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Object-related generativity in children with Down syndrome.
Deborah J Fidler1, Elizabeth Will1, Lisa A Daunhauer1
1Human Development and Family Studies, Colorado State University, 1570 Campus Delivery, Fort Collins, CO 80523, USA.
Research in Developmental Disabilities
|September 8, 2014
Summary
Children with Down syndrome (DS) struggle with object-related generativity, showing fewer novel actions on objects compared to typically developing peers. These challenges impact goal-directed behavior and self-regulation in children with DS.
Area of Science:
- Developmental Psychology
- Neurodevelopmental Disorders
Background:
- Children with Down syndrome (DS) exhibit difficulties in goal-directed behavior, particularly in actions involving objects.
- Previous research highlights challenges in object-related actions for individuals with DS.
Purpose of the Study:
- To investigate object-related generativity in school-aged children with Down syndrome (DS).
- To compare object-related generativity in DS with developmentally matched children with intellectual disability (DD) and typically developing (TD) children.
Main Methods:
- Employed an Object-Related Generativity Task involving unstructured play with diverse objects.
- Administered cognitive and language assessments, including the Leiter-R and Oral and Written Language Scales (OWLS).
- Included 52 children with DS, 21 with DD, and 34 TD children.
Main Results:
- Children with DS generated fewer new object-initiated actions than both comparison groups.
- DS children were less likely to produce novel functional actions on objects compared to TD children.
- Fewer instances of novel functional object engagement with new objects were observed in DS children compared to TD children.
Conclusions:
- Children with Down syndrome demonstrate significant limitations in object-related generativity.
- Performance in object-related generativity in DS was associated with cognitive and language abilities.
- Findings underscore the need for targeted interventions to support goal-directed behavior and self-regulation in individuals with DS.
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