Clinical Abnormalities, Early Intervention Program of Down Syndrome Children: Queen Sirikit National Institute of Child Health Experience
Adidsuda Fuengfoo MD, DBP*, Kim Sakulnoom MSN, APN**
Affiliation : * Division of Developmental behavioral pediatrics, Department of Pediatrics, Queen Sirikit National Institute of Child Health, Bangkok, Thailand ** Division of Child Early Stimulation, Department of Nursing, Queen Sirikit National Institute of Child Health, Bangkok, Thailand
Objective : Queen Sirikit National Institute of Child Health is a tertiary institute of children in Thailand, where early intervention
programs have been provided since 1990 by multidisciplinary approach especially in Down syndrome children. This aim of
the present study is to follow the impact of early intervention on the outcome of Down syndrome children. The school
attendance number of Down syndrome children was compared between regular early intervention and non-regular early
intervention.
Material and Method: The present study group consists of 210 Down syndrome children who attended early intervention
programs at Queen Sirikit National Institute of Child Health between June 2008 and January 2012. Data include clinical
features, school attendance developmental quotient (DQ) at 3 years of age using Capute Scales Cognitive Adaptive Test/Scale
(CAT/CLAMS). Developmental milestones have been recorded as to the time of appearance of gross motor, fine motor,
language, personal-social development compared to those non-regular intervention patients.
Results : Of 210 Down syndrome children, 117 were boys and 93 were girls. About 87% received regular intervention, 68%
attended speech training. Mean DQ at 3 years of age was 65. Of the 184 children who still did follow-up at developmental
department, 124 children (59%) attended school: mainstream school children 78 (63%) and special school children 46
(37%). The mean age at entrance to school was 5.8+1.4 years. The school attendance was correlated with maternal education
and regular early intervention attendance.
Conclusion : Regular early intervention starts have proven to have a positive effect on development. The school attendance
number of Down syndrome children receiving regular early intervention was statistically and significantly higher than the
number of Down syndrome children receiving non-regular early intervention was. School attendance correlated with maternal
education and attended regularly early intervention. Regular early intervention together with maternal education are
contributing factors influencing school attendance in Down syndrome children in the present study.
Keywords : Down syndrome, Early intervention, School attendance
