Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

697
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
697
Intellectual Disability01:29

Intellectual Disability

1.1K
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
1.1K
Karyotyping01:17

Karyotyping

49.3K
Overview
49.3K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Caregiver-reported social foundations and cognitive regulation in toddlers with Down syndrome.

Frontiers in psychiatry·2026
Same author

Reprogramming the melanoma tumor immune microenvironment via combinatorial signal 2/3 gene delivery.

Journal for immunotherapy of cancer·2026
Same author

What Motivates Parents of Young Children With Down Syndrome to Participate in Research: A Focus Group Analysis.

Journal of applied research in intellectual disabilities : JARID·2026
Same author

PD-L1-Negative Macrophages Are Associated with Poor Outcomes and High-Grade Immune-Related Adverse Event Development in Patients with Melanoma Receiving Anti-PD-1 Immunotherapy.

The Journal of investigative dermatology·2025
Same author

Novel Predictive Spatial Biomarker in Non-Small Cell Lung Carcinoma: The Diversity of Niches Unlocking Treatment Sensitivity (DONUTS).

bioRxiv : the preprint server for biology·2025
Same author

Using Disease Symptomatology to Guide Treatment in Patients with Central Centrifugal Cicatricial Alopecia: Introduction of C-CAT Scoring Tool.

Skin appendage disorders·2025

Related Experiment Video

Updated: May 2, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

8.7K

School function in students with Down syndrome.

Lisa A Daunhauer1, Deborah J Fidler2, Elizabeth Will3

  • 1Lisa A. Daunhauer, ScD, MS, OTR, is Associate Professor, Human Development and Family Studies, Colorado State University, Fort Collins.

The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
|March 4, 2014
PubMed
Summary

Children with Down syndrome (DS) often need support in school. Executive functioning (EF) skills are key to their school participation and performance.

More Related Videos

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

6.8K
In Vitro Modeling of Down Syndrome Neurogenesis Using Human-Induced Pluripotent Stem Cells
06:38

In Vitro Modeling of Down Syndrome Neurogenesis Using Human-Induced Pluripotent Stem Cells

Published on: March 7, 2025

1.1K

Related Experiment Videos

Last Updated: May 2, 2026

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

8.7K
A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

6.8K
In Vitro Modeling of Down Syndrome Neurogenesis Using Human-Induced Pluripotent Stem Cells
06:38

In Vitro Modeling of Down Syndrome Neurogenesis Using Human-Induced Pluripotent Stem Cells

Published on: March 7, 2025

1.1K

Area of Science:

  • Developmental Psychology
  • Pediatric Health
  • Special Education

Background:

  • Individuals with Down syndrome (DS) exhibit distinct developmental profiles.
  • Understanding how these profiles impact school participation is crucial for targeted interventions.
  • Previous research has not fully elucidated the relationship between DS-specific development and school functioning.

Purpose of the Study:

  • To characterize school participation and functional task performance in elementary students with DS.
  • To identify factors influencing school function in this population.
  • To inform educational planning and intervention strategies for students with DS.

Main Methods:

  • Assessed cognitive status and language development in 26 elementary students with DS.
  • Utilized the School Function Assessment (SFA) completed by teachers.
  • Administered a standardized questionnaire on executive functioning (EF) to teachers.

Main Results:

  • Students with DS showed significant needs for assistance and adaptation across school domains.
  • Teacher-reported executive functioning (EF) skills were the strongest predictor of school function (adjusted R² = .47, p = .003).
  • Cognitive and language assessments provided further context to observed school performance.

Conclusions:

  • Executive functioning is a critical determinant of school success for elementary students with Down syndrome.
  • Interventions should focus on enhancing EF skills to improve school participation and performance.
  • These findings support tailored educational planning and support systems for students with DS.