Impact of maladaptive behavior on school function in Down syndrome

Area of Science:

• Developmental Psychology
• Pediatric Behavioral Health
• Special Education

Background:

• Individuals with Down syndrome (DS) have a higher prevalence of maladaptive behaviors.
• Understanding these behaviors is crucial for supporting affected children in educational settings.

Purpose of the Study:

• To characterize maladaptive behaviors in school-aged children with DS.
• To investigate the relationship between these behaviors and school functioning.

Main Methods:

• 24 students with DS were assessed using the Leiter Scales of Performance-Revised.
• Teachers completed the Behavior Assessment Scales for Children Version 2 and the School Function Assessment.
• Maladaptive and adaptive behaviors were observed within the school environment.

Main Results:

• A maladaptive behavior profile indicated elevated Aggression, Attention Problems, and Somatization.
• Multivariate regression showed significant associations between Aggression and Compliance.
• Attention Problems were significantly linked to Task Completion.

Conclusions:

• Maladaptive behaviors, particularly aggression and attention issues, significantly affect school function in children with DS.
• Training for educators is essential to manage the impact of these behaviors.
• Interventions should focus on improving compliance and task completion for students with DS.