The functionality of children with down syndrome: therapeutic history, parental adaptation to the deficiency and occupational performance of the parents
Bibliographic record
Abstract
The arrival of a child with Down Syndrome (DS) inaugurates several daily changes in the family environment, social and psychological issues, causing frustrations and impacts on the parents, threatening their mental health and well-being. Therefore, the objective of this study is to analyze the functionality of the DS children in relation to mobility, self-care and social function, correlating the effects of the therapeutic history of children, parental adaptation to the disability and occupational performance of the parents. This research is a crosssectional, descriptive, quantitative study. Participants included 30 children aged 10 months to 7 years with DS. Data collection was performed in three municipalities in the interior of Rio Grande do Sul, in institutions responsible for monitoring these children in the public health system. Parents responded to the Pediatric Disability Assessment Inventory (PEDI), the Canadian Measurement of Occupational Performance (COPM), the Parental Adaptation Scale for Child Disability (PASCD), and an interview about the socioeconomic aspects and data on therapy that the child was submitted. The results of the research indicated that the children present better performance in the area of mobility and more delay in the area of selfcare. The socioeconomic and educational level of the parents influences the development of the child in his social functions and in the access of the families to the leisure. The mothers are the primary caregivers of children and families have greater difficulty in dealing with the diagnosis. In contrast, it is easy to see the capacities of the children, especially when the children have better levels of self-care and social function. The occupational problems of the parents are mainly in the area of productivity. The socioeconomic, educational level and the leisure activity of the parents influence the development of the child in his social functions. Families receiving social support have more independent children in self-care. The study concluded that it is necessary for each child and his / her family to have access to the different professions. In order to do so, it is incumbent upon each professional to evaluate and refer the children to the care that will be a priority and will meet the needs of the child and his / her family. The socioeconomic level of the parents and their leisure can be a crucial factor for the development of communication and child socialization, besides providing wellbeing and strengthening of the family bond. Professionals must be attentive to the aspects that permeate the diagnosis and the difficulties in the occupational performance of the parents, acting in a global way to meet the family needs. The support network is crucial for the well-being of families, being associated with higher levels of independence of the child in self-care.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".