Executive function in adolescents with Down Syndrome

Lanfranchi, Silvia; Jerman, Olga; Pont, E. Dal; Alberti, Alberto; Vianello, Renzo

doi:10.1111/j.1365-2788.2010.01262.x

Cited by 255 publications

(258 citation statements)

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“…Individuals with DS exhibit difficulties with flexible behaviour (Capone, Goyal, Ares, & Lannigan, 2006) and shifting (Lanfranchi et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…In experimental tasks, EFs are impaired in both WS and DS in relation to chronological age (CA) and, sometimes, to mental age (MA) expectations (Carney et al, 2013;Costanzo et al, 2013;Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010;Menghini, Addona, Costanzo, & Vicari, 2010;Pennington et al, 2003;Rhodes et al, 2010). Costanzo et al (2013) directly compared WS and DS groups (aged 10.7-34.9 and 8.6-21.2 years) and typically developing children matched on nonverbal ability (aged 6.1-8.4 years) on several EF measures.…”

Section: Executive Functioningmentioning

confidence: 99%

“…Individuals with neurodevelopmental disorders like Williams syndrome andDown syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010;Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving.…”

mentioning

confidence: 99%

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Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

Camp

Karmiloff‐Smith²,

Thomas³

et al. 2016

Research in Developmental Disabilities

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Background. Individuals with neurodevelopmental disorders like Williams syndrome andDown syndrome exhibit executive function impairments on experimental tasks (Lanfranchi, Jerman, Dal Pont, Alberti, & Vianello, 2010;Menghini, Addona, Costanzo, & Vicari, 2010), but the way that they use executive functioning for problem solving in everyday life has not hitherto been explored. The study aim is to understand cross-syndrome characteristics of everyday executive functioning and problem solving. Results. The rated likelihood of reaching a solution in a problem solving situation was lower for both syndromic groups than the typical group, and lower still for the Williams syndrome group than the Down syndrome group. The proportion of group members meeting the criterion for clinical significance on the BRIEF was also highest for the Williams syndrome group. While changing response, avoiding losing focus and maintaining perseverance were important for problem-solving success in all groups, asking for help and avoiding becoming emotional were also important for the Down syndrome and Williams syndrome groups respectively. Keeping possessions in order was a relative strength amongst BRIEF scales for the Down syndrome group. Conclusion.Results suggest that individuals with Down syndrome tend to use compensatory strategies for problem solving (asking for help and potentially, keeping items well ordered), REAL-WORLD PROBLEM SOLVING 3 while for individuals with Williams syndrome, emotional reactions disrupt their problemsolving skills. This paper highlights the importance of identifying syndrome-specific problem-solving strengths and difficulties to improve effective functioning in everyday life.

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“…Individuals with DS exhibit difficulties with flexible behaviour (Capone, Goyal, Ares, & Lannigan, 2006) and shifting (Lanfranchi et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Section: Executive Functioningmentioning

confidence: 99%

mentioning

confidence: 99%

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Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

Camp

Karmiloff‐Smith²,

Thomas³

et al. 2016

Research in Developmental Disabilities

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“…Nouns usually have a final position, and verbs, medial position. This later occurrence could add more difficulties to children and adolescents with DS, since learning and use are related to the auditory working memory, which is hindered in this population 13,[15][16][17][18] . Participants' performance in the present study confirms these findings.…”

Section: Discussionmentioning

confidence: 99%

“…To explain these alterations, studies have pointed out that, due to the cognitive deficit, children with DS have attention and working memory deficits, involving both auditory and visuospatial memory [13][14][15][16][17] . According to the authors, the short-term auditory memory directly interferes in expressive and receptive language in this population.…”

