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Functional performance in children with Down syndrome.

Anne-Stine Dolva1, Wendy Coster, Margareta Lilja

  • 1Lillehammer University College, N-2626 Lillehammer, Norway. anne-stine.dolva@hil.no

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|December 1, 2004
PubMed
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This study describes functional abilities in 5-year-olds with Down syndrome, finding wide variations. Self-care, especially fine motor skills, was most impacted, while mobility was less affected.

Area of Science:

  • Pediatric Rehabilitation
  • Developmental Pediatrics
  • Genetics and Down Syndrome

Background:

  • Down syndrome is a genetic condition affecting development.
  • Understanding functional performance is crucial for early intervention and support.
  • Limited data exists on the functional capabilities of 5-year-old children with Down syndrome in home and community settings.

Purpose of the Study:

  • To characterize the home and community functional performance of 5-year-old children with Down syndrome.
  • To establish baseline data for this population.
  • To identify specific areas of strength and challenge in functional skills.

Main Methods:

  • Cross-sectional study design.
  • Participants: 43 five-year-old children with Down syndrome in Norway.

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  • Assessment tool: Norwegian version of the Pediatric Evaluation of Disability Inventory (PEDI).
  • Data collection included health, disabilities, and functional performance.

    • Main Results:

    • Significant variability in functional performance observed across all participants.
    • Self-care activities, particularly those requiring fine motor skills, showed the most developmental delay.
    • Basic functional mobility skills were less affected.
    • Parental concerns focused on language development and toileting for school readiness.

    Conclusions:

    • Provides essential baseline data on functional performance in 5-year-old children with Down syndrome.
    • Highlights the heterogeneity of functional abilities within this group.
    • Emphasizes the need for individualized assessment and intervention planning, cautioning against generalizing findings to individual children.