Working memory in adolescent males with Down syndrome and males with autism and intellectual disability: Implications for the classroom

Trezise, Kim Louise; Gray, Kylie Megan; Taffe, John Raymond; Sheppard, Dianne Melinda

doi:10.3109/13668250.2013.874550

Cited by 8 publications

(5 citation statements)

References 57 publications

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“…Further attention to the measurement of cognitive constructs has focused on social cognition, emotion recognition, and evaluating cognitive batteries [17][18][19][20][21][22][23][24][25][26][27][28]. The downstream impact of these cognitive constructs on functional outcomes has primarily considered children with DS, understanding the impact on formal education, and adaptive daily living skills [29][30][31][32][33][34][35]. Given a pattern of findings linking cognitive skills to fine and gross motor control [36][37][38][39][40][41], preliminary small pilot trials to improve cognitive outcomes have more recently focused on the impact of physical activity interventions [42][43][44].…”

Section: Cognitive Development and Independencementioning

confidence: 99%

Opportunities, barriers, and recommendations in Down syndrome research

Hendrix¹,

Amon

Abbeduto

et al. 2021

TRD

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BACKGROUND: Recent advances in medical care have increased life expectancy and improved the quality of life for people with Down syndrome (DS). These advances are the result of both pre-clinical and clinical research but much about DS is still poorly understood. In 2020, the NIH announced their plan to update their DS research plan and requested input from the scientific and advocacy community. OBJECTIVE: The National Down Syndrome Society (NDSS) and the LuMind IDSC Foundation worked together with scientific and medical experts to develop recommendations for the NIH research plan. METHODS: NDSS and LuMind IDSC assembled over 50 experts across multiple disciplines and organized them in eleven working groups focused on specific issues for people with DS. RESULTS: This review article summarizes the research gaps and recommendations that have the potential to improve the health and quality of life for people with DS within the next decade. CONCLUSIONS: This review highlights many of the scientific gaps that exist in DS research. Based on these gaps, a multidisciplinary group of DS experts has made recommendations to advance DS research. This paper may also aid policymakers and the DS community to build a comprehensive national DS research strategy.

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Section: Cognitive Development and Independencementioning

confidence: 99%

Opportunities, barriers, and recommendations in Down syndrome research

Hendrix¹,

Amon

Abbeduto

et al. 2021

TRD

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“…Moreover, individuals with Down syndrome were excluded because they present specific physical fitness and cognitive profiles that may affect results. In fact, individuals with Down syndrome were known to have markedly lower cardio‐respiratory fitness (Fernhall et al, 1996) and muscle strength (Angelopoulou et al, 2000) as well as weaker performance in RT (Inui et al, 1995) and WM (Trezise et al, 2014) tests compared to individuals with non‐syndromic intellectual disability. Finally, through the experiment, two of the 15 screened participants left the experiment because they did not tolerate the maximal testing sessions and they expressed that they are no longer motivated to participate in the experiment.…”

Section: Methodsmentioning

confidence: 99%

“…In fact, individuals with Down syndrome were known to have markedly lower cardio-respiratory fitness (Fernhall et al, 1996) and muscle strength (Angelopoulou et al, 2000) as well as weaker performance in RT (Inui et al, 1995) and WM (Trezise et al, 2014)…”

Section: Participantsmentioning

confidence: 99%

Acute effects of aerobic versus resistance exercises on cognitive function in individuals with intellectual disability

Borji

Affes

Zarrouk

et al. 2022

Research Intellect Disabil

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Background: This study compared the acute effects of aerobic (AE) and resistance (RE) exercise on reaction time (RT) and working memory (WM) in individuals with intellectual disability.Methods: RT tests and Corsi test for WM were performed before and after three intervention sessions: AE, RE, or control session consisting on watching video. Results:The RT values decreased significantly (p < .001) after both of AE and RE with higher extend after the RE but did not vary following the control session. Corsi scores increased significantly (p < .001) after AE but not after RE or control session.Conclusions: These findings suggest that the effects of acute exercise on cognitive function in individuals with intellectual disability depend on the exercise mode as well as the nature of the cognitive task. The RE seems to be more recommended for RT enhancement whereas only the aerobic one could improve WM in these individuals.

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“…Learning to comprehend text is support by the systematic cognitive learning process related to its executive functions (Connor et al, 2014;Bilgi & Ozmen, 2014;Danielsson, Henry, Messer, & Ronnberg, 2012;Doolittle, 2014;McLeod, 2017;Molen, Henry, & Luit, 2014;Sharma, 2014;Trezise, Gray, Tafee, & Sheppard, 2014;Yoder, 2014). This systematic learning process organization consists of assimilation, accommodation, and equilibration.…”

Section: Literature Reviewmentioning

confidence: 99%

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Cox-Magno

Ross

Dimino

et al. 2018

JERAP

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This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with intellectual disabilities. A single-participant, multiple baseline design with graphical visual analysis was used across four kindergarten students with intellectual disabilities to illustrate the influence of the reading intervention. All four kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant’s baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with intellectual disabilities, thus allowing intellectual disability students greater opportunity to benefit from curriculum and instruction over time.

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Working memory in adolescent males with Down syndrome and males with autism and intellectual disability: Implications for the classroom

Cited by 8 publications

References 57 publications

Opportunities, barriers, and recommendations in Down syndrome research

Opportunities, barriers, and recommendations in Down syndrome research

Acute effects of aerobic versus resistance exercises on cognitive function in individuals with intellectual disability

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

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