Research in Developmental Disabilities最新文献

{"title":"Do maternal and paternal education protect against developmental delays?","authors":"Diane L. Putnick ,&nbsp;Neil J. Perkins ,&nbsp;Edwina Yeung ,&nbsp;Shyamal D. Peddada","doi":"10.1016/j.ridd.2024.104848","DOIUrl":"10.1016/j.ridd.2024.104848","url":null,"abstract":"<div><h3>Background</h3><div>Parental education is linked to child development and wellbeing, but unique and combined contributions of maternal and paternal education have rarely been studied.</div></div><div><h3>Aims</h3><div>This study assessed the individual and joint associations of maternal and paternal education on children’s odds of a probable developmental delay.</div></div><div><h3>Methods and procedures</h3><div>Mothers (<em>N</em> = 3566) from the Upstate KIDS cohort study reported on theirs and the father’s highest level of education and completed the Ages and Stages Questionnaires up to 7 times when the child was 4- to 36-months-old. A nonparametric constrained inference technique assessed the association between education and probable developmental delays.</div></div><div><h3>Outcomes and results</h3><div>Higher levels of maternal and paternal education were protective against child probable developmental delays in years 2 (18, 24 months; <em>p</em>-trends&lt;.001) and 3 (30, 36 months; <em>p</em>-trends&lt;.001), but not year 1 (4, 8, 12 months; <em>p</em>-trend=.486–.832). Trends held adjusting for parental age and race. When adjusting for the other parent’s education, only maternal education had unique associations with delays. Among parents with the same or similar education levels, when both parents had one level higher education it was also protective.</div></div><div><h3>Conclusions and implications</h3><div>Both maternal and paternal education may protect against children’s developmental delays in toddlerhood, but maternal education may be particularly important.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104848"},"PeriodicalIF":2.9,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of a combined neuropsychological and cognitive behavioral group therapy on young adults with Fragile X Syndrome: An explorative study","authors":"Federica Alice Maria Montanaro ,&nbsp;Paolo Alfieri ,&nbsp;Cristina Caciolo ,&nbsp;Giuseppina Spano ,&nbsp;Andrea Bosco ,&nbsp;Stefano Vicari","doi":"10.1016/j.ridd.2024.104839","DOIUrl":"10.1016/j.ridd.2024.104839","url":null,"abstract":"<div><h3>Background</h3><div>Fragile X Syndrome (FXS) is an X-linked neurodevelopmental disorder that leads to intellectual disability (ID) along with cognitive-behavioral difficulties. Research on psychosocial treatments in individuals FXS and ID is still lacking. This study aimed to investigate the effectiveness of a combined neuropsychological and cognitive behavioral group therapy (nCBT) among young adults with FXS.</div></div><div><h3>Method</h3><div>Ten young adults diagnosed with FXS took part in the second stage intervention of \"Corp-osa-Mente\" (CoM II), a group nCBT program previously outlined by Montanaro and colleagues in an earlier study, with the participants being the same as in the previous research. This report details the outcomes of an additional twelve-month group sections aimed at enhancing the ability to manage emotions and the socio-communicative skills of these young adults. Caregivers completed measures of adaptive functioning, emotional and behavior problems, executive function, communication skills and family quality of life at pre-treatment (T0) and post-treatment (T1).</div></div><div><h3>Results</h3><div>CoM II showed a decrease in depressive and anxiety symptoms from T0 to T1, along with increased socio-pragmatic and communication skills from pre-test to post-test intervention. Additionally, our analysis revealed improvements in the adapative behavior of participants and in the family quality of life.</div></div><div><h3>Conclusions</h3><div>These preliminary findings suggest that young adults with FXS and ID experienced positive outcomes through participation in CoM II, a group nCBT. However, it is recommended to undertake additional methodologically rigorous studies, such as randomized controlled trials (RCTs), to substantiate these initially promising findings.