Cognitive and learning processes in children with Down syndrome

Pueschel, Siegfried M.; Gallagher, Patricia L.; Zartler, Ann S.; Pezzullo, John C.

doi:10.1016/0891-4222(87)90038-2

Cited by 87 publications

(49 citation statements)

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“…• Children with Down syndrome show relative strengths in visual versus auditory short-term memory (Hodapp, Evans, & Gray, 1999;Pueschel, Gallagher, Zartler, & Pezzullo, 1986), weaknesses in expressive language and in grammar (Chapman & Hesketh, 2000;Miller, 1999), and personalities considered as sociable and upbeat by their parents (Hornby, 1995;Wishart & Johnston, 1990).…”

Section: Introductionmentioning

confidence: 99%

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Hodapp

2004

J Autism Dev Disord

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Different genetic disorders predispose individuals to display specific, etiology-related profiles, personalities, and maladaptive behaviors. Using groups with genetic etiologies as stand-ins or proxies for a specific behavior or set of behaviors, one can then examine how others in the child's environment react and whether such reactions are limited to a particular disorder or occur generally to all individuals showing that behavior. Just as twins, adopted, and institutionalized children have all been used as natural experiments to tell us about typical development, so too can groups with specific genetic syndromes help us to understand the nature and mechanisms of the reactions and behaviors of others.

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Section: Introductionmentioning

confidence: 99%

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Hodapp

2004

J Autism Dev Disord

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“…Share, 1965;Silverstein et al, 1982). Auch bei Pueschel et al (1987) waren die Kinder im Gestaltschließen besser als in auditiv dargebotenen Untertests. Fraglich bleibt, ob es sich hier um eine für Kinder mit Down Syndrom spezifische Stärke handelt.…”

Section: Leistungsprofile Der Kinder Mit Down Syndromunclassified

“…Generell ist die Durchführung der Kaufman-Assessment Battery bei Kindern mit unterdurchschnittlicher Begabung zwar möglich (Bartmann u. Kiese-Himmel, 1996;Hodapp et al, 1992;Süss-Burghart, 1994Pueschel, Gallagher, Zartler, Pezzullo, 1987), aber die niedrigen Standardwerte führen zu einem einheitlichen Leistungsprofil, das Unterschiede nur ungenügend abbildet (Reynolds u. Clark, 1985). So lagen bei einer Untersuchung von Süss-Burghart (1995) mit 96 Kindern mit mäßiger geistiger Behinderung die Ergebnisse generell sehr niedrig, meist im Durchschnitt unter einem Skalenwert von 3 (Durchschnitt = Skalenwert 10, Minimum = Skalenwert 1).…”

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“…Weeks, 1988). Untersuchungen mit der K-ABC ergaben relativ gute Leistungen bei Untertests mit visuellem Input, mit besonderen Fähigkeiten beim Imitieren von Handbewegungen, einer visuell vorgegebenen Aufgabe mit motorischem Output (Hodapp et al, 1992;Pueschel et al, 1987). Schlechtere Leistungen fanden sich bei auditivem Input, mit einer besonderen Schwäche beim Verarbeiten auditiver Sequenzen (Snart, O'Grady, Das, 1982).…”

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“…So wurden für Kinder mit Down Syndrom "typische Leistungsprofile" mit Leistungsgipfeln und spezifischen Schwierigkeiten gefunden (Artner, Barthlen-Weis, Offenberg, 1989;Süss-Burghart, 2000), allerdings gab es eine große interindividuelle Variationsbereite (Hodapp et al, 1992 Pueschel et al, 1987). Es werden bessere Leistungen im Sprachverständnis (Rätsel) als in der Sprachprob) duktion (Wortschatz) erwartet (Wilken, 2000).…”

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Einschätzung kognitiver Fähigkeiten bei Kindern mit geistiger Behinderung mit der Kaufman-Assessment Battery for Children (K-ABC) am Beispiel von Kindern mit Down Syndrom

Valentiner

Kane²

2011

Praxis der Kinderpsychologie und Kinderpsychiatrie

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Nutzungsbedingungen Summary Assessment of Cognitive Abilities of Mentally Retarded Children: Applying the Kaufman-Assessment Battery for Children (K-ABC) with Children with Down's SyndromeStandardized tests only give limited information on the intellectual competencies of children with learning difficulties due to problems such as the "floor effect", poor differentiation in the lower range of functioning and flat profiles. Therefore, Reynolds and Clark (1985) suggested supplementing the standard analysis on the basis of chronological age with an alternative form of analysis on the basis of the developmental age level. The present study compares both forms of analysis for a group of 15 children with Down's syndrome tested with the Kaufman-Assessment Battery for Children (K-ABC). The standardized analysis resulted in flat profiles in the lowest range, showing little difference within and between the children. On the other hand, the alternative analysis demonstrated a high variability with a number of individual strengths and weaknesses as well as trends for this group of children. While the standardized analysis allows the determination of the level of intellectual capability, the determination of individual strengths and weaknesses through the alternative analysis can be an important basis for individualized training and therapy.Prax. Kinderpsychol. Kinderpsychiat. 60/2011, 805-819

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A neuropsychological profile of Down syndrome: Cognitive skills and brain morphology

Wang

1996

Ment. Retard. Dev. Disabil. Res. Rev.

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In children and young adults with Down syndrome, there exists a profile of neuropsychological strengths and weaknesses. Verbal short‐term memory skills are diminished relative to subjects with mental retardation resulting from other etiologies. On the other hand, visual‐motor skills are comparatively well preserved. This profile distinguishes the population having Down syndrome from other impaired populations, although it may be confounded by dementia in later adult years. Down syndrome also results in a characteristic profile of brain morphology. In vivo magnetic resonance imaging studies have shown that the frontal and temporal regions of the brain are proportionally diminished in Down syndrome, but that the volumes of the subcortical nuclei are similar to those in control subjects. This profile of brain morphology appears to correspond to both the neuropathologic data on Down syndrome and to the profile of cognitive skills in individuals who have this syndrome. Impairment of fundamental cognitive processes such as phonologic short‐term memory is likely to have implications with regard to higher‐order psychological and academic processes. Effective educational intervention must take such impairments into account during the development of individualized educational plans. © 1996 Wiley‐Liss, Inc.

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Cognitive and learning processes in children with Down syndrome

Cited by 87 publications

References 6 publications

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Studying Interactions, Reactions, and Perceptions: Can Genetic Disorders Serve as Behavioral Proxies?

Einschätzung kognitiver Fähigkeiten bei Kindern mit geistiger Behinderung mit der Kaufman-Assessment Battery for Children (K-ABC) am Beispiel von Kindern mit Down Syndrom

A neuropsychological profile of Down syndrome: Cognitive skills and brain morphology

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