scholarly journals Profiles of Everyday Executive Functioning in Young Children With Down Syndrome

2014 ◽  
Vol 119 (4) ◽  
pp. 303-318 ◽  
Author(s):  
Lisa A. Daunhauer ◽  
Deborah J. Fidler ◽  
Laura Hahn ◽  
Elizabeth Will ◽  
Nancy Raitano Lee ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Functioning ◽  
Inhibitory Control ◽  
Matched Control ◽  
Control Group ◽  
Typically Developing ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Complementary Role ◽  
Behavior Rating Inventory

Abstract We investigated executive functioning (EF) in children with Down syndrome (DS; n  =  25) and typically developing (TD) children matched for mental age (MA; n  =  23) using the Behavior Rating Inventory of Executive Function-Preschool. We sought to (1) compare children with DS to a developmentally matched control group, and (2) to characterize the EF profile of children with DS. Across teacher and parent reports, significant deficits in working memory and planning were observed in the DS group. Parents, but not teachers, of children with DS also reported difficulties in inhibitory control relative to the comparison group. Results extend earlier findings regarding EF impairments in children with DS. The complementary role inhibitory control may play in this profile is discussed.

scholarly journals Reliability of Informant-Report Measures of Executive Functioning in Children With Down Syndrome

2019 ◽  
Vol 124 (3) ◽  
pp. 220-233 ◽  
Author(s):  
Anna J. Esbensen ◽  
Emily K. Hoffman ◽  
Rebecca Shaffer ◽  
Elizabeth Chen ◽  
Lina Patel ◽  
...  
Keyword(s):  
Gender Differences ◽  
Down Syndrome ◽  
Executive Functioning ◽  
Normative Data ◽  
Teacher Ratings ◽  
Behavior Rating ◽  
Children With Down Syndrome ◽  
Behavior Rating Inventory ◽  
Clinically Significant ◽  
And Gender

Abstract The current study evaluates the psychometric properties of the Behavior Rating Inventory of Executive Function (BRIEF) with children with Down syndrome. Caregivers of 84 children with Down syndrome rated their child's behavior with the BRIEF. Teacher ratings were obtained for 57 children. About 40% of children with Down syndrome were reported by parents, and 70% by teachers, to exhibit clinically significant challenges with executive functioning. Distribution of scores was normal, internal consistency for subscales was questionable to primarily excellent, and inter-rater reliability was poor to good. Normative data conversions controlled for age, IQ, and gender differences, with some exceptions. The study findings suggest that the BRIEF and its subscales generally performed in a psychometrically sound manner among children with Down syndrome.

scholarly journals Caregiver Report of Executive Functioning in a Population-Based Sample of Young Children With Down Syndrome

2011 ◽  
Vol 116 (4) ◽  
pp. 290-304 ◽  
Author(s):  
Nancy Raitano Lee ◽  
Deborah J. Fidler ◽  
Audrey Blakeley-Smith ◽  
Lisa Daunhauer ◽  
Cordelia Robinson ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Young Children ◽  
Population Based ◽  
Specific Pattern ◽  
Older Individuals ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Behavior Rating Inventory ◽  
Caregiver Report

Abstract The current study describes everyday executive function (EF) profiles in young children with Down syndrome. Caregivers of children with Down syndrome (n  =  26; chronological ages  =  4–10 years; mental ages  =  2–4 years) completed the Behavior Rating Inventory of Executive Function—Preschool (BRIEF-P; G. A. Gioia, K. A. Espy, & P. K. Isquith, 2003), a caregiver report measure of everyday/functional EF skills in multiple domains. On the BRIEF-P, elevations were noted on a global EF composite as well as the Working Memory and Plan/Organize scales in particular (relative to norms developed for typically developing children of a similar mental age). These results suggest a specific pattern of EF weaknesses in young children with Down syndrome, consistent with the extant literature that has focused primarily on older individuals who have been tested using laboratory EF tasks.

scholarly journals Home-Based Peer Social Networks of Young Children With Down Syndrome: A Developmental Perspective

2009 ◽  
Vol 114 (5) ◽  
pp. 340-355 ◽  
Author(s):  
Michael J. Guralnick ◽  
Robert T. Connor ◽  
L. Clark Johnson
Keyword(s):  
Social Networks ◽  
Down Syndrome ◽  
Peer Interactions ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Home Based ◽  
Peer Social Networks ◽  
And Control

Abstract Numerous dimensions of the peer social networks of children with Down syndrome were examined within a developmental framework. Results revealed that for many key measures, particularly involvement in play, linkages to other settings, and control of play, children with Down syndrome have less well-developed peer networks even in comparison to a mental age matched group of typically developing children. This suggests both an absence of any social advantage in the peer context for children with Down syndrome and the existence of unusual difficulties that may be traced to underlying problems in peer-related social competence. The need for future observational studies of peer interactions for this group of children was emphasized.