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104839"},"PeriodicalIF":2.9,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142323618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Negative emotions reduce sensorimotor cortex activity during proprioceptive modulation of rolandic ∼20HZ beta rhythm in typically developing children and those with neurodevelopmental conditions","authors":"Álvaro Sabater-Gárriz ,&nbsp;Francesc Mestre-Sansó ,&nbsp;Vicent Canals ,&nbsp;José Antonio Mingorance ,&nbsp;Pedro Montoya ,&nbsp;Inmaculada Riquelme","doi":"10.1016/j.ridd.2024.104842","DOIUrl":"10.1016/j.ridd.2024.104842","url":null,"abstract":"<div><h3>Background</h3><div>The Rolandic ∼20-Hz beta rhythm of the sensorimotor cortex is associated with motor function and perception. However, the modulation of this rhythm by different emotional stimuli is an innovative area of research.</div></div><div><h3>Aims</h3><div>This study aims at investigating the impact of affective pictures (positive, negative, and neutral) on the proprioceptive modulation of the Rolandic ∼20 Hz beta rhythm in typically developing children and children with neurodevelopmental disorders (i.e. cerebral palsy and autism).</div></div><div><h3>Methods and procedures</h3><div>EEG was recorded while participants experienced passive wrist movements during the simultaneous viewing of affective pictures. Time-frequency analysis of the sensorimotor oscillatory activity was performed.</div></div><div><h3>Outcomes and results</h3><div>Our findings revealed that pictures with negative emotional valence notably diminish event-related synchronization (ERS) amplitude during the perception of hand movement in all groups of children.</div></div><div><h3>Conclusions and implications</h3><div>These findings suggest that emotional stimuli, particularly the negative ones, could significantly influence brain's processing of proprioception, adding knowledge to the interaction of common comorbidities, such as sensorimotor disorders and emotional dysregulation, in children with neurodevelopmental disabilities.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104842"},"PeriodicalIF":2.9,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142318762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motor development trajectories of children with cerebral palsy in a community-based early intervention program in rural South India","authors":"Marie Brien ,&nbsp;Dinesh Krishna ,&nbsp;Ramasubramanian Ponnusamy ,&nbsp;Cathy Cameron ,&nbsp;Rahim Moineddin ,&nbsp;Franzina Coutinho","doi":"10.1016/j.ridd.2024.104829","DOIUrl":"10.1016/j.ridd.2024.104829","url":null,"abstract":"<div><h3>Background</h3><div>Developmental trajectories are crucial for evidence-based prognostication, planning interventions, and monitoring progress in children with cerebral palsy (CP).</div></div><div><h3>Aims</h3><div>To describe gross motor development patterns of children with CP in rural South India for the five Gross Motor Function Classification System (GMFCS) levels.</div></div><div><h3>Methods</h3><div>Longitudinal cohort study of 302 children (176 males, 126 females) with CP aged 0 to 10 years, followed by a community-based early intervention program. GMFCS levels were 5.4 % level 1, 16.5 % level II, 22.8 % level III, 26.8 % level IV, and 28.5 % level V. Assessments were undertaken using the Gross Motor Function Measure (GMFM-66) at 6-month intervals between April 2017 and August 2020. Longitudinal analyses were performed using mixed-effects linear regression models.</div></div><div><h3>Outcomes and results</h3><div>Five distinct motor development curves were created for ages 0 to 10 years by GMFCS levels as a function of age and GMFM-66 with a stable limit model, variation in estimated limits and rates of development.</div></div><div><h3>Conclusions and Implications</h3><div>Motor development trajectories for CP in an LMIC differ from those reported in HICs. Consideration of how social determinants of health, environmental and personal factors impact motor development in low-resource contexts is crucial. Further work is needed to describe developmental trajectories of children for CP in LMICs.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104829"},"PeriodicalIF":2.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001616/pdfft?md5=5034e5f9898d30514e04ff3c9a8d1bbc&pid=1-s2.0-S0891422224001616-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proxy- and self-report evaluation of quality of life in cerebral palsy: Using Spanish version of CPQOL for Children and adolescents","authors":"Alba Aza ,&nbsp;Inmaculada Riquelme ,&nbsp;María Gómez Vela ,&nbsp;Marta Badia","doi":"10.1016/j.ridd.2024.104844","DOIUrl":"10.1016/j.ridd.2024.104844","url":null,"abstract":"<div><h3>Background</h3><div>Promoting quality of life (QoL) is one of the main goals in interventions carried out with children and adolescents with cerebral palsy (CP).