Young students with Down syndrome: Early longitudinal academic achievement and neuropsychological predictors

References

• Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the acquisition of literacy. Developmental Disabilities Research Reviews, 13(3), 247–261. doi: 10.1002/mrdd.20158
   Web of Science ®Google Scholar
• Annaz, D., Karmiloff-Smith, A., & Thomas, M. C. C. (2008). The importance of tracking developmental trajectories for clinical child neuropsychology (pp. 7–18). West Sussex, UK: Blackwell Publishing Ltd./ Wiley-Blackwell.
   Google Scholar
• Belacchi, C., Passolunghi, M. C., Brentan, E., Dante, A., Persi, L., & Cornoldi, C. (2014). Approximate additions and working memory in individuals with Down syndrome. Research in Developmental Disabilities, 35(5), 1027–1035. doi: 10.1016/j.ridd.2014.01.036
   PubMed Web of Science ®Google Scholar
• Blair, C., & Razza, R. P. (2007). Relating effortful control, EF, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. doi: 10.1111/j.1467-8624.2007.01019.x
   PubMed Web of Science ®Google Scholar
• Boudreau, D. (2002). Literacy skills in children and adolescents with Down syndrome. Reading and Writing, 15(5-6), 497–525. doi: 10.1023/A:1016389317827
   Google Scholar
• Breslin, J., Spanὁ, G., Bootzin, R., Anand, P., Nadel, L., & Edgin, J. (2014). Obstructive sleep apnea syndrome and cognitive development in Down syndrome. Developmental Medicine and Child Neurology, 56, 657–664. doi: 10.1111/dmcn.12376
   PubMed Web of Science ®Google Scholar
• Brock, L. L., Rimm-Kaurman, S. W., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24, 337–349.
   Web of Science ®Google Scholar
• Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205–228. doi: 10.1080/87565640801982312
   PubMed Web of Science ®Google Scholar
• Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills’ relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology: Research and Theory on Human Development, 174(5), 514–533. doi: 10.1080/00221325.2012.717122
   Google Scholar
• Carlson, S. M. (2005). Developmentally sensitive measures of EF in preschool children. Developmental Neuropsychology, 28, 595–616. doi: 10.1207/s15326942dn2802_3
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., Mandell, D. J., & Williams, L. (2004). Executive function and theory of mind: Stability and prediction from ages 2 to 3. Developmental Psychology, 40, 1105–1122. doi: 10.1037/0012-1649.40.6.1105
   PubMed Web of Science ®Google Scholar
• Carr, J. (2000). Intellectual and daily living skills of 30-year-olds with Down's syndrome: Continuation of a longitudinal study. Journal of Applied Research in Intellectual Disabilities, 13, 1–16. doi: 10.1046/j.1468-3148.2000.00003.x
   Web of Science ®Google Scholar
• Carrow-Woolfolk, E. (1996). Oral and written language scales: Written expression scale manual. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Churchill, S. S., Kieckhefer, G. M., Landis, C. A., & Ward, M. (2012). Sleep measurement and monitoring in children with Down syndrome: A review of the literature, 1960-2010. Sleep Medicine Reviews, 16, 477–488. doi: 10.1016/j.smrv.2011.10.003
   PubMed Web of Science ®Google Scholar
• Conners, F. A. (2003). Reading skills and cognitive abilities of individuals with mental retardation. In L. Abbeduto, & L. Abbeduto (Eds.), International review of research in mental retardation: Language and communication in mental retardation, Vol 27 (pp. 191–229). San Diego, CA: Academic Press.
   Google Scholar
• Conners, F. A., Moore, M. S., Loveall, S. J., & Merrill, E. C. (2011). Memory profiles of Down, Williams, and Fragile X syndromes: Implications for reading development. Journal of Developmental and Behavioral Pediatrics, 32(5), 405–417. doi: 10.1097/DBP.0b013e3182168f95
   PubMed Web of Science ®Google Scholar
• Dauhauer, L. A., & Fidler, D. J. (2011). The Down syndrome behavioral phenotype: Implications for practice and research in occupational therapy. Occupational Therapy in Healthcare, 25(1), 7–25.
