The newborn may experience difficulties with their mental and physical development as a result of this additional copy, which alters how their body and brain grow.
Even though some individuals with Down syndrome may act and appear alike, each one has unique skills. People with Down syndrome typically have mild to moderate low IQs (a measure of intelligence) and speak more slowly than other children.
Numerous impairments are permanent and might reduce life expectancy. But even those with Down syndrome can lead happy, healthy lives.
There are numerous options to assist in overcoming the obstacles associated with this illness, thanks to recent medical advancements as well as institutional and cultural support for people with Down syndrome and their families.
“Mosaic” is a term for mixture or combination. Some of the cells in children with mosaic Down syndrome have three copies of chromosome 21, while other cells have the standard two copies. The characteristics of other Down syndrome children may also apply to children with mosaic Down syndrome. However, because some of them have cells with a typical number of chromosomes, they might have fewer symptoms of the illness.
Children with this kind of Down syndrome only have an additional portion of chromosome 21. This happens when an extra chromosome 21 is present, but it is not a separate chromosome 21; rather, it is attached or “translocated” to another chromosome.
Babies with Down syndrome typically exhibit some distinguishing characteristics at birth, such as:
The development of a kid with Down syndrome is slower than that of a child without the disorder, even if they are born at an average size.
Commonly, minor to moderate developmental disabilities are seen in people with Down syndrome. Delays in the child’s mental and social development could indicate:
An infant with Down syndrome can be born of average size but will develop more slowly than a child without the condition.
People with Down syndrome usually have some degree of developmental disability, but it’s often mild to moderate. Mental and social development delays may mean that the child could have:
In every instance of conception, both parents contribute genes to their offspring. Chromosomes contain these genes. Each of the baby’s cells is expected to receive 23 pairs of chromosomes, totaling 46 chromosomes, as it develops. The mother and father each contribute half of the chromosomes.
One chromosome fails to split properly in children with Down syndrome. Instead of two copies, the newborn has three copies of chromosome 21 or an additional half copy. As the brain and physical characteristics grow, this additional chromosome presents issues.
Physical characteristics and developmental difficulties that can emerge in people with Down syndrome are caused by the extra copy of chromosome 21.
Researchers are aware that one extra chromosome causes Down syndrome, but they are unsure of the exact reason or the multiplicity of contributing factors.
The mother’s age is one factor that raises the chance of having a kid with Down syndrome. However, the majority of children with Down syndrome are born to mothers under the age of 35 because there are many more births among younger women.
Women who are 35 years of age or older when they become pregnant are more likely to have a pregnancy affected by Down syndrome than women who become pregnant at a younger age. According to research, a father’s age also matters. Fathers over 40 had a twofold increased risk of having a kid with Down syndrome.
In addition, the following parents are more likely to have a child with Down syndrome:
It’s important to remember that none of these factors means that a couple would have a baby with Down syndrome. However, statistically and over a large population, they may increase the chance that they do.
Additionally, infection risk is higher in those with Down syndrome. They might have trouble with skin infections, urinary tract infections, and lung infections.
Although there is no treatment for Down syndrome, there are numerous support and educational initiatives that can benefit both those who have the disorder and their families. Interventions begin in their infancy with the services that are currently available. Counseling programs for eligible families are also widely available.
Children with Down syndrome often meet age-related milestones. However, they may learn more slowly than other children.
Regardless of intellectual aptitude, attending school is a crucial component of life for a child with Down syndrome. Public and private schools provide integrated classrooms and special education options to serve individuals with Down syndrome and their families. Students with Down syndrome benefit from great socializing opportunities at school and develop critical life skills.
Nursing Diagnosis: Delayed Growth and Development related to impaired ability developmental tasks secondary to Down syndrome as evidenced by activity restriction and environmental and stimulation deficiencies.
Desired Outcomes:
Nursing Diagnosis: Self-Care Deficit related to cognitive impairment secondary to Down syndrome as evidenced by an inability in dressing, bathe, eat, and toilet.
Desired Outcome: The patient will be able to safely accomplish self-care activities to his or her utmost capability.
Nursing Diagnosis: Impaired Verbal Communication related to impaired receptive or expressive skills secondary to Down syndrome as evidenced by difficulty verbalizing words and difficulty in maintaining communication skills.
Desired Outcomes:
Nursing Diagnosis: Risk for Infection related to decreased muscle tone and poor drainage of mucus secondary to Down syndrome.
Desired Outcomes:
Nursing Diagnosis: Imbalanced Nutrition: Less Than Body Requirements related to increased metabolic needs secondary to Down syndrome as evidenced by inadequate caloric intake and difficulty chewing and swallowing.
Desired Outcome: The patient will be able to take an adequate amount of calories or nutrients that the patient needs for normal growth.
Ackley, B. J., Ladwig, G. B., Makic, M. B., Martinez-Kratz, M. R., & Zanotti, M. (2020). Nursing diagnoses handbook: An evidence-based guide to planning care. St. Louis, MO: Elsevier. Buy on Amazon
Gulanick, M., & Myers, J. L. (2022). Nursing care plans: Diagnoses, interventions, & outcomes. St. Louis, MO: Elsevier. Buy on Amazon
Ignatavicius, D. D., Workman, M. L., Rebar, C. R., & Heimgartner, N. M. (2020). Medical-surgical nursing: Concepts for interprofessional collaborative care. St. Louis, MO: Elsevier. Buy on Amazon
Silvestri, L. A. (2020). Saunders comprehensive review for the NCLEX-RN examination. St. Louis, MO: Elsevier. Buy on Amazon
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Anna Curran. RN-BC, BSN, PHN, CMSRN I am a Critical Care ER nurse. I have been in this field for over 30 years. I also began teaching BSN and LVN students and found that by writing additional study guides helped their knowledge base, especially when it was time to take the NCLEX examinations.