</div></div><div><h3>Aims</h3><div>The aim of this study was to analyze the determinants of QoL in children with CP, including evaluations by the children themselves and their parents, and to identify discrepancies between evaluators.</div></div><div><h3>Methods and procedures</h3><div>The adapted Spanish version of the Cerebral Palsy Quality of Life (CP-QOL) for children and adolescents (self-report and primary caregiver-reports versions) was applied to a sample of 74 children with CP and their respective parents (totaling 222 participants), as well as instruments to measure functioning (i.e., GMFCS, MACS, CFCS and EDACS). The average age of the children was 12.50 (<em>SD=</em>4.07), with a higher number of boys (55.7 %).</div></div><div><h3><em>Outcomes and results</em></h3><div>The lowest QoL levels were found in the Functional dimension in both assessments (<em>M</em>_{<em>children/adolescents</em>}=70.21, <em>M</em>_{<em>parents</em>}=58.14). For children, the highest rated dimension was Social Well-being (<em>M</em>=74.54), while for parents it was School (<em>M</em>=71.03). The degree of agreement between evaluators was low in almost all dimensions (ICC≤.40). More satisfactory predictive models were constructed from the evaluations carried out by parents, except in the case of the Access to Services dimension, with functioning measures being the main predictors of QoL levels.</div></div><div><h3>Conclusions and implications</h3><div>The CP-QOL in its two available versions is a useful and specific instrument for assessing QoL in children with CP in both research and professional fields.</div></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104844"},"PeriodicalIF":2.9,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001768/pdfft?md5=793c8eeeebb6ac460b7591d9768c38bd&pid=1-s2.0-S0891422224001768-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The developmental dyslexia scale for standard mandarin: A study among early primary students","authors":"Zhongling Liu ,&nbsp;Lei Wang ,&nbsp;Tingting Wang ,&nbsp;Lingyan Chen ,&nbsp;Chuanfei Dong ,&nbsp;Yuanyuan Zhang ,&nbsp;Yanyan Huo ,&nbsp;Ling Ma ,&nbsp;Dan Wu ,&nbsp;Shiyu Liu ,&nbsp;Duo Liu ,&nbsp;Jinjin Chen","doi":"10.1016/j.ridd.2024.104841","DOIUrl":"10.1016/j.ridd.2024.104841","url":null,"abstract":"<div><h3>Background</h3><p>Developmental dyslexia (DD) is a prevalent neurodevelopmental disease that poses challenges in both early intervention and long-term development for children with DD. However, there is a lack of a standardized and comprehensive tool for the diagnosis of DD in Mainland China.</p></div><div><h3>Aim</h3><p>To develop a standardized tool (i.e., Developmental Dyslexia Scale for Standard Mandarin [DDSSM]) for the diagnosis of DD in Mainland China and evaluate its reliability and validity.</p></div><div><h3>Methods and procedures</h3><p>DDSSM consists of 10 subtests. The initial draft was created after Delphi expert consultation, and the final version was revised to improve discriminability with a pilot study involving 450 children from grades 1–3. The reliability and validity were then confirmed with 53 children from grades 1–2.</p></div><div><h3>Outcomes and results</h3><p>The Delphi expert consultation demonstrated that the expert panel had good authority, and that all agreed on the subtest setup. The DDSSM exhibited great internal consistency. Confirmatory factor analysis revealed that the model aligns with the theoretical structure (<em>P</em> &gt; 0.05, χ²/df &lt; 2.00, root-mean-square error of approximation (RMSEA) &lt; 0.08, comparative fit index (CFI) &gt; 0.90, TLI &gt; 0.90). The Dyslexia Checklist for Chinese Children and children’s academic performance agreed well with the DDSSM.</p></div><div><h3>Conclusions and implications</h3><p>The DDSAM is reliable and valid for assessing and diagnosing DD in Standard Mandarin-speaking primary school children from grades 1–2.</p></div><div><h3>What this paper adds?