A Description of the Educational Setting Among Individuals With Fragile X Syndrome
By: Nash, Rebecca.
Contributor(s): Riley, Catharine | Paramsothy, Pangaja | Gilbertson, Kendra | Raspa, Melissa | Wheeler, Anne | Dziuban, Eric J | Peacock, Georgina.
Series: American Journal on Intellectual and Developmental Disabilities 124 (1) January 2019: 57-76. 2019Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): FRAGILE X SYNDROME
| EDUCATION | SUPPORT SERVICES | FUNCTIONAL SKILLSOnline resources: Read this Article Summary: Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. Describes the educational setting of students with FXS and assesses the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample. The majority of students with FXS in this sample have formal individualized education plans, spend part of the day outside regular classrooms, and receive modifications when in a regular classroom. Males with FXS and certain co-occurring conditions (autism, aggression, and self-injurious behavior) are more likely to spend the entire day outside regular classrooms, compared to males without these co-occurring conditions. Students who spend more time in regular classrooms are more likely to perform functional tasks without help.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W0010466 |
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. Describes the educational setting of students with FXS and assesses the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample. The majority of students with FXS in this sample have formal individualized education plans, spend part of the day outside regular classrooms, and receive modifications when in a regular classroom. Males with FXS and certain co-occurring conditions (autism, aggression, and self-injurious behavior) are more likely to spend the entire day outside regular classrooms, compared to males without these co-occurring conditions. Students who spend more time in regular classrooms are more likely to perform functional tasks without help.
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