Using learning flexibly and remembering after a delay: understanding cognitive dysfunction in adults with Down syndrome

Roberts, Lynette; Richmond, Jenny L.

doi:10.1111/jir.12492

Cited by 7 publications

(6 citation statements)

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“…The results demonstrate that, among the cognitive functions assessed in this population, the best predictors of inhibition performance, measured through the Cats-and-Dogs test, are constructive praxis, verbal memory, immediate memory, planning, and written verbal comprehension. This set of cognitive functions is also known to be most vulnerable to aging in persons with DS [15][16][17][18][19][20]70].…”

Section: Discussionmentioning

confidence: 99%

“…and in ways to encourage healthy aging [8][9][10][11]. Patterns of cognitive changes during aging in adults with DS are diverse [12,13] but most severely affect memory, language, visuoconstructional skills, executive functions, and motor praxis skills [14][15][16][17][18][19][20]. Furthermore, a greater predisposition to develop Alzheimer's disease (AD) [21][22][23][24] has been noted, with onset of dementia marked by declines in episodic memory, visuospatial organization, visuospatial memory, and executive functions [25].…”

Section: Introductionmentioning

confidence: 99%

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Executive Functioning in Adults with Down Syndrome: Machine-Learning-Based Prediction of Inhibitory Capacity

Jojoa

Signo-Miguel

Garcia-Zapirain

et al. 2021

IJERPH

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The study of executive function decline in adults with Down syndrome (DS) is important, because it supports independent functioning in real-world settings. Inhibitory control is posited to be essential for self-regulation and adaptation to daily life activities. However, cognitive domains that most predict the capacity for inhibition in adults with DS have not been identified. The aim of this study was to identify cognitive domains that predict the capacity for inhibition, using novel data-driven techniques in a sample of adults with DS (n = 188; 49.47% men; 33.6 ± 8.8 years old), with low and moderate levels of intellectual disability. Neuropsychological tests, including assessment of memory, attention, language, executive functions, and praxis, were submitted to Random Forest, support vector machine, and logistic regression algorithms for the purpose of predicting inhibition capacity, assessed with the Cats-and-Dogs test. Convergent results from the three algorithms show that the best predictors for inhibition capacity were constructive praxis, verbal memory, immediate memory, planning, and written verbal comprehension. These results suggest the minimum set of neuropsychological assessments and potential intervention targets for individuals with DS and ID, which may optimize potential for independent living.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Executive Functioning in Adults with Down Syndrome: Machine-Learning-Based Prediction of Inhibitory Capacity

Jojoa

Signo-Miguel

Garcia-Zapirain

et al. 2021

IJERPH

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“…Research has not yet addressed whether mental age is a good predictor of performance during cross-examination for adults. Although mental age is used in research as a comparison variable with adults (Nijman, Scheirs, Prinsen, Abbink, & Blok, 2010) and in particular in research with adults with Down Syndrome (Arstein-Kerslake, 2017; Jacola et al, 2014;Ringenbach & Balp-Riera, 2006;Roberts & Richmond, 2018), comparing adults to children does not fit with the concept of normalisation. Normalisation inspired by Nirje (1969) and developed by Wolfensberger (1972) basically means to afford people with disabilities the right to have the same opportunities, access to services and legal rights as anyone else in society (Gone, Hatton, & Cane, 2012).…”

Section: Discussion Of Findings and Relevance To Cross-examinationmentioning

confidence: 99%

Communication and cross-examination in court for children and adults with intellectual disabilities: A systematic review

Morrison

Forrester‐Jones

Bradshaw

et al. 2019

The International Journal of Evidence & Proof

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Courts in England, Wales and Northern Ireland have identified children and adults with intellectual disabilities (ID) as vulnerable witnesses. The call from the English Court of Appeal is for advocates to adjust questioning during cross-examination according to individual needs. This review systematically examined previous empirical studies with the aim of delineating the particular communication needs of children and adults with ID during cross-examination. Studies utilising experimental methodology similar to examination/cross-examination processes, or which assessed the communication of actual cross-examinations in court were included. A range of communication challenges were highlighted, including: suggestibility to leading questions and negative feedback; acquiescence; accuracy; memory and understanding of court language. In addition, a number of influencing factors were identified, including: age; IQ level; question styles used. This review highlights the need for further research using cross-examination methodology and live practice, that take into consideration the impact on communication of the unique environment and situation of the cross-examination process.

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“…It is an important part of the learning process. Short-term memory, working memory, long-term memory (Verucci, Menghini, & Vicari, 2006) and episodic memory (Edgin et al, 2010;Edgin, Spano, Kawa, & Nadel, 2014;Roberts & Richmond, 2018) are all areas in which people with DS struggle. However, it appears that conservation has a greater impact on the coding and recall processes in people with DS (Milojevich & Lukowski, 2016).…”

Section: Down Syndrome and Memorymentioning

confidence: 99%

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

Λάππα

Mantzikos

2021

International Journal of Pedagogy and Teacher Education

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<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>

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Using learning flexibly and remembering after a delay: understanding cognitive dysfunction in adults with Down syndrome

Abstract: These results deepen our understanding of the cognitive profile of adults with DS, demonstrating deficits in both encoding new information, and flexibly using such information. These results have important implications for workplace training and intervention programs for people with DS.

Cited by 7 publications

References 40 publications

Executive Functioning in Adults with Down Syndrome: Machine-Learning-Based Prediction of Inhibitory Capacity

Executive Functioning in Adults with Down Syndrome: Machine-Learning-Based Prediction of Inhibitory Capacity

Communication and cross-examination in court for children and adults with intellectual disabilities: A systematic review

Teaching Individuals with Down Syndrome and Moderate or Severe Intellectual Disability with The Aim of Their Acquiring, Retaining and Recalling Knowledge: An Intervention Programme for Discovering and Understanding The Environment

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