</h3><p>Although a number of scales and tools have been proposed for assessing developmental dyslexia (DD) in Chinese, there is still a lack of diagnostic tools for Mandarin Chinese in Mainland China. In this study, we developed one of the most comprehensive diagnostic tools for DD in Mandarin Chinese for lower graders. We included visual-spatial attention (VA) and compounding awareness (CA), two tests that have been recently suggested as reliable measures for identifying DD in the Chinese language. This assessment tool has been verified for robust reliability and validity.</p><p>This study also provided confirmation of the core deficits of DD in Chinese, which were orthographic awareness (OA). In addition, VA, rapid automatized naming (RAN) and morphological awareness (MA) were found to be the most important cognitive abilities for word reading in Chinese lower graders in this study.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104841"},"PeriodicalIF":2.9,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001732/pdfft?md5=001d32953543f15609317c145d4ad231&pid=1-s2.0-S0891422224001732-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making memories: The gestural misinformation effect in children aged 11-16-years-old with intellectual/developmental difficulties.","authors":"Kirsty L. Johnstone ,&nbsp;Mark Blades,&nbsp;Chris Martin","doi":"10.1016/j.ridd.2024.104828","DOIUrl":"10.1016/j.ridd.2024.104828","url":null,"abstract":"<div><h3>Background</h3><p>In 2016, global records documented around 1 billion child abuse cases, with higher rates among children with Intellectual and Developmental Disabilities (IDD), and most recorded offenses not proceeding to court. Accurate eyewitness testimony is vital for the justice system. Yet, while children with IDD are known to be influenced by verbal misinformation, the effect of gestures on their testimony is still unknown.</p></div><div><h3>Aims</h3><p>The present study assessed the extent to which gesture can mislead children with IDD, alongside comparisons to prior research in typically developing (TD) children.</p></div><div><h3>Method</h3><p>A sample of children with moderate IDD aged 11–16 years (n = 21, <em>M</em>=12.95 years) were recruited from a UK school, and compared to TD 5–6-year-olds (n = 31, <em>M</em>=5.77 years) and 7–8-year-olds (<em>n</em> = 32, <em>M</em>=7.66 years) from previous published research. After watching a video participants underwent an interview containing 12 questions, some of which contained suggestive gestures.</p></div><div><h3>Outcomes and Implications</h3><p>Results demonstrated that in children with IDD, gesture observation significantly influenced responses given, with 18 of 21 children being misled at least once. Comparisons to TD children indicated no difference in suggestibility. This study is the first to examine how leading gestural information affects children with IDD, broadening previous research to a more representative sample for the justice system. Discussion centres on implications for police interview guidelines.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104828"},"PeriodicalIF":2.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001604/pdfft?md5=eef4fabf3030855df5cb47877244b0d9&pid=1-s2.0-S0891422224001604-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to the Special Issue: The post-COVID-19 psychological and educational effects on the home and school lives of students with developmental disabilities","authors":"Evdokia Pittas,&nbsp;Petra Warreyn","doi":"10.1016/j.ridd.2024.104847","DOIUrl":"10.1016/j.ridd.2024.104847","url":null,"abstract":"","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104847"},"PeriodicalIF":2.9,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EEG activation in preschool children: Characteristics and predictive value for current and future mental health status","authors":"Mia E. Fernandez ,&nbsp;Stuart J. Johnstone ,&nbsp;Stephanie Varcoe ,&nbsp;Steven J. Howard","doi":"10.1016/j.ridd.2024.104840","DOIUrl":"10.1016/j.ridd.2024.104840","url":null,"abstract":"<div><h3>Background</h3><p>Previous research has characterised EEG changes associated with resting activation in primary school children and adults, while task-related activation has only been considered in adults. The current study characterises physiological activation in preschool children and examines the potential value of activation indices for predicting mental health status at two time points.</p></div><div><h3>Aims</h3><p>To investigate how resting activation and task-related activation are represented in 4- to 5-year-old preschool children and examine if these activation indices can predict current and future mental health status.