Abstract
The development of self-management skills in an individual with Down syndrome is explored through ethnographic methodology, including interviews, observations, and document reviews. The culture of the case subject was explored to determine how her home life, family (including her twin brother), schooling, and community experiences have contributed to her abilities to self-regulate. Development of her self-monitoring skills was investigated through the memories of the adults who knew her currently and in the past. Triangulation was accomplished across and within data types and sources. Data analysis employed the constant comparative method (Lincoln & Guba, 1985). The case subject was shown to self-monitor in many ways and in different settings. Her mother's parenting strategies were compared to Vygotsky's developmental theories. Outcomes suggested that culture had a large impact on the development of self-monitoring and that early and continuing intervention and a “practical expectation of normalcy” might be keys in this development.
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