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Growth models for subtests of the Stanford-Binet Intelligence Scale, 4th edition ( R. L. Thorndike, E. P. Hagen, & J. M. Sattler, 1986a , 1986b ) were developed for individuals with Down syndrome. Models were based on the assessments of 208 individuals who participated in longitudinal and cross-sectional research between 1987 and 2004. Variation in performance among individuals was large and significant across all subtests except Memory for Sentences. Scores on the Memory for Sentences subtest remained low between ages 4 to 30 years. Greatest variation was found on the Pattern Analysis subtest, where scores continued to rise into adulthood. Turning points for scores on the Vocabulary and Comprehension subtests appeared premature relative to normative patterns of development. The authors discuss development at the subdomain level and analyze both individual and group trajectories.

Authors' note. Data reported in this paper were collected as part of a larger international study comparing the establishment of universal design for students in higher education. This research was funded by an international research grant from the Heiwa Nakajima Foundation (inc). Project leader for the international project was Associate Professor Mika Kataoka, from Kagoshima University. We also acknowledge the work of Munehisa Yoshitoshi PhD. (Okayama University) for his collaboration and recording of the interviews used in this paper. Finally we would like to thank the staff and students who shared their stories for this research.

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.

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