Individual and Environmental Characteristics Associated with Cognitive Development in Down Syndrome: A Longitudinal Study

Autor/inn/en	Couzens, Donna; Haynes, Michele; Cuskelly, Monica
Titel	Individual and Environmental Characteristics Associated with Cognitive Development in Down Syndrome: A Longitudinal Study
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 25 (2012) 5, S.396-413 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/j.1468-3148.2011.00673.x
Schlagwörter	Down Syndrome; Predictor Variables; Educational Experience; Cognitive Development; Environmental Influences; Scores; Personality Traits; Mothers; Educational Attainment; Age Differences; Physical Health; Cognitive Ability; Correlation; Negative Attitudes; Emotional Response; Persistence; Elementary Schools; Longitudinal Studies; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Prädiktor; Bildungserfahrung; Kognitive Entwicklung; Environmental influence; Umwelteinfluss; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mother; Mutter; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Gesundheitszustand; Denkfähigkeit; Korrelation; Negative Fixierung; Emotionales Verhalten; Ausdauer; Elementary school; Grundschule; Volksschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Australien
Abstract	Background: Associations among cognitive development and intrapersonal and environmental characteristics were investigated for 89 longitudinal study participants with Down syndrome to understand developmental patterns associated with cognitive strengths and weaknesses. Materials and Methods: Subtest scores of the Stanford-Binet IV collected between ages 4-30 years were analysed in multilevel models of age-related change. Predictor variables were systematically entered into the models to identify associations with development for each subtest. Results: Temperament, maternal education, medical conditions and school experiences were associated with cognitive differences. Additional associations with rate of development were detected for negative mood, persistence, maternal education level and elementary school experience for several subtests. Conclusions: Early cognitive advantage and consistent opportunities to learn academic content appear to facilitate cognitive development, although this latter was confounded with ability and maternal education in this study. Data presented endorse research into interventions that enhance verbal and problem solving environments through-out early and middle childhood and target reductions in negative affect in relation to supporting cognitive development for individuals with Down syndrome. (Contains 6 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10