Session 7 - Executive Function
The Effects of Physical Activity on the Language and Executive Functioning of Children with Down Syndrome
Authors: Jessica Mattingly1 and Emily Lund2
- Boys Town National Research Hospital
- Texas Christian University
Corresponding author: jessica.mattingly@boystown.org
Purpose: Only 42% of children with Down syndrome (DS) meet daily physical activity recommendations (Shields et al., 2009). However, structured physical activity programs have positive effects on physical ability, executive functioning (EF), and language for children with DS (Becker & Dusing, 2010; Lund et al., 2020; Moraru et al., 2015). Research has not defined a clear connection between physical activity, language, and EF for children with DS.
Questions:
- Do children with DS participate in significantly less structured physical activity than their peers?
- Does amount of physical activity predict language and EF?
- Does EF predict language?
Method: 25 children with DS and 25 typically developing children between the ages of 7 and 18. Parents completed the Behavior Rating Inventory of Executive Function-Second Edition and a physical activity questionnaire; children completed an omnibus language measure and standardized vocabulary assessments.
Results: Analyses revealed that children with DS have significantly lower participation in structured physical activities than their typically developing peers. For the entire sample of 50 children, amount of participation in physical activities significantly predicted EF and language performance (all measures). When analyzing only the DS sample, physical activity participation significantly predicted receptive vocabulary raw scores. EF significantly predicted language performance (all measures) for the complete sample as well as for just the DS sample.
Conclusion: This study represents a first step in understanding how participation in structured physical activities can impact language and EF development in children with DS. Because physical activity is related to language and has potential to improve EF, inclusive practices in structured physical activity opportunities are important for children with DS.
Attention, working memory, and adaptive skills for adults with Down syndrome
Kayla Kristensen1, Kumari Anshu1, Emily K. Schworer1, Sigan L. Hartley2, Ruth Y. Litovsky1
- Waisman Center, University of Wisconsin–Madison, Madison, WI, USA
- School of Human Ecology, University of Wisconsin–Madison, Madison, WI, USA
Background: Individuals with Down syndrome (DS) experience increased attention and executive function (EF) challenges compared to the general population. These differences have been linked to adaptive functioning skills in children with DS but are yet to be explored in adults. This study examined the associations between EF and adaptive skills in adults with DS.
Question: Does attention and working memory predict adaptive functioning for adults with DS?
Method: Across two studies, forty-seven adults with DS (ages 19-30 years) completed measures of EF, the WISC-IV Digit Span Forward and Digit Span Backward. Parents of adults with DS completed the Vineland-3, a standardized measure of adaptive skills. Multiple linear regression models were employed to investigate the relationship between EF (predictors) and adaptive skills (dependent variables), while controlling for study and relevant sociodemographic variables.
Results: Attention was significantly associated with communication (β=3.10, p=.027), daily living (β=3.99, p=.010), and socialization adaptive skills (β=4.66, p=.017), as well as overall adaptive skills (β=3.82, p=.005). Working memory was significantly associated with communication adaptive skills (β=4.81, p<.001), as well as overall adaptive skills (β=2.69, p=.016).
Conclusion: Both attention and working memory were positively associated with adaptive skills. Our findings highlight a need to screen adults with DS for co-occurring conditions that impact attention and memory (e.g., ADHD) given that impairments in these areas can reduce adaptive functioning. Future research should explore interventions and accommodations to improve attention, working memory, and communication, daily living, and social adaptive skills for adults with DS (e.g., individualized assistive technology and augmentative and alternative communication supports and strategies).
Exploring Longitudinal Changes in Executive Functions and Adaptive Behavior in Children with Down Syndrome
Elisa Rossi1*, Sara Onnivello1, Giuseppe Ramacieri2, Chiara Locatelli3, Chiara Marcolin1, Francesca Catapano2, Sara Colaianni1, Francesca Antonaros4, Francesca Pulina1, Beatrice Vione 4 and Silvia Lanfranchi1
- Department of Developmental Psychology and Socialization, University of Padua, Italy
- Department of Medical and Surgery Science (DIMEC), University of Bologna, Italy
- Perinatal comfort care and assistance to the newborn with congenital malformations Unit, Department of Neonatology, IRCCS Azienda Ospedaliero-Universitaria di Bologna, Bologna, Italy
- Department of Biomedical and Neuromotor Science (DIBINEM), University of Bologna, Italy
Background: Cross-sectional studies on Executive Functions (EF) and Adaptive Behavior (AB) in individuals with Down Syndrome (DS) highlight partial or overall stability of profiles over time, with difficulties observed across all ages. In particular, Onnivello et al. (2022) conducted a large-scale cross-sectional study, identifying slight differences in EF and AB between preschool and school-age children with DS, with strengths and weaknesses remaining stable across age groups. Research question: This study extends the exploration of EF and AB into a longitudinal framework, aiming to determine whether developmental trajectories align with the trends identified in cross-sectional studies and to explore correlations between EF and AB profiles at different developmental stages. Method: a cohort of 19 children was assessed at two developmental stages: the preschool period (36 – 83 months, M = 53.9 months) and the school-age period (84 – 155 months, M = 113.2 months). The average interval between assessments was 59 months. EF was measured using the BRIEF-P at the preschool stage (T1) and the BRIEF-2 at the school-age stage (T2), while AB was evaluated with the Vineland Adaptive Behavior Scales II at both time points. Results: The findings are consistent with those reported by Onnivello et al. (2022). Regarding EF, the preschool group demonstrated a relative strength in Emotional Control and showed the greatest difficulties in Working Memory. Similarly, the school-age group exhibited the same pattern of strengths and weaknesses, although these differences were less pronounced. The AB profile follows the same trend in both preschool and school age, with a weakness in communication and a strength in socialization. The preschool group scores higher than the school-age group across the three domains. Correlation analyses indicated significant relationship between AB domains and EF indices at both developmental stages, highlighting the link between them over time. Conclusion: Results may provide preliminary insights into the stability and evolution of EF and AB in children with Down Syndrome, serving as a foundation for future research and intervention strategies.
