Laboratory‐based measures of executive function and daily living skills in young children with Down syndrome: informing future interventions

• Published in: Journal of intellectual disability research
• Main Authors: Van Deusen, K., Prince, M. A., Walsh, M. M., Esbensen, A. J., Patel, L. R., Pinks, M. E., Thurman, A. J., Abbeduto, L., Daunhauer, L. A., Fidler, D. J.
• Format: Journal Article
• Language: English
• Published: 07.08.2024
• ISSN: 0964-2633; 1365-2788; 1365-2788
• DOI: 10.1111/jir.13176

Abstract Background Adaptive behaviour refers to the practical skills necessary for independence and is considered a high‐priority intervention target for children with neurogenetic conditions associated with intellectual disability, like Down syndrome (DS). Daily living skills (DLS) are a critical aspect of adaptive behaviour, but they have received little intervention attention, possibly because they involve a wide variety of skills across many settings. The present study aimed to advance DLS intervention science by examining the concurrent and longitudinal association between DLS performances and a cognitive skillset hypothesised to support DLS skill acquisition, executive function (EF). Methods Participants were 71 children with DS between the ages of 2.5 and 8.7 years (M = 5.23 years; standard deviation = 1.65) who completed a battery of adapted EF tasks and a primary caregiver who completed the Vineland Adaptive Behavior Scales 3rd Edition Parent/Caregiver Comprehensive Report Form. A subset of caregivers also provided 6‐ and 12‐month follow‐up adaptive behaviour information. Results Results demonstrated a positive association between EF task performance and DLS standard scores and v ‐scores both concurrently and longitudinally. Conclusions The findings have implications for potential future intervention approaches that aim to strengthen DLS performances by advancing EF skills in this population.