   PubMedGoogle Scholar
• Daunhauer, L. A. (2011). The early development of adaptive behavior and functional performance in young children with Down syndrome: Current knowledge and future directions. International Review of Research in Developmental Disabilities, 40, 109–137.
   Web of Science ®Google Scholar
• Daunhauer, L. A., Fidler, D. J., Hahn, L., Will, E., Lee, N. R., & Hepburn, S. (2014). Profiles of everyday executive functioning in young children with Down syndrome. American Journal on Intellectual and Developmental Disabilities, 119, 303–318. doi: 10.1352/1944-7558-119.4.393
   PubMedGoogle Scholar
• Daunhauer, L. A., Gerlach-McDonald, B., Will, E., & Fidler, D. (2017). Performance and ratings based measures of executive function in school-aged children with Down syndrome. Developmental Neuropsychology, 42(6), 351–368. doi: 10.1080/87565641.2017.1360303
   PubMed Web of Science ®Google Scholar
• de Graaf, G., & de Graaf, E. (2016). Development of self-help, language, and academic skills in persons with Down syndrome. Journal of Policy and Practice in Intellectual Disabilities, 13(2), 120–131. doi: 10.1111/jppi.12161
   Web of Science ®Google Scholar
• Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71(1), 44–56.
   PubMed Web of Science ®Google Scholar
• Draper, S. W. (2016). Effect size. Retrieved from http://www.psy.gla.ac.uk/~steve/best/effect.html
   Google Scholar
• Edgin, J. O., Clark, C. A. C., Messand, E., & Karmiloff-Smith, A. (2015). Building an adaptive brain across development: Targets for neurorehabilitation must begin in infancy. Frontiers in Behavioral Neuroscience, 9, 232. doi: 10.3389/fnbeh.2015.00232
   PubMed Web of Science ®Google Scholar
• Espy, K. A., McDiarmid, M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of EFs to emergent mathematic skills in preschool children. Developmental Neuropsychology, 26, 465–486.
   PubMed Web of Science ®Google Scholar
• Fidler, D. J., (2005). The emerging down syndrome phenotype: Implications for practice. Infants & Young Children, 18, 86–103.
   Web of Science ®Google Scholar
• Fidler, D. J., Will, E., Daunhauer, L., Gerlach-McDonald, B., & Visootsak, J. (2014). Object-related generativity in children Down syndrome. Research in Developmental Disabilities, 35, 3379–3385. doi: 10.1016/j.ridd.2014.07.024
   PubMed Web of Science ®Google Scholar
• Flynn, E. (2007). The role of inhibitory control in false belief understanding. Infant and Child Development, 16, 53–69. doi: 10.1002/icd.500
   Web of Science ®Google Scholar
• Friedman, N. P., Miyake, A., Young, S. E., DeFries, J. C., Corley, R. P., & Hewitt, J. K. (2008). Individual differences in executive functions are almost entirely genetic in origin. Journal of Experimental Psychology. General, 137(2), 201–225. doi: 10.1037/0096-3445.137.2.201
   PubMed Web of Science ®Google Scholar
• Henderson, S., Sugden, D., & Barnett, A. (2007). The movement assessment battery for children-2. London, UK: Pearson Assessment.
   Google Scholar
• Hooper, S. R., Swartz, C. W., Wakely, M. B., de Kruif, R. E., & Montgomery, J. W. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35, 57–68.
   PubMed Web of Science ®Google Scholar
• IBM Corp. (2016). IBM SPSS Statistics for Windows, version 24.0. Armonk, NY: IBM Corp.
