Working memory in adolescent males with Down syndrome and males with autism and intellectual disability: Implications for the classroom

Abstract

Background To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required.

Materials and Methods Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory).

Results The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found.

Conclusions Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory.

Keywords:

• Down syndrome
• autism
• intellectual disability
• working memory

Acknowledgements

Many thanks to the participants involved in this research, as well as to their families and schools.

Notes

*This manuscript was accepted under the Editorship of Ian Dempsey.