Section: This Research Was Approved By the Ethicsmentioning

confidence: 99%

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

2014

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Clinical Trials registration number: NCT 00952354Conflict of interest: non existent typical development (TD), and literature indicates a relationship between lexicon and grammar. It is reported greater difficulties in functional words, such as articles, pronouns, prepositions and conjunctions, which have greater grammatical load, than in words with semantic content, such as nouns, verbs, and adjectives. In addition, these children have difficulties combining words and dealing with morphosyntactic rules, which have implications in phrasal structure [1][2][3][4][5][6][7][8][9] .The use of Mean Length Utterance -MLU 10 as a measure of language development in children with DS corroborates these difficulties, and indicates frequent omission of grammatical morphemes, particularly of functional words, resulting in ABSTRACT Purpose: to present and to discuss the use of augmentative and alternative communication as a therapeutic tool with the morphosyntax with adolescents with Down syndrome. Methods: this pilot study monitored during 12 months four adolescents chronologically aged between 13 and 15 years and mentally aged between 5 and 6 years. It were analyzed the initial and the final assessments, situations of free interaction between the participant and the caregiver videotaped during 30 minutes. The speech samples were analyzed as MLU values considering morphemes and words, comparing both the two situations. All of the participants were submitted to the same procedures during the therapeutic interventions. Picture Communication Symbols (PCS) has been used and the symbols were organized according to a simple syntactic structure (substantive + verb + complement) with a gradual extension, and the elements were rated at the following order: articles, prepositions, pronouns (personals, possessives and demonstratives), and conjunctions. Each therapeutic session was recorded in specific protocol. It was used the Wilcoxon test and the p value considered was 5%. Results: spites there were no statistical significant differences, increase in number of morphemes and words used between the both assessments was observed. This improve was represented by the worked elements, including prepositions and conjunctions beyond substantives and verbs. For personal pronouns there was tendency to significance (p=0,068). Conclusion: the communication system showed to be a therapeutic tool to improve the use of syntactic elements in statement structures, as articles, prepositions and conjunctions, which use for individuals with Down syndrome are difficult.

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Down syndrome: Cognitive and behavioral functioning across the lifespan

Grieco¹,

Pulsifer²,

Seligsohn³

et al. 2015

American J of Med Genetics Pt C

327

246

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Individuals with Down syndrome (DS) commonly possess unique neurocognitive and neurobehavioral profiles that emerge within specific developmental periods. These profiles are distinct relative to others with similar intellectual disability (ID) and reflect underlying neuroanatomic findings, providing support for a distinctive phenotypic profile. This review updates what is known about the cognitive and behavioral phenotypes associated with DS across the lifespan. In early childhood, mild deviations from neurotypically developing trajectories emerge. By school-age, delays become pronounced. Nonverbal skills remain on trajectory for mental age, whereas verbal deficits emerge and persist. Nonverbal learning and memory are strengths relative to verbal skills. Expressive language is delayed relative to comprehension. Aspects of language skills continue to develop throughout adolescence, although language skills remain compromised in adulthood. Deficits in attention/executive functions are present in childhood and become more pronounced with age. Characteristic features associated with DS (cheerful, social nature) are personality assets. Children are at a lower risk for psychopathology compared to other children with ID; families report lower levels of stress and a more positive outlook. In youth, externalizing behaviors may be problematic, whereas a shift toward internalizing behaviors emerges with maturity. Changes in emotional/behavioral functioning in adulthood are typically associated with neurodegeneration and individuals with DS are higher risk for dementia of the Alzheimer's type. Individuals with DS possess many unique strengths and weaknesses that should be appreciated as they develop across the lifespan. Awareness of this profile by professionals and caregivers can promote early detection and support cognitive and behavioral development.

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Executive function in adolescents with Down Syndrome

Abstract: The results suggest a broad impairment in EF in adolescents with DS, and are consistent with several similar studies conducted with adults with DS. We assume that EF deficit is a characteristic of DS.

Cited by 255 publications

References 43 publications

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

Cross-syndrome comparison of real-world executive functioning and problem solving using a new problem-solving questionnaire

O uso da comunicação suplementar e/ou alternativa no trabalho com a morfossintaxe em adolescentes com Síndrome de Down

Down syndrome: Cognitive and behavioral functioning across the lifespan

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