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.

Background Previous research has indicated a unique profile of executive function (EF) in children and adolescents with Down syndrome (DS). However, there is a paucity of research on EF in adults with DS. This study aimed to gain a broader understanding of strengths and weaknesses in EF in DS from 2–35 years. Method Parents of 112 individuals with DS between 2–35 years participated in this study. Parents either completed the Behavior Rating Inventory of Executive Function—for individuals 6+ years—or the BRIEF-Preschool—for children 2–5 years. Results Results suggest overall difficulties, but also patterns of strength and weakness, within EF for individuals with DS. For the 2–5-year-old group, Emotional Control and Shift were relative strengths, Planning/Organization and Inhibit were intermediate skills, and Working Memory was a relative weakness. For the 6–18-year-old group, Emotional Control and Organization of Materials were relative strengths, Inhibit and Initiate were intermediate skills, and Working Memory, Monitor, Planning/Organization, and Shift were relative weaknesses. Most abilities were consistent from 2–18 years, except Shift, which decreased in preadolescence before beginning to recover in adolescence. Across the full age range (2–35 years), composite scores indicated quadratic trends in Inhibit, Working Memory, and Planning/Organization, and a cubic trend in Shift, with EF abilities generally declining in middle childhood before recovering in adulthood. Conclusions This study extends previous research on EF in DS by providing an initial description of EF profiles across the lifespan. More longitudinal and behavioural research is needed to further characterise the development of EF in DS.

This study examined the utility of eye tracking research technology to measure speech comprehension in 14 young boys with autism spectrum disorders (ASD) and 15 developmentally matched boys with typical development. Using eye tracking research technology, children were tested on individualized sets of known and unknown words, identified based on their performance on the Peabody Picture Vocabulary Test. Children in both groups spent a significantly longer amount of time looking at the target picture when previous testing indicated the word was known (known condition). Children with ASD spent similar amounts of time looking at the target and non-target pictures when previous testing indicated the word was unknown (unknown condition). However, children with typical development looked longer at the target pictures in the unknown condition as well, potentially suggesting emergent vocabulary knowledge.