Abstract
ABSTRACTWe examined performance-based laboratory tasks and ratings-based assessments of executive function (EF) in school-aged children with Down syndrome and mental-age matched peers along with adaptive functioning. Methods. A battery of assessments including EF laboratory tasks was collected. Results. The DS group performed both working memory/inhibition and planning laboratory tasks with significant challenges. Moderate correlations were evident only between some laboratory tasks and ratings-based EF domains. However, ratings-based EF better predicted adaptive function than performance on an EF laboratory-based task. Conclusions. Findings underscore the need to address early and targeted EF intervention in children with DS.
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