</p></div><div><h3>Methods and procedures</h3><p>Frontal EEG was recorded from 81 preschool children during eyes-closed resting, eyes-open resting, and an inhibitory control task to allow calculation of activation indices. The Child Behaviour Checklist was completed by the child’s parent at this time, and again 6–8 months later after the child’s transition to kindergarten.</p></div><div><h3>Outcomes and results</h3><p>Resting activation was represented by reductions in frontal delta, theta, and alpha power in the eyes-open compared to eyes-closed condition, and an increase in frontal beta power. Task-related activation was represented by increases in frontal delta, theta, and alpha power and a decrease in beta power. Frontal delta and theta task-related activation significantly predicted externalising behaviours in both preschool and kindergarten, with stronger prediction in kindergarten.</p></div><div><h3>Conclusions and implications</h3><p>This study characterised resting and task-related activation in preschool children, and reported similar effects to those found in older children and adults for resting activation, with novel effects for task-related activation. As task-related activation indices were predictive of externalising behaviours in both preschool and kindergarten, these results have implications for early identification of children who experience externalising behavioural problems across the transition to school period.</p></div><div><h3>What does this study add?</h3><p>This study provides new data on how the fundamental physiological processes of resting and task-related activation, both of which are theorised to contribute to “upstream” processes such as executive functions and broader behaviour, are represented in the frontal EEG of preschool aged children. We also learn that the top-down task-related activation indices for delta and theta activity were predictive of current mental health status and future status after the transition to kindergarten, while the bottom-up resting activation indices were not.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"154 ","pages":"Article 104840"},"PeriodicalIF":2.9,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0891422224001720/pdfft?md5=5ae8f365c00f9716a118530ed2e29ad3&pid=1-s2.0-S0891422224001720-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of dual-task training on postural and cognitive performances in adolescents with down syndrome","authors":"Amina Triki ,&nbsp;Rihab Borji ,&nbsp;Rabeb Laatar ,&nbsp;Sonia Sahli ,&nbsp;Haithem Rebai","doi":"10.1016/j.ridd.2024.104827","DOIUrl":"10.1016/j.ridd.2024.104827","url":null,"abstract":"<div><h3>Background</h3><p>The dual task training (DTT) has been shown to improve postural and cognitive performances in many populations. Therefore, it seems of interest to explore the effect of such training modality in individuals with Down syndrome (DS) presenting both cognitive and postural deficits.</p></div><div><h3>Aims</h3><p>This study explored the effect of a DTT compared to a single task training (STT) on postural and cognitive performances in adolescents with DS.</p></div><div><h3>Methods and procedures</h3><p>The center of pressure velocity (CoP_Vm) and the cognitive performance in the selective word recall test were recorded under single task (ST) and DT conditions before and after 8 weeks in the STT group (STTG), the DTTG and the control group (CG).</p></div><div><h3>Outcomes and results</h3><p>Before training, CoP_Vm values increased and cognitive performances decreased (p &lt; 0.001) during the DT compared to ST conditions in all groups. After training, CoP_Vm decreased (p &lt; 0.001) in the DTTG and the STTG under the ST conditions. However, under DT conditions, these values decreased (p &lt; 0.001) only in the DTTG. The cognitive performance increased (p &lt; 0.001) only in the DTTG in both ST and DT conditions.</p></div><div><h3>Conclusion</h3><p>The DTT is strongly recommended to improve both postural and cognitive performances in individuals with DS notably in DT conditions.</p></div>","PeriodicalId":51351,"journal":{"name":"Research in Developmental Disabilities","volume":"153 ","pages":"Article 104827"},"PeriodicalIF":2.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142097931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}