Dynamic Assessment in Preschoolers with Down Syndrome and Nonspecific Intellectual Disability

  1. Nieves Valencia Naranjo
  2. María Auxiliadora Robles Bello
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 2

Páginas: 101-108

Tipo: Artículo

DOI: 10.5093/PSED2020A9 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Enhancing cognitive abilities is relevant when devising treatment plans. This study examined the performance of preschoolers with Down syndrome and nonspecific intellectual disability in cognitive tasks (e.g., nonverbal reasoning and short-term memory) as well as in improving cognitive functions by means of a learning potential methodology. The two groups with intellectual disability showed similar performance on verbal short-term memory tasks and rule-based categorization, with differences recorded in visual short-term memory tasks. Their performance was below that of typically developing children comparable in chronological age. Groups’ cognitive performance improved significantly between pre- and post-intervention, with particularly significant gains in the nonspecific group. Factors that may potentially affect children’s performance before and during learning potential assessment are discussed.

Información de financiación

We would like to thank all the children and their families who participated in this study.

Financiadores

Referencias bibliográficas

  • Alloway, T. P. (2010) Working memory and executive function profiles of individuals with borderline intellectual functioning. Journal of Intellectual Disability Research 54, 448-56. https://doi.org/10.1111/ j.1365-2788.2010.01281.x
  • Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77(6), 1698-1716. https://doi. org/10.1111/j.1467-8624.2006.00968.x
  • Blackwell, K. A., Chatham C. H., Wiseheart M., & Munakata, Y. (2014). A developmental window into trade-offs in executive function: The case of task switching versus response inhibition in 6-yearolds. Neuropsychologia, 62, 356-364. https://doi.org/10.1016/j. neuropsychologia.2014.04.016
  • Borella, E., Carretti, B., & Lanfranchi, S. (2013). Inhibitory mechanisms in Down syndrome: Is there a specific or general deficit? Research in Developmental Disabilities 34, 65-71. https://doi.org/10.1016/j. ridd.2012.07.017
  • Bruns, G., Ehl, B., & Grosche, M. (2019). Verbal working memory processes in students with mild and borderline intellectual disabilities: Differential developmental trajectories for rehearsal and redintegration. Frontiers in Psychology, (2581). https://doi.org/10.3389/fpsyg.2018.02581
  • Calero, M. D., Robles-Bello, M. A., Márquez, J., & de la Osa, P. (2009). EHPAP: Evaluación de habilidades y potencial de aprendizaje para preescolares. Editorial EOS.
  • Cárdenas Castro, M., & Arancibia Martin, H. (2014). Potencia estadística y cálculo del tamaño del efecto en G*POWER: complementos a las pruebas de significación estadística y su aplicación en psicología. Salud y Sociedad, 182, 210-224. https://revistas.ucn.cl/index.php/ saludysociedad/article/view/899
  • Carles-Gassín, R. (2012). Potencial de aprendizaje y adaptación al contexto educativo. La prevención de problemas escolares en niños inmigrantes (Doctoral dissertation). http://hera.ugr.es/tesisugr/20940257.pdf
  • Carlson, J. S., & Wiedl, K. H. (2013). Cognitive education: Constructivist perspectives on schooling, assessment, and clinical applications. Journal of Cognitive Education and Psychology, 12, 6-25. https://doi. org/10.1891/1945-8959.12.1.6
  • Carretti, B., Belacchi, C., & Cornoldi, C. (2010). Difficulties in working memory in individuals with intelectual disability. Journal of Intellectual Disability Research, 54, 337-345. https://doi.org/10.1111/ j.1365-2788.2010.01267.x
  • Carretti, B., Lanfranchi, S., & Mammarella, I. C. (2013). Spatial-simultaneous and spatial-sequential working memory in individuals with Down syndrome: The effect of configuration. Research in Developmental Disabilities, 34, 669-675. https://doi.org/10.1016/j.ridd.2012.09.011
  • Cordero, A., & Calonge, I. (2000). Adaptación española del K-BIT: Test Breve de Inteligencia de Kaufman [Spanish adaptation of the K-BIT: Kaufman’s Brief Intelligence Test]. In A. Kaufman, & N. Kaufman (Eds.), K-BIT: Test Breve de Inteligencia de Kaufman (pp. 51-60). TEA.
  • Danielson, H., Henry, L., Messer, D., & Rönnberg, J. (2012). Strengths and weaknesses in executive functioning in children with intellectual disability. Research in Developmental Disabilities, 33(2), 600-607. https://doi.org/10.1016/j.ridd.2011.11.004
  • Danielsson, H., Zottarel, V., Palmqvist, L., & Lanfranchi, S. (2015). The effectiveness of working memory training with individuals with intellectual disabilities – a meta-analytic review. Frontiers in Psychology, 6(1230). https://doi.org/10.3389/fpsyg.2015.01230
