Developmental characteristics in children with Down syndrome from ages 5 to 12 in Bogota, Colombia

Introduction: Cognitive processing and learning skills are widely variable amongst individuals with Down syndrome (DS). The achievement of developmental milestones behaves in a different way than it does in children with typically development. Thus, the characterization and understanding of children...

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Autores:
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad del Rosario
Repositorio:
Repositorio EdocUR - U. Rosario
Idioma:
eng
OAI Identifier:
oai:repository.urosario.edu.co:10336/23552
Acceso en línea:
https://repository.urosario.edu.co/handle/10336/23552
Palabra clave:
Adaptive behavior
Article
Assessment of humans
Battelle developmental inventory
Child
Child development
Child neuropsychological evaluation
Clinical evaluation
Cognition
Colombia
Cross-sectional study
Down syndrome
Follow up
Health program
Human
Learning
Major clinical study
Motor control
Neuropsychological test
Observational study
Skill
Social competence
Down syndrome
Neurodevelopmental disorders
Neuropsychology
Pediatrics
Rehabilitation
Rights
License
Abierto (Texto Completo)
Description
Summary:Introduction: Cognitive processing and learning skills are widely variable amongst individuals with Down syndrome (DS). The achievement of developmental milestones behaves in a different way than it does in children with typically development. Thus, the characterization and understanding of children with DS is important to elaborate intervention strategies and follow-up programs. Objectives: To establish a cognitive developmental profile in children with DS. Materials and Methods: Observational, descriptive, cross-sec- tional study of 93 children between the ages of 5 and 12, among three health institutions in Bogota (Colombia). For assessment, the Battelle Developmental Inventory (BDI-2) and the Child Neuropsychological Evaluation (ENI) were used. The institutional review board approved the study. Results: Developmental quotients were below than normative data for typically developed children in all evaluated domains. The neurocognitive profiles exhibited a discretely, age dependent, ascendant tendency, the areas that were more strongly developed were adaptive behavior, social skills and gross motor control. Conclusions: The obtained results allowed to design a curve that comprehensively shows the skills in learning that children with DS show. Furthermore, it showed the specific areas in which children perform in a more efficient manner, and those in which they have major setbacks or pitfalls. Namely, gross motor control and social skills, are areas in which children with DS have significant skills, whilst communication, language and cognitive processing are less developed. ©2019 Ediciones Mayo.S.A. All rights reserved.