Relationship Between Parent and Teacher Reported Executive Functioning and Maladaptive Behaviors in Children With Down Syndrome

2021 ◽  
Vol 126 (4) ◽  
pp. 307-323
Author(s):  
Anna J. Esbensen ◽  
Emily K. Hoffman ◽  
Rebecca C. Shaffer ◽  
Lina R. Patel ◽  
Lisa M. Jacola
Keyword(s):  
Down Syndrome ◽  
Executive Functioning ◽  
Externalizing Behavior ◽  
Child Behavior Checklist ◽  
Teacher Ratings ◽  
Maladaptive Behavior ◽  
School Age Children ◽  
Children With Down Syndrome ◽  
Behavior Rating Inventory ◽  
Parent And Teacher Ratings

Abstract The current study evaluates the concurrent relationship between parent ratings of executive functioning and maladaptive behavior among children and adolescents with Down syndrome and then repeats this evaluation using teacher reports. Parents and teachers of 63 school-age children with Down syndrome rated the child's executive functioning (Behavior Rating Inventory of Executive Function) and behaviors (Achenbach Child Behavior Checklist). For parent and teacher ratings, elevated behavior dysregulation predicted higher levels of rule-breaking, aggressive, and externalizing behavior. For teacher ratings, elevated behavior dysregulation also predicted higher levels of inattention problems. Among both parent and teacher ratings, greater metacognitive difficulties predicted challenges with attention. Understanding the relationship between these constructs has important implications for targets of intervention and developing preventative strategies.

scholarly journals Mean length utterance in Brazilian children: a comparative study between Down syndrome, specific language impairment, and typical language development

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 201-207 ◽  
Author(s):  
Angela Maria de Amorim Carvalho ◽  
Debora Maria Befi-Lopes ◽  
Suelly Cecília Olivan Limongi
Keyword(s):  
Down Syndrome ◽  
Language Development ◽  
Research Group ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Brazilian Portuguese ◽  
Control Group ◽  
Specific Language ◽  
Children With Down Syndrome ◽  
Mental Age

PURPOSE: To describe the linguistic performance of Brazilian Portuguese-speaking children with Down syndrome by analyzing their Mean Length Utterance; to compare their performance to that of children with Specific Language Impairment and Typical Development; and to verify whether children with Down syndrome present developmental language delay or disorder. METHOD: Participants were 25 children with Down syndrome (Research Group), matched by mental age to a Control Group of typically developing children, and to a Control Group of children with Specific Language Impairment. Participants were divided into subgroups, according to age range (three, four and five years). Speech samples were collected for the Research Group, and the Mean Length Utterance was analyzed for morphemes and words. RESULTS: Differences were observed between the performance of the Research Group and both Control Groups, and the former presented inferior Mean Length Utterance values for all age ranges, characterizing a delay in grammar and general language development. CONCLUSION: The description of the linguistic abilities of Brazilian Portuguese-speaking children with Down syndrome indicated important grammatical deficits, especially regarding the use of functional words.

scholarly journals Associations of Motor Performance and Executive Functions: Comparing Children with Down Syndrome to Chronological and Mental Age-Matched Controls

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 73
Author(s):  
Thomas Jürgen Klotzbier ◽  
Benjamin Holfelder ◽  
Nadja Schott
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Typically Developing ◽  
Significant Group ◽  
Children With Down Syndrome ◽  
Mental Age ◽  
Wide Range ◽  
Movement Assessment ◽  
Trail Making ◽  
Developmental Domains

Background. Children with Down syndrome (DS) exhibit lower motor and cognitive performance than typically developing children (TD). Although there is a relationship between these two developmental domains, only a few studies have addressed this association in children with DS compared to groups of the same chronological age (CA) or mental age (MA) within one study. This study aimed to fill this research gap. Method and Procedures. The Movement Assessment Battery for Children-2 and the Trail-Making Test was used to assess motor and cognitive performances in 12 children (M = 10.5 ± 10.08) with DS, 12 CA-matched, and 12 MA-matched controls. Results. There are significant group differences in the motor dimension (total test score; p < 0.001, η2p = 0.734), for processing speed (p < 0.001, η2p = 0.396), and cognitive flexibility (p < 0.001, η2p = 0.498). Between TD-CA and both other groups, the differences in the magnitude of correlations for the motor dimension balance are also significant (compared to DS: z = −2.489; p = 0.006, and to TD-MA: z = −3.12; p < 0.001). Conclusions. Our results suggest that the relationships depend on the studied cognitive and motor skills. It seems crucial to select a wide range of tasks for both domains that are as isolated as possible for future studies, to better understand the relationships between cognitive and motor skills in children with DS.