  • Dekker, M. C., Ziermans, T. B., & Swaab, H. (2016). The impact of behavioural executive functioning and intelligence on math abilities in children with intelectual disabilities. Journal of Intellectual Disability Research, 60, 1086-1096. https://doi.org/10.1111/jir.12276
  • Fabio, R. A. (2005). Dynamic assessment of intelligence is a better reply to adaptive behavior and cognitive plasticity. The Journal of General Psychology, 132, 41-64. http://search.proquest.com/ docview/213646784?accountid=14555
  • Fidler, D. J., Hepburn, S., & Rogers, S. (2006). Early learning and adaptive behaviour in toddlers with Down syndrome: Evidence for an emerging behavioural phenotype? Down Syndrome Research and Practice 9, 37- 44. http://www.downsyndrome.info/library/periodicals/dsrp/09/03/
  • Frenkel, S., & Bourdin, B. (2009). Verbal, visual, and spatio-sequential short-term memory: Assessment of the storage capacities of children and teenagers with Down’s syndrome. Journal of Intellectual Disability Research 53, 152-60. https://doi.org/10.1111/j.1365-2788.2008.01139.x
  • Friedman, N., & Miyake, A. (2017). Unity and diversity of executive functions: Individual differences as a window on cognitive structure. Cortex, 86, 186-204. https://doi.org/10.1016/j.cortex.2016.04.023
  • Gligorovic, M., & Buha, N. S. A. (2013). Conceptual abilities of children with mild intellectual disability: Analysis of Wisconsin Card Sorting Test performance. Journal of Intellectual & Developmental Disability, 38, 134-140. https://doi.org/10.3109/13668250.2013.772956
  • Godfrey, M. & Lee, N. R. (2018). Memory profiles in Down syndrome across development: A review of memory abilities through the lifespan. Journal of Neurodevelopmental Disorders, 10(5), 1-31. https://doi. org/10.1186/s11689-017-9220-y
  • Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation to intelligence. Journal of Memory and Language, 92, 183-201. https:// doi.org/10.1016/j.jml.2016.06.004.
  • Henry, L. A., & Botting, N. (2017). Working memory and developmental language impairments. Child Language Teaching and Therapy, 33(1), 19-32. https://doi.org/10.1177/0265659016655378
  • Henry, L., & Conners, F. (2008). Short-term memory coding in children with intelectual disabilities. American Journal of Mental Retardation, 11, 187-200. http://openaccess.city.ac.uk/3328/
  • Kaufman, A. & Kaufman, N. (Eds.). K-BIT: Test Breve de Inteligencia de Kaufman. TEA.
  • Lanfranchi, S., Baddeley, A., Gathercole, S., & Vianello, R. (2012). Working memory in Down syndrome: Is there a dual task deficit? Journal of Intellectual Disability Research, 56, 157-166. https://doi.org/10.1111/j. 1365-2788.2011.01444.x
  • Lanfranchi, S., Cornoldi, C., & Vianello, R. (2004). Verbal and visuospatial working memory deficits in children with down syndrome. American Journal of Mental Retardation, 109, 456-466. https:/doi. org/10.1352/08958017(2004)109<456:VAVWMD>2.0.CO;2
  • Lanfranchi, S., Jerman, O., Dal Pont, E., Alberti, A., & Vianello, R. (2010). Executive function in adolescents with Down syndrome. Journal of Intellectual Disability Research, 54, 308-319. https://doi.org/10.1111/ j.1365-2788.2010.01262.x
  • Lidz, C. S. (2001). Dynamic assessment. In W. E. Craighead & C. B. Nemeroff (Eds.), The Corsini encyclopedia of psychology and behavioral science (pp.265-266). John Wiley and Sons. https://www.researchgate.net/ publication/280559884 Dynamic Assessment
  • Lidz, C. S. (2014). Leaning toward a consensus about dynamic assessment: Can we? Do we want to? Journal of Cognitive Education and Psychology, 13, 292-307. https://doi.org/10.1891/1945-8959.13.3.292
  • Lidz, C. S., & Jensen, R. H. (2015). Technical and administration manuals for the application of cognitive functions scale (from Haywood, H.C., & Lidz C.S., 2007). https://doi.org/10.13140/RG.2.1.3237.1362 https:// www.researchgate.net/publication/277657536
  • Lifshitz, H., Kilberg, E., & Vakil, E. (2016). Working memory studies individuals with intelectual disability: An integrative research review. Research in Developmental Disabilities, 59, 147-165. https://doi. org/10.1016/j.ridd.2016.08.001
  • Loveall, S. J., Conners, F. A., Tungate, A. S. Hahn, L. J., &. Osso, T. D. (2017). A cross-sectionl analysis of executive function in Down syndrome from 2 to 35 years. Journal of Intellectual Disability Research, 61, 877-887. https://doi.org/10.1111/jir.12396
  • Maehler, C., & Schuchardt, K. (2009). Working memory functioning in children with learning disabilities: Does intelligence make a difference? Journal of Intellectual Disability Research 53, 3-10. https:// doi.org/10.1111/j.1365-2788.2008.01105.x
