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Attention deficits in children with 22q.11 deletion syndrome

Lena Niklasson1, Peder Rasmussen, Sólveig Oskarsdóttir

  • 1Department of Child and Adolescent Psychiatry, University of Göteborg, Kungsgatan 12, SE-411 19 Göteborg, Sweden. lena.niklasson@vgregion.se

Developmental Medicine and Child Neurology
|November 18, 2005
PubMed

Insights

Children with 22q.11 deletion syndrome often have attention deficits, particularly in sustaining attention. These attention impairments are linked to longer reaction times on cognitive tests.

Area of Science:

  • Neuropsychology
  • Genetics
  • Developmental Pediatrics

Background:

  • 22q.11 deletion syndrome is a genetic disorder associated with various neurodevelopmental challenges.
  • Attention and executive function deficits are frequently observed in affected individuals.
  • Comprehensive assessment is crucial for understanding the cognitive profile in this population.

Purpose of the Study:

  • To investigate the attention abilities in children diagnosed with 22q.11 deletion syndrome.
  • To identify specific patterns of attention deficits and their relationship with other cognitive and behavioral characteristics.
  • To evaluate the impact of 22q.11 deletion syndrome on sustained attention.

Main Methods:

  • Neuropsychological and neuropsychiatric assessments were administered to 30 children (ages 7-13) with 22q.11 deletion syndrome.
  • Standardized questionnaires, including the Child Behavior Checklist and Conners Questionnaire, were used.
  • The Becker attention tests were employed to measure reaction times in visual and auditory tasks.

Main Results:

  • Learning disability was identified in 13 children.
  • A common finding was superior verbal over performance IQ.
  • Attention-deficit-hyperactivity disorder (ADHD), primarily the inattentive subtype, was diagnosed in 13 children.
  • Scores on behavior checklists indicated significant attention deficits.
  • Children exhibited significantly longer reaction times on both visual and auditory Becker attention tests, confirming impaired sustained attention.
  • Auditory attention tasks showed a tendency towards greater difficulty compared to visual tasks.
  • No specific deficits were found in the focus-execute aspect of attention.

Conclusions:

  • Children with 22q.11 deletion syndrome exhibit significant impairments in sustained attention.
  • Attention deficits are a core feature, often associated with ADHD and learning disabilities.
  • The findings highlight the critical impact of 22q.11 deletion syndrome on attention, particularly sustained attention abilities.

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