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Effect of Adapted Physical Education...

Young, Amanda J.

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Effect of Adapted Physical Education and Homework on Gross Motor Development for Young Children with Down Syndrome.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effect of Adapted Physical Education and Homework on Gross Motor Development for Young Children with Down Syndrome./
作者:	Young, Amanda J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10289622
ISBN:	9780355267303

Effect of Adapted Physical Education and Homework on Gross Motor Development for Young Children with Down Syndrome.
Young, Amanda J.

Effect of Adapted Physical Education and Homework on Gross Motor Development for Young Children with Down Syndrome. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 238 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Texas Woman's University, 2017.

Young children with Down syndrome (DS) have motor and physical limitations which significantly influence gross motor skill development (Fidler, 2005; Winders, 2013). The purpose of this investigation was to examine the impact of early childhood adapted physical education (APE) and parent implemented homework on the gross motor skill development of young children with DS. Three groups were compared: (a) APE only, (b) APE plus picture card homework, and (c) APE plus instructional online video homework. The groups were compared to determine the most effective intervention for enhancing gross motor skill development for 19 children with DS between the ages of 3? and 6-years-old.

ISBN: 9780355267303Subjects--Topical Terms:

2122828
Pedagogy.

Effect of Adapted Physical Education and Homework on Gross Motor Development for Young Children with Down Syndrome.
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520 $a Young children with Down syndrome (DS) have motor and physical limitations which significantly influence gross motor skill development (Fidler, 2005; Winders, 2013). The purpose of this investigation was to examine the impact of early childhood adapted physical education (APE) and parent implemented homework on the gross motor skill development of young children with DS. Three groups were compared: (a) APE only, (b) APE plus picture card homework, and (c) APE plus instructional online video homework. The groups were compared to determine the most effective intervention for enhancing gross motor skill development for 19 children with DS between the ages of 3? and 6-years-old.
520 $a Four specific object control skills were purposely selected for the interventions and included: (a) throwing, (b) catching, (c) kicking, and (d) two-handed striking. The 12-week interventions consisted of daily APE instructional services, as well as, parent implemented gross motor homework activities. The Test of Gross Motor Development- Second Edition (TGMD-2; Ulrich, 2000) was used for pretest, posttest, and retention scores following a 12-week intervention. Based on the analysis of data, all groups made significant gains in object control skills; there was no significance between groups. According to family survey responses, qualitative data supported the use of homework for young children with DS. Families enjoyed the presentation of homework materials and play time with family. Families also took note of developmental progress and gross motor activities for their children with DS.
520 $a The partnership between families and professionals are key to providing meaningful services to children with disabilities in accordance with IDEIA (Turnbull, Turnbull, Erwin, Soodak, & Shogren, 2015). This investigation examined the partnership between families and the APE professional before and after the 12-week homework interventions, using the Family Practitioner Partnership Scale (FPPS; Summers et al., 2005). Correlation results determined a significant positive relationship between families and their child's APE teacher; mean scores of the FPPS increased following the 12-week intervention. Qualitative data also indicated that families were satisfied with their partnership with the APE teacher. Within the limitation of this investigation, APE and homework interventions have a positive effect on gross motor development and partnerships between families and the APE teacher.
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