Collaborative learning: comparison of outcomes for typically developing children and children with intellectual disabilities.

Collaborative learning is widely used in mainstream education but rarely utilized with children who have intellectual disabilities, possibly on the assumption that the metacognitive skills on which it capitalizes are less likely to be available. Effects of collaborative learning experience on a core cognitive skill, sorting by category, were investigated in three child groups: typically developing (TD) children, children with nonspecific intellectual disabilities (NSID) and children with Down syndrome (DS). Following collaboration, sorting performance improved significantly in lower ability partners in TD-TD pairings, with this pattern reversed in NSID-NSID pairings. Neither partner improved significantly in DS-NSID pairings, suggesting that the sociability attributed to children with DS did not necessarily support either their or their partner's learning in this social context.

Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology.

BACKGROUND: Interpreting emotional expressions is a socio-cognitive skill central to interpersonal interaction. Poor emotion recognition has been reported in autism but is less well understood in other kinds of intellectual disabilities (ID), with procedural differences making comparisons across studies and syndromes difficult. This study aimed to compare directly facial emotion recognition skills in children with fragile X syndrome (FXS), Down's syndrome (DS) and non-specific intellectual disability (NSID), contrasting ability and error profiles with those of typically developing (TD) children of equivalent cognitive and linguistic status. METHODS: Sixty children participated in the study: 15 FXS, 15 DS, 15 NSID and 15 TD children. Standardised measures of cognitive, language and socialisation skills were collected for all children, along with measures of performance on two photo-matching tasks: an 'identity-matching' task (to control for basic face-processing ability) and an 'emotion-matching' task (happiness, sadness, anger, surprise, fear or disgust). RESULTS: Identity-matching ability did not differ across the four child groups. Only the DS group performed significantly more poorly on the emotion-matching task and only in comparison to the TD group, with fear recognition an area of particular difficulty. CONCLUSION: Findings support previous evidence of emotion recognition abilities commensurate with overall developmental level in children with FXS or NSID, but not DS. They also suggest, however, that syndrome-specific difficulties may be subtle and detectable, at least in smaller-scale studies, only in comparison with TD matches, and not always across syndromes. Implications for behavioural phenotype theory, educational interventions and future research are discussed.

Individual differences in road crossing ability in young children and adults.

Young children are more at risk of traffic pedestrian accidents than adults. Previous experiments have failed to show large differences between adults and children in crossing behaviour. The reasons for this are not clear, but it could be that some children are more at risk than others, because of individual differences. These differences have been difficult to investigate in the past. This paper examines a double video technique developed to solve the problems. Two groups of participants, children and adults (mean age 7 years 2 months and 20 years 6 months respectively), were presented with the video and asked to indicate by pressing a button when they would choose to cross the road. Variables measured included the total number of crossings made and the percentage of those that were safe, number of missed opportunities and unsafe gaps chosen, the mean starting delay and gap size chosen, and the correlation between the delay and the gap chosen for each individual. Results showed that, although there were large and significant differences between adults and children on total crossings, percentage safe crossings, mean starting delay and gap size chosen, the structure of the road crossing behaviour was very similar. Children make decisions in the same way as adults, but are less good at it. There were large individual differences, suggesting that some children were more at risk than others, with possible factors being impulsivity and fine motor coordination. It is suggested that the video technique may, with some refinements, make a useful tool to screen children at risk and to use in remedial training.

Recognition of identity and expression in faces by children with Down syndrome.

The ability of three groups of children (with Down syndrome, age-matched with nonspecific developmental delay, and younger typically developing) to recognize identity and expression in adult faces was examined. In Experiment 1, the children with Down syndrome were equally proficient at recognizing unfamiliar faces when expression was varied but significantly poorer at recognizing expression overall, with a specific deficit in perceiving surprise and fear. In Experiment 2, using rotated faces, they were significantly worse at recognizing expression as well as at identifying known faces. These results, in conjunction with lack of any improvement with age, suggest that there is a specific deficit in processing facial expressions associated with Down syndrome, a finding consistent with the emerging picture of neurological disruption in this syndrome.

