Laboratory-based measures of executive function and daily living skills in young children with Down syndrome: informing future interventions.
Down syndrome
adaptive behaviour
clinical trials
executive function
secondary endpoints
Journal
Journal of intellectual disability research : JIDR
ISSN: 1365-2788
Titre abrégé: J Intellect Disabil Res
Pays: England
ID NLM: 9206090
Informations de publication
Date de publication:
07 Aug 2024
07 Aug 2024
Historique:
revised:
03
07
2024
received:
05
12
2023
accepted:
16
07
2024
medline:
8
8
2024
pubmed:
8
8
2024
entrez:
7
8
2024
Statut:
aheadofprint
Résumé
Adaptive behaviour refers to the practical skills necessary for independence and is considered a high-priority intervention target for children with neurogenetic conditions associated with intellectual disability, like Down syndrome (DS). Daily living skills (DLS) are a critical aspect of adaptive behaviour, but they have received little intervention attention, possibly because they involve a wide variety of skills across many settings. The present study aimed to advance DLS intervention science by examining the concurrent and longitudinal association between DLS performances and a cognitive skillset hypothesised to support DLS skill acquisition, executive function (EF). Participants were 71 children with DS between the ages of 2.5 and 8.7 years (M = 5.23 years; standard deviation = 1.65) who completed a battery of adapted EF tasks and a primary caregiver who completed the Vineland Adaptive Behavior Scales 3rd Edition Parent/Caregiver Comprehensive Report Form. A subset of caregivers also provided 6- and 12-month follow-up adaptive behaviour information. Results demonstrated a positive association between EF task performance and DLS standard scores and v-scores both concurrently and longitudinally. The findings have implications for potential future intervention approaches that aim to strengthen DLS performances by advancing EF skills in this population.
Sections du résumé
BACKGROUND
BACKGROUND
Adaptive behaviour refers to the practical skills necessary for independence and is considered a high-priority intervention target for children with neurogenetic conditions associated with intellectual disability, like Down syndrome (DS). Daily living skills (DLS) are a critical aspect of adaptive behaviour, but they have received little intervention attention, possibly because they involve a wide variety of skills across many settings. The present study aimed to advance DLS intervention science by examining the concurrent and longitudinal association between DLS performances and a cognitive skillset hypothesised to support DLS skill acquisition, executive function (EF).
METHODS
METHODS
Participants were 71 children with DS between the ages of 2.5 and 8.7 years (M = 5.23 years; standard deviation = 1.65) who completed a battery of adapted EF tasks and a primary caregiver who completed the Vineland Adaptive Behavior Scales 3rd Edition Parent/Caregiver Comprehensive Report Form. A subset of caregivers also provided 6- and 12-month follow-up adaptive behaviour information.
RESULTS
RESULTS
Results demonstrated a positive association between EF task performance and DLS standard scores and v-scores both concurrently and longitudinally.
CONCLUSIONS
CONCLUSIONS
The findings have implications for potential future intervention approaches that aim to strengthen DLS performances by advancing EF skills in this population.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development
ID : R01HD099150
Organisme : Eunice Kennedy Shriver National Institute of Child Health and Human Development
ID : P50HD103526
Informations de copyright
© 2024 The Author(s). Journal of Intellectual Disability Research published by John Wiley & Sons and MENCAP.
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