Social development
Social development
The ability to understand the behaviour and emotions of oneself
and others, and to manage one's own feelings and behaviour in socially appropriate ways are clearly
very important for the quality of life of all children and adults.
Understanding social behaviour and emotions is reported to typically be a strength for children and
adults with Down syndrome. Much of the information about how someone feels and what they may do is conveyed
non-verbally and can be observed. However, limited ability to communicate can lead to frustration and
misunderstanding which may result in 'difficult' behaviour being the only way for a child to communicate.
A child with Down syndrome may therefore be more vulnerable to developing 'difficult' behaviour. Another
important influence on behaviour and social competence is the way parents and teachers set boundaries
and manage behaviour. A child with delayed development may be treated as a younger child and not expected
to behave in age-appropriate ways.
Research studies indicate that most children with Down syndrome are socially sensitive and learn to
behave well – however a significant minority may be more difficult to manage. As difficult behaviour
disrupts children's social lives and learning opportunities and causes significant family stress, this
is an important area for research and the evaluation of effective management techniques.
Friendships is another aspect of social development that is important. There is not a great deal of
research on friendships but two points may be made from the existing work. Children and adults with
Down syndrome are usually sociable and good at making friends within their own networks of family and
friends with disabilities and without. However, as they reach teenage years, friendships in the wider
community and the opportunities for active social lives become more difficult.
Further reading and resources
Research
Friendships in inclusive schools
In one small study of children in primary school years, the children with Down syndrome were shown to
be averagely popular with their mainstream peers[1]. The peers were more tolerant of behaviour
issues when they occurred with the child with Down syndrome than they were when typical peers showed
difficult behaviours. They were also not deterred by the typical language delays shown by the children
with Down syndrome.
Friendships and social lives
The charity has carried out two large surveys of teenagers[2,3] and in both parents have
raised concerns about limited social lives. Young people with Down syndrome are usually good at making
friends but they were reported not have as many opportunities to go out and about in the community and
engage in social and leisure activities as their non-disabled peers.
Behaviour issues
In two surveys of teenage development, parents were asked about behavioural difficulties[2,3].
While the teenagers tended to have some behaviours that reflected their developmental age rather than
actual age – so were 'more difficult' than peers at this time, all the data showed behaviour difficulties
reducing as the teenagers got older – for the majority of the young people. The later study also demonstrated
that teenagers educated in inclusive class rooms showed considerable fewer behaviour difficulties that
those of similar abilities and family background educated in special education classrooms.
A further study has demonstrated an association between disturbed sleep patterns at night and daytime
behaviour.[4]
Impact
The charity's work in this area has contributed to the knowledge of the issues and practical strategies
for improving social live and friendships as well as for encouraging socially and age-appropriate behaviour
are shared in publications and through many training events each year.
Education
The charity has published 1 book providing an overview of the current understanding of social development
in individuals with Down syndrome and a further 3 age-specific, practical books in the
Down Syndrome Issues and Information series are in preparation. Two papers have been published
in refereed journals and a further 3 articles in other publications.
References
- Laws, G., Taylor, M., Bennie, S. & Buckley, S.J. (1996) Classroom behaviour, language competence
and acceptance of children with Down syndrome by their mainstream peers. Down Syndrome: Research and
Practice. 4 (3) 100-109.
- Buckley, S. J. & Sacks, B. I. (1987). The adolescent with Down's syndrome - life for the teenager
and for the family. Portsmouth: Portsmouth Polytechnic.
- Buckley, S., Bird, G., Sacks, B., & Archer, T. (2002). A comparison of mainstream and special education
for teenagers with Down syndrome: Implications for parents and teachers. Down Syndrome News and Update,
2(2), 46-54.
- Stores, R., Stores, G., Buckley, S. J. & Fellows, B.F. (1998). Daytime behaviour problems and maternal
stress in children with Down syndrome, their siblings, non learning-disabled peers and learning disabled
peers. Journal of Intellectual Disability Research 42 (3) 228-237. ISSN: 0964-2633.
A full list of publications related to work in this area is available.