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.
journal_name
Dev Neuropsycholjournal_title
Developmental neuropsychologyauthors
Daunhauer LA,Gerlach-McDonald B,Will E,Fidler DJdoi
10.1080/87565641.2017.1360303subject
Has Abstractpub_date
2017-01-01 00:00:00pages
351-368issue
6eissn
8756-5641issn
1532-6942journal_volume
42pub_type
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