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Functional Performance Characteristics Associated With Postponing Elementary School Entry Among Children With Down Syndrome
OBJECTIVES. This study investigated the relation between functional performance skills of children with
Down syndrome and the age of entry into mainstream elementary education.
METHOD. In a cross-sectional study of 70% of the 7-year-old children with Down syndrome in Norway
(N = 43), we measured functional performance using the Pediatric Evaluation of Disability Inventory (PEDI).
The study was a follow-up of a previous study of the same children at age 5 assessed using the same instrument. Data from both studies were used in the analysis.
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By Dr. Frederick B. Covington
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OBJECTIVES. This study investigated the relation between functional performance skills of children with
Down syndrome and the age of entry into mainstream elementary education.
METHOD. In a cross-sectional study of 70% of the 7-year-old children with Down syndrome in Norway
(N = 43), we measured functional performance using the Pediatric Evaluation of Disability Inventory (PEDI).
The study was a follow-up of a previous study of the same children at age 5 assessed using the same instrument. Data from both studies were used in the analysis.