Background Individuals with Down syndrome (DS) appear to perform at a level that is commensurate with developmental expectations on simple tasks of selective attention. In this study, we examine how their selective attention is impacted by target changes that unfold over both time and space. This increased complexity reflects an attempt at greater ecological validity in an experimental task, as a steppingstone for better understanding attention among persons with DS in real-world environments. Methods A modified flanker task was used to assess visual temporal and spatial filtering among persons with DS (n = 14) and typically developing individuals (n = 14) matched on non-verbal mental age (mental age = 8.5 years). Experimental conditions included varying the stimulus onset asynchronies between the onset of the target and flankers, the distances between the target and flankers, and the similarity of the target and flankers. ResultsBoth the participants with DS and the typically developing participants showed slower reaction times and lower accuracy rates when the flankers appeared closer in time and/or space to the target. Conclusion No group differences were found on a broad level, but the findings suggest that dynamic stimuli may be processed differently by those with DS. Implications of the findings are discussed in relation to the developmental approach to intellectual disability originally articulated by Ed Zigler.

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Clinical reports of persons with Down Syndrome (DS) generally include descriptions of attentional challenges, which in some cases are diagnosed as attention-deficit/hyperactivity disorder (ADHD). While the rates of diagnosable disorders of attentional function are important considerations for clinicians, educators, researchers, and stakeholders, so too is an understanding of strengths and weaknesses in the development of different facets of attention that may not rise to the level of psychological disorder but may nonetheless adversely affect daily functioning. Attentional challenges among persons with DS must be understood, both clinically and empirically, within a developmental context that considers an individual’s relative strengths and weaknesses, as well how, and in relation to whom, comparisons are being made. The purpose of this chapter is to critically assess and synthesize the research on attentional processes among persons with DS, focusing on the development of attentional orienting as well as selective and sustained attention. Findings are contextualized with respect to contemporary definitions of attention, and their development among typically developing persons, and yield a fairly consistent profile of strengths and weaknesses in attentional function among persons with DS across the lifespan. Conclusions focus on recommendations for future research including clinical implications and considerations.

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