scholarly journals Executive functions and adaptive behaviour in individuals with Down syndrome

2021 ◽  
Author(s):  
S. Onnivello ◽  
S. Colaianni ◽  
F. Pulina ◽  
C. Locatelli ◽  
C. Marcolin ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Executive Functions ◽  
Adaptive Behaviour

scholarly journals Differences between children with Down syndrome and typically developing children in adaptive behaviour, executive functions and visual acuity

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Christine de Weger ◽  
F. Nienke Boonstra ◽  
Jeroen Goossens
Keyword(s):  
Visual Acuity ◽  
Down Syndrome ◽  
Executive Functions ◽  
Visual Impairment ◽  
Adaptive Behaviour ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Distant Visual Acuity ◽  
Near Visual Acuity

AbstractIn children with Down syndrome (DS) development of visual, motor and cognitive functions is atypical. It is unknown whether the visual impairments in children with DS aggravate their lag in cognitive development. Visual impairment and developmental lags in adaptive behaviour and executive functions were assessed in 104 children with DS, 2–16 years, by comparing their adaptive behaviour, executive functions and visual acuity (distant and near) scores against published age-matched norm scores of typically developing children. Associations between these lags were explored. Mean (± SEM) differences to age-matched norms indicated reduced performance in DS: Vineland Screener questionnaire, − 63 ± 3.8 months; task-based Minnesota Executive Function Scale (MEFS), − 46.09 ± 2.07 points; BRIEF-P questionnaire, 25.29 ± 4.66 points; BRIEF parents’ and teachers’ questionnaire, 17.89 ± 3.92 points and 40.10 ± 3.81 points; distant and near visual acuity, 0.51 ± 0.03 LogMAR and 0.63 ± 0.03 LogMAR (near − 0.11 ± 0.04 LogMAR poorer than distant). Adaptive behaviour (Vineland-S) correlated with the severity of visual impairment (r = − 0.396). Children with DS are severely impaired in adaptive behaviour, executive functions and visual acuities (near visual acuity more severely impaired than distant visual acuity). Larger impairment in adaptive behaviour is found in children with larger visual impairment. This supports the idea that visual acuity plays a role in adaptive development.

scholarly journals Executive Functions and Adaptive Behaviour in Autism Spectrum Disorders with and without Intellectual Disability

2014 ◽  
Vol 2014 ◽  
pp. 1-11 ◽  
Author(s):  
Simonetta Panerai ◽  
Domenica Tasca ◽  
Raffaele Ferri ◽  
Valentina Genitori D’Arrigo ◽  
Maurizio Elia
Keyword(s):  
Autism Spectrum Disorders ◽  
Intellectual Disability ◽  
Executive Functions ◽  
Autism Spectrum ◽  
Adaptive Skills ◽  
Adaptive Behaviour ◽  
High Functioning ◽  
Mental Flexibility ◽  
Spectrum Disorders ◽  
Adaptive Ability

Executive functions (EF) in autism spectrum disorders (ASD) have been often investigated, although results seem to be rather inconsistent. The first aim of this study was to detect which EF components are common to the ASD continuum (from high- to low-functioning ASD) and identify a possible EF profile for ASD people. Planning, mental flexibility, inhibition of response, generativity, and ecologic EF were investigated. This study was extended not only to high-functioning ASD, but also to ASD with intellectual disability (ID). The second aim was to find EF aspects correlating with adaptive skills in ASD. A total of 61 children participated in the study (27 ASD with and without ID and 34 controls). Results highlight an executive profile characterised by impaired flexibility and deficient planning; these deficits are associated with decreased adaptive ability, particularly socialization, and a deficient shifting in ecologic conditions. These features are present in all ASD subgroups with and without ID; for this reason, they might be assumed as being specific features in ASD.

