Gibson D, Harris A
Department of Psychology, University of Calgary, Alberta, Canada.
J Ment Defic Res. 1988 Feb;32 ( Pt 1):1-17. doi: 10.1111/j.1365-2788.1988.tb01384.x.
Pooled findings from 21 early intervention demonstration studies for Down's syndrome infants and children yield consistency of short-term benefits in the growth of finer motor skills, simple social repertoire and DQ/IQ scores, but conflicting evidence in support or not of benefits in the gross motor, linguistic and cognitive/academic domains. Support for the tenacity of gains, on follow-up to the early years of primary schooling, is disappointing. It is recommended that: (1) intervention programmers view the key working assumptions and ideological positions governing present practices more critically; (2) intervention curricula reflect the unique biological and behavioural properties of the syndrome, taking into account individual differences which are independent of etiological label; and (3) care delivery systems be based more fully on multidisciplinary collaboration, especially between the health sciences and education fields.
对21项针对唐氏综合征婴幼儿的早期干预示范研究的汇总结果表明，在精细运动技能发展、简单社交技能和发育商/智商得分方面，短期益处具有一致性，但在大运动、语言以及认知/学业领域是否有益则存在相互矛盾的证据。对小学早期随访中收益持续性的支持令人失望。建议如下：（1）干预项目制定者更批判性地审视指导当前实践的关键工作假设和意识形态立场；（2）干预课程应反映该综合征独特的生物学和行为特征，同时考虑到独立于病因标签的个体差异；（3）护理提供系统应更充分地基于多学科协作，尤其是健康科学与教育领域之间的协作。
