scholarly journals Infant precursors of executive function in Down syndrome

Author(s):  
E. K. Schworer ◽  
D. J. Fidler ◽  
M. Kaur ◽  
A. W. Needham ◽  
M. A. Prince ◽  
...  
Author(s):  
Michelle Lee ◽  
Lauren Bush ◽  
Gary E. Martin ◽  
Jamie Barstein ◽  
Nell Maltman ◽  
...  

Abstract This longitudinal study examined pragmatic language in boys and girls with Down syndrome (DS) at up to three time points, using parent report, standardized and direct assessments. We also explored relationships among theory of mind, executive function, nonverbal mental age, receptive and expressive vocabulary, grammatical complexity, and pragmatic competence. Controlling for cognitive and language abilities, children with DS demonstrated greater difficulty than younger typically developing controls on parent report and standardized assessments, but only girls with DS differed on direct assessments. Further, pragmatic skills of individuals with DS developed at a delayed rate relative to controls. Some sex-specific patterns of pragmatic impairments emerged. Theory of mind and executive function both correlated with pragmatic competence. Clinical and theoretical implications are discussed.


2013 ◽  
Vol 34 (6) ◽  
pp. 2033-2039 ◽  
Author(s):  
C.-C. (JJ) Chen ◽  
G. Spanò ◽  
J.O. Edgin

2017 ◽  
Vol 62 (1) ◽  
pp. 41-52 ◽  
Author(s):  
B. Tomaszewski ◽  
D. Fidler ◽  
D. Talapatra ◽  
K. Riley

Author(s):  
Deborah J. Fidler ◽  
Lisa A. Daunhauer ◽  
Emily Schworer ◽  
Lina Patel

This chapter presents a review of existing research regarding the presentation of executive function in persons with Down syndrome. Contemporary scientific work regarding the development of executive function in persons with Down syndrome is reviewed, with an emphasis on profiles associated with childhood, adolescence, and adulthood. The valid assessment of executive function and methodological considerations are also discussed, including the importance of developing phenotype-sensitive and reliable measures of executive function that account for the broader profile of strengths and challenges associated with Down syndrome. Future areas of research are identified that can inform intervention approaches to target the development of goal-directed behavior and adaptation in this population.


Author(s):  
Nancy Raitano Lee ◽  
Deborah J. Fidler ◽  
Audrey Blakeley-Smith ◽  
Lisa Daunhauer ◽  
Cordelia Robinson ◽  
...  

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.


2021 ◽  
Vol 108 ◽  
pp. 103802
Author(s):  
Andrew S. Tungate ◽  
Frances A. Conners

2010 ◽  
Vol 54 (4) ◽  
pp. 308-319 ◽  
Author(s):  
S. Lanfranchi ◽  
O. Jerman ◽  
E. Dal Pont ◽  
A. Alberti ◽  
R. Vianello

Sign in / Sign up

Export Citation Format

Share Document