   Google Scholar
• Kim, H., Carlson, A. G., Curby, T. W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53-54, 43–60. doi: 10.1016/j.ridd.2016.01.016
   PubMed Web of Science ®Google Scholar
• Kochanska, G., Murray, K., Jacques, T. Y., Koenig, A. L., & Vandegeest, K. A. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67(2), 490–507. doi: 10.2307/1131828
   PubMed Web of Science ®Google Scholar
• Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232. doi: 10.1037/0012-1649.36.2.220
   PubMed Web of Science ®Google Scholar
• Lee, N. R., Fidler, D. J., Blakely-Smith, A., Daunhauer, L., Robinson, C., & Hepburn, S. (2011). Parent-report of executive functioning in a population-based sample of young children with Down syndrome. American Journal of Intellectual and Developmental Disabilities, 116(4), 290–304.
   PubMedGoogle Scholar
• Luo, Z., Jose, P. E., Huntsinger, C. S., & Pigott, T. D. (2007). Fine motor skills and mathematics achievement in East Asian American and European American kindergartners and first graders. British Journal of Developmental Psychology, 25, 595–614. doi: 10.1348/026151007X185329
   Web of Science ®Google Scholar
• Lemons, C. J., & Fuchs, D. (2010). Modeling response to reading intervention in children with Down syndrome: An examination of predictors of differential growth. Reading Research Quarterly, 45(2), 134–168. doi: 10.1598/RRQ.45.2.1
   Google Scholar
• McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. doi: 10.1037/0012-1649.43.4.947
   PubMed Web of Science ®Google Scholar
• Mervis, C. B., & Robinson, B. F. (2003). Methodological issues in cross-group comparisons of language and/or cognitive development. In Y. Levy & J. Schaeffer (Eds.), Language competence across populations: Toward a definition of specific language impairment (pp. 233–258). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Mervis, C., & Klein-Tasman, B. P. (2004). Methodological issues in group-matching designs alpha levels for control variable comparisons and measurement characteristics of control and target variables. Journal of Autism and Developmental Disabilities, 34, 7–17.
   PubMed Web of Science ®Google Scholar
• Miller, J. F. (2006). Clinical issues: Language and communication development in children with Down syndrome. SIG 1 Perspectives on Language Learning and Education, 13, 17–20. doi: 10.1044/lle13.3.17
   Google Scholar
• Murray K. T. & Kochanska, G. (2002). Effortful control: Factor structure and relation to externalizing and internalizing behaviors. Journal of Abnormal Child Psychology 30, 503–14. doi: 10.1023/A:1019821031523
   PubMed Web of Science ®Google Scholar
• Nash, H., & Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome. Research in Developmental Disabilities, 32(5), 1782–1791. doi: 10.1016/j.ridd.2011.03.007
   PubMed Web of Science ®Google Scholar
• Oberer, N., Gashaj, V., & Roebers, C. M. (2017). Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables. Human Movement Science, 52, 170–180. doi: 10.1016/j.humov.2017.02.002
   PubMed Web of Science ®Google Scholar
• Parker, S. E., Mai, C. T., Canfield, M. A., Rickard, R., Wang, Y., Meyer, R. E., … Correa, A. (2010). Updated national birth prevalence estimates for selected birth defects in the United States, 2004–2006. Birth Defects Research Part A: Clinical and Molecular Teratology, 88, 1008–1016. doi: 10.1002/bdra.20735
   PubMed Web of Science ®Google Scholar
• Portney, L. G., & Watkins, M. P. (2009). Foundations of clinical research: Applications to practice (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
   Google Scholar
• Pitchford, N. J., Papini, C., Outhwaite, L. A., & Gulliford, A. (2016). Fine motor skills predict maths ability better than they predict reading ability in the early primary school years. Frontiers in Psychology, 7, 783. doi: 10.3389/fpsyg.2016.00783
   PubMed Web of Science ®Google Scholar
• Roberts, L. V., & Richmond, J. L. (2015). Preschoolers with Down syndrome do not yet show the learning and memory impairments seen in adults with Down syndrome. Developmental Science, 18, 404–419. doi: 10.1111/desc.12225
   PubMed Web of Science ®Google Scholar
• Roch, M., & Jarrold, C. (2008). A comparison between word and nonword reading in Down syndrome: The role of phonological awareness. Journal of Communication Disorders, 41(4), 305–318. doi: 10.1016/j.jcomdis.2008.01.001
   PubMed Web of Science ®Google Scholar
• Roid, G. H., & Miller, L. J. (1997). Leiter international performance scale-revised: Examiner’s Manual. Wood Dale, IL: Stoelting.
