Cognitive and learning processes in children with Down syndrome

The primary purpose of this investigation was to study cognitive and learning processes in children with Down syndrome using a recently developed instrument, the Kaufman Assessment Battery for Children (K-ABC). The results obtained from 20 children with Down syndrome were compared with those of 20 younger brothers and sisters of children in the experimental group and 20 mental age-matched nonretarded children. As predicted both the siblings (corrected for mental age) and the nonretarded children performed significantly better on both the Sequential and the Simultaneous Processing Scales of the K-ABC. However, there was no significant difference when the results of the Sequential Processing Scale were contrasted with those of the Simultaneous Processing Scale in all three groups. When subtests that use auditory-vocal (Number Recall) and auditory-motor (Word Order) channels of communication were compared with subtests that employ visual-vocal (Gestalt Closure) and visual-motor (Hand Movement) channels of communication, children with Down syndrome performed significantly better on the latter two tests than on the former two tests. The implications of these results as they relate to designing appropriate educational strategies for children with Down syndrome are discussed.