  • Memisevic, H., & Biscevic, I. (2018). Exploring the link between inhibitory control and cognitive flexibility in preschool children. Cognition, Brain, Behavior. An Interdisciplinary Journal, 22, 1-11. https://doi. org/10.24193/cbb.2018.22.01
  • Memisevic, H., & Sinanovic, O. (2014). Executive function in children with intellectual disability – the effects of sex, level and aetiology of intellectual disability. Journal of Intellectual Disabilities Reseaqrch, 58(9), 830-837. https://doi.org/10.1111/jir.12098
  • Phillips, B. A., Conners, F. A., Merrill, E., & Klinger, M. (2014). Rulebased category learning in Down syndrome. American Journal of Intellectual and Developmental Disabilities, 119, 220-234. https://doi. org/10.1352/1944-7558-119.3.220
  • Poloczek, S., Henry, L. A., Danielson, H., Büttner, G., Mähler, C., Messer, D. J., Schuchardt, K., & van der Molen, M. J. (2016). Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study. Research in Developmental Disabilities, 58, 83-93. https://doi.org/10.1016/j.ridd.2016.08.014
  • Rabi, R., & Minda, J. P. (2014). Rule-based category learning in children: The role of age and executive functioning. PLoS ONE 9(1): e85316. https:// doi.org/10.1371/journal.pone.0085316
  • Robles-Bello, M. A., Valencia, N. & Sánchez-Teruel, D. (2018). Learning potential is useful in pre-schoolers with Fragile X and Down syndrome. Psicología Educativa, 24(2), 51-57. https://doi.org/10.5093/psed2018a8
  • Schuchardt, K., Gebhardt, M., & Mäehler, C. (2010). Working memory function in children with different degrees of intelectual disability. Journal of International Disability Research, 54, 346-353. https://doi. org/10.1111/j.1365-2788.2010.01265.x
  • Schuchardt, K., Maehker, C., & Hasselhorn, M. (2011). Functional déficits in phonological working memory in children with intelectual disabilities. Research in Developmental Disabilities, 32, 1934-1940. https://doi. org/10.106/j.ridd.2011.03.022
  • Smith, E., & Jarrold, C. (2014). Grouping, semantic relation and imagery effects in individuals with Down syndrome. Research in Developmental Disabilities, 35, 3162-3174. https://doi.org/10.1016/j.ridd.2014.07.061
  • Stavroussi, P., Andreou, G., & Karagiannopoulou, D. (2016) Verbal fluency and verbal short-term memory in adults with Down syndrome and unspecified intellectual disability. International Journal of Disability, Development and Education, 63, 122-139. https://doi.org/10.1080/10 34912X.2015.1111307
  • Swanson, H. L., & Lussier, C. M. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71, 321-363. https://doi.org/10.3102/0034653071002321
  • Titz, C., & Karbach J. (2014). Working memory and executive functions: Effects of training on academic achievement. Psychological research, 78(6), 852-68. https://doi.org/10.1007/s00426-013-0537-1
  • Turley-Ames, K. J., & Whitfield, M. M. (2003). Strategy training and working memory task performance. Journal of Memory and Language, 49(4), 446-468. https://doi.org/10.1016/S0749-596X(03)00095-0
  • Tzuriel, D. (2013). Mediated learning experience strategies and cognitive modifiability. Journal of Cognitive Education and Psychology, 13, 59- 80. https://doi.org/10.1891/1945-8959.12.1.59
  • Valencia-Naranjo, N. & Robles-Bello, M. A. (2017). Learning potential and cognitive abilities in preschool boys fragile X andf Down syndrome. Research in Developmental Disabilities, 60, 151-161. https://doi. org/10.1016/j.ridd.2016.12.001
  • Van der Molen, M. J., Henry, L. A., & Van Luit, J. E. H. (2014). Working memory development in children with mild to borderline intellectual disabilities. Journal of Intellectual Disability Research, 58, 637-650. https://doi.org/10.1111/jir.12061
  • Van der Molen M. J., Van Luit, J. E. H., Jongmans, M. J., & Van der Molen, M. W. (2007). Verbal working memory in children with mild intellectual disabilities. Journal of Intellectual Disability Research, 51, 162-9. https://doi.org/10.1111/j.1365-2788.2006.00863.x
  • Van der Molen M. J., Van Luit J. E. H., Jongmans M. J., & Van der Molen M. W. (2009) Memory profiles in children with mild intellectual disabilities: Strengths and weaknesses. Research in Developmental Disabilities 30,1237-47. https://doi.org/10.1016/j.ridd.2009.04.005
  • Warne, R. (2014). A Primer on multivariate analysis of variance (MANOVA) for behavioral scientists. Practical Assessment, Research, and Evaluation, 19, 1-10. https://scholarworks.umass.edu/pare/vol19/ iss1/17
  • Will, E., Fidler, D. J., Daunhauer, L., & Gerlan-McDonald, B. (2017). Executive function and academic achievement in primary–grade students with Down syndrome. Journal of Intellectual Disability Research, 61(2), 181- 195. https://doi.org/10.1111/jir.12313
  • Wright, I., Lewis, V., & Collis, G. M. (2006). Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology, 24, 429-450. https://doi. org/10.1348/026151005X51257