   Google Scholar
• Schott, N., & Holfelder, B. (2015). Relationship between motor skill competency and EF in children with Down's syndrome. Journal of Intellectual Disability Research, 59(9), 860–872. doi: 10.1111/jir.12189
   PubMed Web of Science ®Google Scholar
• Sella, F., Lanfranchi, S., & Zorzi, M. (2013). Enumeration skills in Down syndrome. Research in Developmental Disabilities, 34(11), 3798–3806. doi: 10.1016/j.ridd.2013.07.038
   PubMed Web of Science ®Google Scholar
• Smits-Engelsman, B. M., Niemeijer, A. S., & van Waelvelde, H. (2011). Is the movement assessment battery for children-2nd edition a reliable instrument to measure motor performance in 3 year old children? Research in Developmental Disabilities, 32(4), 1370–1377. doi: 10.1016/j.ridd.2011.01.031
   PubMed Web of Science ®Google Scholar
• Snowling, M. J., Hulme, C., & Mercer, R. C. (2002). A deficit in rime awareness in children with Down syndrome. Reading and Writing, 15(5-6), 471–495. doi: 10.1023/A:1016333021708
   Google Scholar
• Steele, A., Scerif, G., Cornish, K., & Karmiloff-Smith, A. (2013). Learning to read in Williams syndrome and Down syndrome: Syndrome-specific precursors and developmental trajectories. Journal of Child Psychology and Psychiatry, 54(7), 754–762. doi: 10.1111/jcpp.12070
   PubMed Web of Science ®Google Scholar
• Stein, M., Auerswald, M., & Ebersbach, M. (2017). Relationships between motor and EFs and the effect of an acute coordinative intervention on EFs in kindergartners. Frontiers in Psychology, 8, 859. doi: 10.3389/fpsyg.2017.00859
   PubMed Web of Science ®Google Scholar
• Turner, S., Alborz, A., & Gayle, V. (2008). Predictors of academic attainments of young people with Down’s syndrome. Journal of Intellectual Disability Research, 52(5), 380–392. doi: 19.1111/j.1365-7288.2007.01038.x
   PubMed Web of Science ®Google Scholar
• Van der Ven, S. H. G., Kroesbergen, E. H., Boom, J., & Leseman, P. P. M. (2012). The development of executive functions and early mathematics learning: A dynamic relationship. British Journal of Educational Psychology, 82, 100–119. doi: 10.1111/j.2044-8279.2011.02035.x
   PubMed Web of Science ®Google Scholar
• Wendling, B. J., Schrank, F. A., & Schmitt, A. J. (2007). Educational interventions related to the Woodcock-Johnson III tests of achievement (assessment service bulletin No. 8). Rolling Meadows, IL: Riverside Publishing.
   Google Scholar
• Will, E. A., Fidler, D., Daunhauer, L. A., & Gerlach-McDonald, B. R. (2016). Executive function and academic achievement in primary - grade students with Down syndrome. Journal of Intellectual Disability Research: JIDR, 61, 181–195.
   PubMed Web of Science ®Google Scholar
• Woodcock, R. W., McGrew, K. S., & Mather, N. (2001/2007). Woodcock-Johnson III tests of achievement. Rolling Meadows, IL: Riverside Publishing.
   Google Scholar
• Zelazo, P. D., & Jacques, S. (1997). Children’s rule use: Representation, reflection, and cognitive control. Annals of Child Development, 12, 119–176.
   Google Scholar