Guralnick Michael J, Connor Robert T, Johnson L Clark
Center on Human Development and Disability, University of Washington, Seattle, WA 98195-7920.
J Appl Res Intellect Disabil. 2011 Jul;24(4):310-321. doi: 10.1111/j.1468-3148.2010.00619.x.
The nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings were examined within a developmental framework. METHOD: Comparisons were made with younger typically developing children matched on mental age and typically developing children matched on chronological age. RESULTS: Similar patterns were found for all three groups for most peer social network measures. However, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. CONCLUSIONS: Positive patterns appeared to be related to the social orientation of children with Down syndrome and the special efforts of teachers to support children's peer social networks. Findings also suggested that fundamental peer competence problems for children with Down syndrome remain and may best be addressed within the framework of contemporary models of peer-related social competence.
在一个发展框架内，研究了唐氏综合征幼儿在课堂环境中的同伴社交网络的性质和特征。方法：将其与心理年龄匹配的低龄正常发育儿童以及实际年龄匹配的正常发育儿童进行比较。结果：在大多数同伴社交网络测量指标上，三组呈现出相似的模式。然而，在教师协助以及非结构化情境中的同伴互动测量指标上，出现了组间差异。结论：积极的模式似乎与唐氏综合征儿童的社交取向以及教师为支持儿童同伴社交网络所做的特殊努力有关。研究结果还表明，唐氏综合征儿童的基本同伴能力问题依然存在，或许在当代同伴相关社交能力模型的框架内能够得到最佳解决。
