Session 3 - Social Skills
Social Skills Acquisition in Children and Adolescents with Down Syndrome
- Onnivello1, E. Rossi1, S. Colaianni1, C. Marcolin1, G. Ramacieri2,3, C. Locatelli4, F. Antonaros5, F. Catapano2, M. C, Pelleri5, S. Lanfranchi1
- Department of Developmental Psychology and Socialization, University of Padova, Italy
- Department of Medical and Surgical Science (DIMEC), University of Bologna, Italy
- Specialist School of Child Neuropsychiatry, University of Bologna, Italy
- Perinatal comfort care and assistance to the newborn with congenital malformations Unit
- Department of Biomedical and Neuromotor Sciences (DIBINEM), University of Bologna, Italy
Background: When examining the developmental trajectory of individuals, it is crucial to consider the expected timeline for skill acquisition. While developmental timelines are well-established in typically developing individuals, they vary widely in Down syndrome (DS), depending on the domain. Cognitive and motor skills have been studied, but the timeline for social skills acquisition remains largely unexplored. Understanding these timelines is essential for comparing children with DS to their peers to determine whether their development is on track, delayed, or advanced relative to expectations for DS.
Research Question: This study aims to estimate the average chronological age (CA) at which children with DS achieve specific social milestones.
Method: A cohort of 144 Italian children with DS (aged 3–16 years) participated in the study. Social skills were assessed using the Socialization scale of the Vineland Adaptive Behavior Scales, Second Edition (VABS-II). The scale includes three subdomains: (1) Interpersonal Relationships (how individuals interact with others), (2) Play and Leisure Time (play skills and the organization of free time), and (3) Coping Skills (responsibility and sensitivity to others). Representative items from each subscale, reflecting developmental milestones, were selected for analysis. Logistic regression analyses were conducted to explore the relationship between CA and performance on specific items.
Results: Findings indicate the chronological age at which specific social skills are typically acquired by children with DS. Results also demonstrate that more complex skills require more time to develop.
Conclusions: This study provides critical insights into the social skills development of children and adolescents with DS. The findings lay the groundwork for establishing developmental timelines, which are essential for creating tailored interventions and supporting the development of individuals with DS.
Building Independence and Developing Functional skills through Independent Community Navigation in Teens with Down Syndrome: A 12-Week Programme: ShopTalk
Susanna Stokes & Orlaith Maher, Down Syndrome Tipperary
Contact: Susanna@downsyndrome.ie
Background: Executive function skills are critical for independence in daily life, yet they often pose challenges for individuals with Down syndrome. This study investigates the effectiveness of a 12-week programme designed to build motor coordination, sensory processing, executive functioning, social communication, cognitive awareness, and regulation skills required to navigate community environments, (specifically solving, planning, organising and recalling a shopping task, leaving one environment, navigating the street, crossing the roads, navigating the shop floor, and engaging with staff).
Research Question: Can a structured, real-life skill-building program like ShopTalk improve functional independence and thereby self-confidence in teens with Down syndrome, enabling safer and more independent community navigation?
Method: 16 participants, teens (12-17 years) with Down syndrome, were organised into 3 groups. Skills were broken down into manageable tasks and practiced in real-life scenarios.
The method involves weekly sessions where children practice these skills in real-world scenarios, progressively building confidence and competence. Each session is structured to assess and track the child's progress in various skill areas, including motor coordination, sensory processing, executive function, social communication, cognitive awareness and regulation.
A rating scale is used to measure progress each week, with ratings from 1 (minimal) to 5 (mastered) across multiple tasks from the skills areas. These include tasks such as walking steadily, handling small objects, following social norms, managing distractions, and making appropriate requests. The results will be assessed over the course of the program.
The checklist is completed by facilitators and will be reviewed with caregivers to track generalisation.
Results: We will be 9 weeks into the programme by March. So will have preliminary midway findings.
Conclusion: To be discovered.
