Tablet Assessment of Cognition in Down Syndrome: Comparison of Researcher and Caregiver Administration

IF 2.4 2区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual Disability Research Pub Date : 2026-10-01 Epub Date: 2026-08-14 DOI:10.1111/jir.70160

Emily K. Schworer, Emily K. Hoffman, Anna J. Esbensen

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引用次数: 0

Abstract

Background

Identifying flexible and rigorous methods to administer assessments in Down syndrome research is critical for limiting participation burden. Tablet assessments have the potential to be presented remotely, but consistency between researcher and caregiver administrations is unknown.

Method

Participants were 24 children with Down syndrome aged 10–17 years and their caregivers. Children completed two sessions: one administered by their caregiver and one administered by research staff. Tablet measures were selected from the NIH Toolbox and the Cambridge Neuropsychological Test Automated Battery (CANTAB).

Results

There were no significant differences between child performance on researcher-administered compared to caregiver-administered NIH Toolbox Flanker, CANTAB RTI and CANTAB PAL measures. Floor effects impacted additional measures with high agreement (NIH Toolbox Pattern Comparison).

Conclusions

Task completion did not differ across administrators, demonstrating evidence for parents' ability to facilitate assessments. Inconsistent agreement statistics warrant future work in larger samples and additional understanding of child tablet assessment performance.

查看原文本刊更多论文

唐氏综合症患者认知能力的片剂评估：研究者和护理者给药的比较。

背景：确定灵活和严格的方法来管理唐氏综合征研究的评估是限制参与负担的关键。片剂评估有可能远程呈现，但研究人员和护理人员管理之间的一致性尚不清楚。方法：研究对象为24名10 ~ 17岁唐氏综合征患儿及其照顾者。孩子们完成了两个疗程：一个由他们的照顾者管理，另一个由研究人员管理。片剂测量从NIH工具箱和剑桥神经心理测试自动化电池（CANTAB）中选择。结果：与看护人管理的NIH Toolbox Flanker、CANTAB RTI和CANTAB PAL测量相比，研究人员管理的儿童表现无显著差异。地板效应对附加测量的影响具有很高的一致性（NIH工具箱模式比较）。结论：任务完成情况在管理人员之间没有差异，证明了家长促进评估的能力。不一致的统计数据保证了未来更大样本的工作和对儿童片剂评估性能的进一步了解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Intellectual Disability Research Multiple-

CiteScore

5.60

自引率

5.60%

发文量

期刊介绍： The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the treatment and prevention of intellectual disability and of associated impairments and disabilities, and/or inform public policy and practice. Expert reviews on themes in which recent research has produced notable advances will be included. Such reviews will normally be by invitation.