The effectiveness of parents in promoting the development of road crossing skills in young children.

BACKGROUND: Young children show poor judgment when asked to select a safe place to cross the road, frequently considering dangerous sites to be safe. Correspondingly, child pedestrian accidents are over-represented at such locations. Increasing the child's ability to recognise such dangers is a central challenge for road safety education. AIMS: Practical training methods have proved effective in improving such judgments but are labour-intensive, time-consuming and therefore difficult to implement on a realistic scale. The study examined the possibility that volunteers from the local community might be capable of using such methods to promote children's pedestrian competence. SAMPLE: Sixty children from the Primary 1 (Reception) classes of three Glasgow schools took part. Volunteers were ordinary parents from the same areas. None had 'formal' experience of working with children other than through being parents. METHOD: Volunteers received experience of training children at courses organised in each school. Children learned in small groups, receiving two sessions of roadside training followed by four on a table-top model. Pre- and post-tests allowed the effectiveness of training to be assessed. RESULTS: Significant improvements relative to controls were found in all children following training. Improvements proved robust and no deterioration was observed two months after the programme ended. Comparison with a previous study in which training was undertaken by highly qualified staff showed that the volunteers were as effective as 'expert' trainers. CONCLUSIONS: Parent volunteers can significantly increase the pedestrian competence of children as young as five years. They constitute a most valuable 'resource' in road safety education. The opportunities afforded by involving the local community in educational interventions should be further explored.

Errors in young children's decisions about traffic gaps: experiments with roadside simulations.

Young children's vulnerability as pedestrians has often been attributed to deficiencies in their decision making about vehicle approach times. Some studies have found a preponderance of risky decisions below the age of eight years. In contrast, studies using a closer simulation of road crossing, known as the pretend road, have found a preponderance of overcautious decisions in young children: traffic gaps of adequate size were frequently rejected (missed opportunities). However, the pretend road has potentially distorting characteristics which may account for this divergent pattern of findings. The experiments reported below show that new simulations that eradicate distortions nevertheless validate the pattern of results produced with the pretend road. Differences between adults and young children were pronounced for missed opportunities, but not for risky decisions. Subsidiary analyses suggest that the risky decisions of the youngest children may have arisen through lapses in attention, rather than deficits in timing. These findings run contrary to the view that attributes young children's pedestrian vulnerability to perceptuo-motor deficiency.

Non-verbal cues in the self-presentation of parkinsonian patients.

Parkinson's disease (PD) patients are seen as cold, withdrawn, unintelligent and moody, and appear to relate poorly to the interviewer (Pentland, Pitcairn, & Gray & Riddle, 1987). The cues responsible for this are shown to be related not only to the type of limb and body movements made, but also particularly to the facial expressions. The expressions seen are not only reduced in frequency but are also qualitatively different, particularly in the smiles which are seen to be 'false' smiles. The implications of this for a treatment regime are discussed in relation to the neurology of the disease. It would seem that non-verbal training methods may not produce the required effects because of the shift in neural pathway used from that which normally controls spontaneous expressive movements (via the basal ganglia) to that used in voluntary movements.

Impressions of parkinsonian patients from their recorded voices.

The voices of patients suffering from Parkinson's disease change in various ways. This paper sets out to examine the effect of these changes on the impressions made on listeners, and to try to see what vocalic and prosodic features account for these impressions. Tape recordings from segments of interviews with 4 patients, and 4 control subjects with ischaemic heart disease, were played to 16 naive listeners. These listeners were asked to rate their impressions of these voices on 15 dimensions of personality. There were significant differences on most of the dimensions, despite the fact that there were no differences between the two groups on such scales as Beck's depression inventory and the mood adjective check list. The parkinsonian patients were seen to be cold, withdrawn and anxious, not to relate well to the interviewer and to be enjoying the interview less than the controls. These ratings are very similar to those previously reported for the same patients, using silent video recordings only. The voice recordings were analysed along various dimensions of prosody. The factors which were different between the groups included the frequency and type of pauses in speech and the range or variability of the fundamental frequency. The implications of this exploratory study for intervention are discussed.