Adaptive behaviour, executive function and employment in adults with Down syndrome

2017 ◽  
Vol 62 (1) ◽  
pp. 41-52 ◽  
Author(s):  
B. Tomaszewski ◽  
D. Fidler ◽  
D. Talapatra ◽  
K. Riley
Keyword(s):  
Down Syndrome ◽  
Executive Function ◽  
Adaptive Behaviour

Executive functions among youth with Down Syndrome and co-existing neurobehavioural disorders

2015 ◽  
Vol 59 (12) ◽  
pp. 1130-1141 ◽  
Author(s):  
A. E. Pritchard ◽  
S. Kalback ◽  
M. McCurdy ◽  
G. T. Capone
Keyword(s):  
Down Syndrome ◽  
Executive Functions

scholarly journals The Surplus Effect in Adaptive Behaviour in Down Syndrome: What Can Promote It?

2021 ◽  
Vol 11 (9) ◽  
pp. 1188
Author(s):  
Anastasia Dressler ◽  
Valetina Perelli ◽  
Margherita Bozza ◽  
Stefania Bargagna ◽  
Franz Benninger ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Cognitive Skills ◽  
Parental Education ◽  
Maternal Education ◽  
Demographic Data ◽  
Adaptive Skills ◽  
Adaptive Behaviour ◽  
Vineland Adaptive Behaviour Scales ◽  
Inclusive Schooling ◽  
The Impact

Background: In Down syndrome (DS), adaptive behaviour often shows a “surplus effect” (i.e., higher adaptive abilities than expected from cognitive skills). As inclusive schooling has become mandatory in Italy, we studied the impact of school inclusion on the surplus effect of adaptive behaviour in adult DS, considering potential confounding factors such as parental education. Methods: All consecutive DS individuals from three different sites were queried prospectively regarding type of schooling (inclusive and non-inclusive). Demographic data were documented; cognitive abilities and adaptive behaviour were assessed (Coloured Progressive Matrices and Vineland Adaptive Behaviour Scales). The aim was to establish the presence of a surplus effect in adaptive behaviour, primarily in the overall level and secondarily in the main domains and subdomains. A multivariable-adjusted logistic regression model was used for the association of schooling, and parental education. Results: The majority (65%) showed a surplus effect in adaptive behaviour and had attended inclusive schools (85%). Higher adaptive skills as well as early and longer functional treatment programmes were more readily available for younger individuals. In the group of inclusive schooling, the surplus effect on overall adaptive behaviour was present in 70% as opposed to 38% in the group without inclusive schooling, significant when adjusted for gender and maternal education. This was also observed in socialisation, written, and community, and after adjustment in playing and leisure time. Conclusions: Adaptive behaviour showed a surplus effect in the majority of DS adults, even more so after inclusive schooling. Younger adults showed higher adaptive skills. Moreover, female gender and higher maternal educational level significantly enhanced this surplus effect.

scholarly journals Early development of executive functions: A differential study

2015 ◽  
Vol 31 (2) ◽  
pp. 607 ◽  
Author(s):  
Sylvia Sastre i Riba ◽  
Eduardo Fonseca-Pedrero ◽  
María Luisa Poch-Olivé
Keyword(s):  
Down Syndrome ◽  
Birth Weight ◽  
Low Birth Weight ◽  
Executive Functioning ◽  
Executive Functions ◽  
Error Detection ◽  
Developmental Courses ◽  
Low Weight ◽  
Low Birth Weight Babies ◽  
Monitoring Information

<p>The ontogeny of executive functions is essential to explain differential and normative developmental trends. Executive functions must be studied from early ages because of their consequences on mental flexibility, monitoring information, planning, and cognitive control. We propose a differential study in alternative developmental courses: typical babies, Down Syndrome babies, and babies with risk-factors at birth (congenital hypothyroidism and low weight). Applying Systematic Observational Methodology, spontaneous babies’ activity was registered. The results indicated that: a) Typical babies showed best shifting, action flexibility to obtain a goal, and results; b) Among risk-babies, the lower efficacy in executive functioning was observed on low birth weight babies, the hypothyroidism ones are closer to the typical babies; c) low birth weight babies showed a good level combining actions, but they obtain less results; d) Down Syndrome babies showed more executive functioning difficulty, lower flexibility, high perseveration and less error detection.</p>

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