Early Regulatory Skills and Social Communication Development in Infants with Down Syndrome

Abstract

Children with Down syndrome (DS) demonstrate substantial variability in communication and language outcomes. One potential source of variability in this skill area may be early regulatory function. Characterizing the early link between regulatory function and early social communication may benefit infants with DS at risk of difficulties with social communication and language skill acquisition. Forty-three infants with DS were assessed at two time points, six months apart. At Time 1, the average chronological age was 9.0 months (SD = 3.9) and caregivers completed the Infant Behavior Questionnaire-Revised (IBQ-R) to assess regulatory function. Six months later, caregivers rated infant communication at the second visit using the Communication and Symbolic Behavior Scales Infant Toddler Checklist (CSBS-ITC). Infant developmental level was assessed at both visits using the Bayley Scales of Infant and Toddler Development, Third Edition and caregivers reported on developmental history and biomedical comorbidities. Infant regulatory function at Time 1 predicted social communication outcomes at Time 2, six months later. Findings from this study suggest that elevated risk for pronounced communication challenges may be detectable as early as infancy in DS.

The Effectiveness of Sports Programs in Improving the Social Interaction of Children with Down Syndrome

“…However, there are skills that can be taught to counteract these difficulties. The most important factor that contributes to the development of these skills is early intervention in the development of functional skills and social communication in children with DS, as stated by Schworer et al [12]. In terms of the cognitive aspects, the growth and learning processes related to the psychological, cultural and environmental factors are particularly important for children with DS because they need to integrate into society and enjoy independence.…”