The authors' aim was to understand how persons with Down syndrome (DS) perform different tasks and to assess if there were any differences in performance based on the type of instructions. This is important because of neurological differences in persons with DS and neurological demands for performing different types of tasks. Twenty right-handed participants with DS, 20 chronological age-matched (CA), and 20 mental age-matched (MA) performed unimanual, bimanual, discrete, and continuous drumming following visual, auditory, and verbal instructions. Overall, discrete drumming was performed with shorter movement times than continuous drumming and unimanual drumming was performed with shorter movement amplitude than bimanual drumming. With respect to instructions, persons with DS performed with smaller amplitudes, thus more efficient movements, following the visual instructions than auditory and verbal instructions for all types of tasks, whereas CA performed similarly with all instructions and MA performed with smaller amplitudes with visual instructions than auditory instructions. These results suggest that visual instruction provides the best information for people with DS to aid in performance of many different types of movements.
"Specifically, the cerebellum of people with Down syndrome is smaller and less dense than that of their typically developing peers (Pinter et al. 2001), which results in balance, motor control, and motor learning deficits. In addition, the corpus callosum is thinner causing disrupted efficiency of bimanual movement (Ringenbach et al. 2012). These individuals may also have difficulty with goal-directed functioning as they have a smaller frontal lobe (Cebula, Moore, and Wishart 2010) and may have hearing complications as the temporal gyrus is narrower than those with typical development (Pinter et al. 2001). "
[Show abstract][Hide abstract] ABSTRACT: Dance for individuals with Down syndrome has many benefits; however, there is little research on this topic. Down syndrome is the most common genetic condition, resulting in psychological, physical, and social impairments. There is research to suggest that dance may be a beneficial activity for people with Down syndrome; however, there is little research to substantiate the effects of participating in a community dance class. The present study utilized the theoretical orientation of phenomenology to explore the lived experience of a 21-year-old male with Down syndrome as he participated in a community dance class through his perspective, as well as that of his parents and dance instructor. The dance program was inclusive for children and young adults with special needs. Data collection included background questionnaires, interviews, observation of the dance class, member checks, and field notes. Analysis of the data revealed four salient themes although only the theme of Luke at Dance will be discussed. Overall, all participants agreed that the experience had social, physical, and psychological benefits. Specifically, the dance class provided Luke with the opportunity to expand his social circle, engage him cognitively, and become physically active.
Research in Dance Education 05/2015; DOI:10.1080/14647893.2015.1036018
Note: This list is based on the publications in our database and might not be exhaustive.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.