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Predictors of functional performance in school-aged children with Down syndrome

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dc.contributor.authorGerlach-McDonald, Brianne, author
dc.contributor.authorDaunhauer, Lisa A., advisor
dc.contributor.authorFidler, Deborah, advisor
dc.contributor.authorKhetani, Mary, committee member
dc.date.accessioned2015-08-27T03:56:57Z
dc.date.available2015-08-27T03:56:57Z
dc.date.issued2015
dc.description.abstractThis project examined whether executive functioning, language ability, and/or intelligence quotient predicts functional performance in children with Down syndrome, the most common neurogenetic syndrome associated with intellectual disability. Functional performance is the performance of tasks universal to all children-- such as self-care, mobility, and social interaction. Identifying patterns of functional performance in Down syndrome is critical as it is a foundation for optimal outcomes for the child, their family, and community. Executive functioning is an umbrella term used to describe thinking skills that are involved in goal-directed behavior. Children with Down syndrome are predisposed to specific areas of relative strengths and challenges in executive functioning, but it is unclear whether this phenotypic profile affects functional performance. Children with Down syndrome and students with mixed developmental disabilities were matched for mental and chronological age using the Leiter International Performance Scale-Revised. Functional performance and executive function were measured by parent-report, using the Pediatric Evaluation of Disability Inventory and the Behavior Rating Inventory of Executive Function- Preschool Version, respectively. Language and mental ability were measured using two standardized assessments, the Oral and Expressive Language Scales of the Oral and Written Language Scales and the Leiter International Performance Scale-Revised. Results indicated that children with Down syndrome and children with mixed developmental disabilities had similar functional profiles with strength in mobility and relative challenges in social function and self-care. Executive function was the only significant predictor of functional performance for relative children with Down syndrome, while intelligence quotient was the only significant predictor of functional performance for children with mixed developmental disabilities. Findings suggest differential targets for interventions to improve functional performance outcomes in children with Down syndrome and mixed developmental disabilities.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierGerlachMcDonald_colostate_0053N_12848.pdf
dc.identifier.urihttp://hdl.handle.net/10217/166892
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.titlePredictors of functional performance in school-aged children with Down syndrome
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineHuman Development and Family Studies
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)

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