Fast Mapping of Words in Event Contexts by Children with Down Syndrome

1990 ◽  
Vol 55 (4) ◽  
pp. 761-770 ◽  
Author(s):  
Robin S. Chapman ◽  
Elizabeth Kay-Raining Bird ◽  
Scott E. Schwartz
Keyword(s):  
Down Syndrome ◽  
Expressive Language ◽  
Control Group ◽  
The Novel ◽  
Production Task ◽  
Fast Mapping ◽  
Single Exposure ◽  
Children With Down Syndrome ◽  
Language Deficit ◽  
Mental Age

Fast mapping of novel words for objects was compared in 48 children and adolescents with Down syndrome (ages 5:6-20:6), who were delayed in expressive language acquisition compared to mental age, and 48 normally developing children matched for mental age (chronological ages 2:0-6:0). Normal and Down syndrome groups did not differ in their ability to infer a connection between the novel word and referent (100% vs. 100%), to comprehend the novel word after a single exposure (83% vs. 73%), and to recall the location in which they hid the novel referent (83% vs. 75%). Nor did they differ in their ability to produce the novel word correctly (at least two out of three phonemes in order: 48% vs. 40%). When retested after an hour of other activity, only the production task showed a significant, and comparable, decrement. Comparing youngest and oldest quarters of each group showed improved memory for location in both, improved comprehension in the Down syndrome group, and improved production in the control group. Adults (n=12), in contrast, performed perfectly on all tasks except the delayed word production. Neither intelligibility differences nor use of real word labels accounts for the failure to find a difference between groups. Fast mapping skills were unrelated to expressive language deficit in these children with Down syndrome.

scholarly journals Mother–Child Play: Children With Down Syndrome and Typical Development

2009 ◽  
Vol 114 (4) ◽  
pp. 274-288 ◽  
Author(s):  
P. Venuti ◽  
S. de Falco ◽  
G. Esposito ◽  
Marc H. Bornstein
Keyword(s):  
Down Syndrome ◽  
Typical Development ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Child Play ◽  
Mental Age ◽  
Solitary Play ◽  
Exploratory Play ◽  
Collaborative Play

Abstract Child solitary and collaborative mother–child play with 21 children with Down syndrome and 33 mental-age-matched typically developing children were compared. In solitary play, children with Down syndrome showed less exploratory but similar symbolic play compared to typically developing children. From solitary to collaborative play, children with Down syndrome increased their exploratory play, attaining the same level as typically developing children. Pretense significantly increased from solitary to collaborative play only in typically developing children. Differences between mothers' play in the two groups mirrored those between their children. Both groups showed similar attunement and synchrony. Mothers contribute to the play development of children with Down syndrome through their own adaptation to their children's limitations and potentialities.

Receptive number morphosyntax in children with Down syndrome

2020 ◽  
Vol 12 (4) ◽  
pp. 679-704
Author(s):  
ROBERTO A. ABREU-MENDOZA ◽  
TANIA JASSO ◽  
ELIA E. SOTO-ALBA ◽  
NATALIA ARIAS-TREJO
Keyword(s):  
Down Syndrome ◽  
Eye Movement ◽  
Receptive Vocabulary ◽  
Chronological Age ◽  
Numerical Comparison ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Spanish Speaking ◽  
Mental Age

ABSTRACTThis study investigated the comprehension of plural morphosyntactic markers and its relationship with numerical comparison abilities in children with Down syndrome (DS). It evaluated 16 Spanish-speaking children with DS (mean verbal mental age = 3;6) and 16 typically developing children with similar receptive vocabulary (mean chronological age = 3;5). Children participated in two preferential looking tasks assessing their abilities to map singular and plural markers to their visual referents and to distinguish one object from more than one. Results showed that both groups of children correctly mapped plural markers to their referents but failed to map singular ones. Furthermore, results also indicated that both groups also looked at collections of more than one object with four objects but not at those with two. The eye movement patterns of children who looked at collections of more than one object suggest a counting-like strategy. These results indicate that comprehension of plural markers of children with DS is similar to that of their typically developing peers; however, it is not related to their numerical abilities.

scholarly journals The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 704
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Hilde Hofslundsengen ◽  
J. Scott Yaruss
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Exact Test ◽  
Children With Down Syndrome ◽  
Speech Fluency ◽  
Age Cohort ◽  
Student’S T

The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

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