Evaluation of the Cognitive Profile and Behavior in Children From a Care and Early Childhood Development Center

doi:10.24205/03276716.2017.1023

Cited by 1 publication

(1 citation statement)

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“…Furthermore, it has been suggested that rather than one behavioural phenotype, there may be subgroups of children with DS showing different strengths and weaknesses. What is clear is that intellectual disability is a characteristic that usually manifests itself, at different levels, in people with DS (Robles-Bello, Valencia, Barba, & Sánchez-Teruel, 2017; Robles-Bello, Valencia, & Sánchez-Teruel, 2018;. In addition, it has been observed that this phenotype is positively influenced by environmental factors such as early developmental outcomes, particularly from around the age of 2 years onwards, are the best predictors for performance later in life in children with DS (Cunningham, 1996).…”

Section: Robles-bello Et Almentioning

confidence: 99%

Psychometric properties of the Emotional Quotient Inventory: Youth Version‐EQ‐i:YV in Spanish adolescents with Down syndrome

Robles‐Bello

Sánchez‐Teruel

Galeote

2020

Research Intellect Disabil

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The assessment of emotional intelligence (hereinafter EI) in adolescents with Down syndrome (DS) and in people with intellectual disabilities in general must change. On the one hand, the validity of self-report of symptoms has been questioned, given the significant impairments in affective awareness and insight characteristic of youth with neurodevelopmental disorders (Mazzone, Ruta, & Reale, 2012); on the other hand, most of the studies provide further information on the level of functioning and cognitive development (Van Gameren-Oosterom et al., 2013). All subjects in these studies were born in the 1960s, 1970s and 1980s, before improvements in family and community attitudes and in healthcare practices (Flórez, Garvía, & Fernández-Olaria, 2015). The children born in those periods grew up in quite different circumstances and less stimulating environments compared to the generation born after 1990, the era when interventions to stimulate development have been implemented widely, because, at least in Spain, all children with Down syndrome and their families are cared for from birth in child development and early intervention centres (Robles-Bello, Sánchez-Teruel, & Candel, 2018). Research on adolescents with DS born after 1990 has usually included only small numbers or focused on one specific area of development and cognition, such as reading skills or working memory (Flórez et al., 2015), but we did not find any studies that were

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Section: Robles-bello Et Almentioning

confidence: 99%