Performance and Ratings Based Measures of Executive Function in School-Aged Children with Down Syndrome

ABSTRACT

We examined performance-based laboratory tasks and ratings-based assessments of executive function (EF) in school-aged children with Down syndrome and mental-age matched peers along with adaptive functioning. Methods. A battery of assessments including EF laboratory tasks was collected. Results. The DS group performed both working memory/inhibition and planning laboratory tasks with significant challenges. Moderate correlations were evident only between some laboratory tasks and ratings-based EF domains. However, ratings-based EF better predicted adaptive function than performance on an EF laboratory-based task. Conclusions. Findings underscore the need to address early and targeted EF intervention in children with DS.

Acknowledgments

We are thankful to the children and families who graciously contributed their time to this project.

Funding

This study was funded by the U.S. Department of Education, National Institute of Disability, Independent Living and Rehabilitation Research- Administration for Community Living (H133G100197) and the U.S. Department of Education, Institute of Educational Science, Special Education Research Grants (R324A110136).

Additional information

Funding

This study was funded by the U.S. Department of Education, National Institute of Disability, Independent Living and Rehabilitation Research- Administration for Community Living (H133G100197) and the U.S. Department of Education, Institute of Educational Science, Special Education Research Grants (R324A110136).