresi, S., Nota, L.
Dipartimento de Psicologia dello Sviluppo e della Socializzazione Universitá di Padova Via Beato pellegrino, 26 35137- Padova (Italy) Fax: 39-498753086

Social abilities are generally considered essential to adjustment processes and actual school, working and social mainstreaming of disabled and non-disabled subjects. The difinition itself of mental retardation supplied by AAMR in 1992 consider as essential to a disability diagnosis deficits in the interpersonal relationship area. With reference to Behavioral Social Skills Training (SST) and to Interpersonal Cognitive Problem-solving (ICPS) a program has been devised to teach social abilities to an experimental group of subjects with Down's Syndrome attending the first years of a vocational school for disabled youths. The program called 'Imparare a stare con gli altri' (Learning to stay with others) is made up of ten didactical units aiming at increasing the ability to enact positive relational behaviors with teachers and peers and of ten didactical units aiming at favouring the generalization. Evaluation of training affectiveness, carried out according to criterion tests, direct observations, and teachers's valuations, would suggest that the program 'Imparare a stare con gli altri' can significantly improve social abilities of persons with Down's Syndrome.
DOWN SYNDROME AND PSYCHOLOGICAL ASSESSMENT: CRITICAL ANALYSIS OF CLINICAL INTERVENTION

Rossi, A., De Ranieri, C., Tabarini, P., Biondi, G.
Psychosocial Centre and Neurorehabilitative Centre, Paediatric Hospital Bambino Gesu Piazza S. Onofrio, 4 00165 Roma (Italy)

Objective: The assessment of actual cognitive emotive and social development in 54 subjects with Down Syndrome (age between 4 and 14 years) and the evaluation of the level of compliance expressed by their parents.Method: We administered both standard (Bender, Wisc-R) and projective (Free drawing, Machover, Koch, Corman) tests. We also employed Duss Tales, playing situations, psychological interviews. In our sample the playing situation was applicable only to 31 subjects, 11 subjects realized the complete psychodiagnostical assessment, 12 subjects were observed during play-sessions and completed only part of the employed tests because of important behavioral problems.Discussion: We summarize the most frequent therapeutic prescriptions given after the psychodiagnostical assessment. One of the most relevant elements to emerge is that families prefer to have periodical follow-up rather than to afford a psychotherapeutic intervention. Some hypothesis are presented and discussed.
Summary: According to a developmental model that follows the growth of subjects with Down Syndrome and their families, our work reveals the presence of personal and relatioship difficulties.
Revised: January 4, 2001.