Individuals with Down syndrome may experience developmental delays in a variety of different areas including, cognitive, social, emotional, behavioral, and verbal development.
Generally, the developmental age of a Down syndrome individual does not match their chronological age, with the average individual expressing a developmental delay of around four years.
Cognitive & Verbal/Speech
Individuals with Down syndrome express greater strength with visual processing, or the ability to remember with visual prompts) rather than verbal processing, a concept that is important to many areas of cognitive and verbal development.
Memory
Memory
- Deficits are not seen with implicit memory (thoughts and information that is acquired/used unconsciously or unintentionally).
- However, deficits are seen with explicit memory (thoughts, information, and events that are consciously/intentionally recollected)
- Show strength with word identification, which is related to their skills in visual processing.
- The process of learning words and reading comprehension are more impaired for these individuals.
- This is linked to difficulties in verbal processing
- Language development is delayed but does follow the same path/stages as typically developing children.
- Individuals with Down syndrome are often more receptive of language, however struggle with expressing language.
- They understand more language than they have the ability to produce and express, which can be a source of frustration for these individuals.
- Lower levels of linguistic skills and alterations in semantic, phonological, syntactic, and pragmatic areas.
- Lower language development may also be associated with the hearing difficulties many individuals experience.
- Vocabulary size is related to the individual's developmental age, not their chronological age!
- Children with Down syndrome overall produce significantly fewer words, at a variety of different ages, than typically developing children.
- Children express difficulty with the production of function words and morphemes
- Main changes in vocabulary occur take place around 36 months
- Vocabulary Spurt
- Occurs around 18 months for typically developing children
- For children with Down syndrome:
- 30 months (earliest)
- 5-6 years (latest)
Emotional & Behavioral
1/4 -1/3 of Down syndrome children experience emotional and/or behavioral problems. While emotional and behavioral problems occur less for individuals with Down syndrome, in relation to other intellectual disabilities, they are still twice as likely to experience these issues than the typically developing individual. These issues arise and subside at different times depending on life stage/age, times of change, and family functioning. While some children experience many emotional and behavior problems, others will experience few or none at all. Like many other aspects regarding Down syndrome, the degree to which a child experiences these things is unique and highly individualized.
Emotional Development:
Behavioral Development:
Emotional Development:
- Emotion displays and reciprocal signals (primary intersubjectivity) are often delayed, but are still present in individuals with Down syndrome.
- Includes eye gaze, vocalizations directed toward others, facial displays (smiles)
- Engaging socially with a partner in a dyadic/triadic fashion (secondary intersubjectivity) is more delayed
- This includes turn taking, playing with others, inviting others to play, etc.
- Struggle with emotion regulation
- May experience frustration due to their present level of communication/ability to communicate
- May experience depression and anxiety when older
Behavioral Development:
- Down syndrome individuals can display substantial and persistent behavior problems.
- During adolescence individuals display more internalizing behaviors including withdrawal, being secretive and quiet, and spending more time alone.
- Up to 23% of individuals also experience other behavioral disorders/conditions
- 7% fall onto the autism spectrum
- 6-9% have ADHD
- 10-15% have other conduct or oppositional disorders
- Lack the ability to behave appropriately and accurately in social situations
- Many develop repetitive, ritualistic, or compulsive behaviors.
Social
- Friends play a very important role in coping with stress, however individuals with intellectual disabilities experience less social support and lack the ability to understand the role emotions play in developing relationships and friendships.
- Peer social networks are limited in frequency, size, and quality
- Interact and engage less often
- Often times, there is conflict when they try to interact because of minimal social skills and social competence.
- Few reciprocal friendships are formed
- Peer social networks are limited in frequency, size, and quality
- Individuals with Down syndrome are more likely to be lonely or experience loneliness. Unfortunately, this has become an aspect/characteristic of Down syndrome.
- Lack solid peer friendships
- Many develop inaccurate and incorrect interpretations of what real friendships require/entail, as they look to TV shows, movies, and imaginary friends to fulfill their relationship needs.
- Experience difficulty with developing social skills and social competence
- Peer related social competence problems include:
- Poor/limited emotion regulation
- Ability to appropriately and accurately process social cues and information
- Lack knowledge about social and play rules/norms
- Peer related social competence problems include:
- Difficulty participating and sustaining play with others due to:
- Less prosocial behavior and more asocial behavior
- Can be hyperactive and distractible
- Prevalence of behavior problems
- Exhibit problems when high cognitive demands are present in social situations.
- Social settings/situations become more complex and demanding over time.
- Experience more difficulty with social adaptation and using appropriate social strategies.
- Abnormal social relating behaviors increase across time.
- More withdrawn, "loner", less affection, avoid eye contact, would rather sit and watch others
- The earlier a child can experience social interactions, the better!
References:
Amanda Tragueta, F., & Dionísia Aparecida Cusin, L. (2015). Motor, linguistic, personal and social aspects of children with
Down syndrome. Journal Of Applied Oral Science, 23(4), 424-430.
Foley, K., Taffe, J., Bourke, J., Einfeld, S. L., Tonge, B. J., Trollor, J., & Leonard, H. (2016). Young People with Intellectual Transitioning to Adulthood: Do Behaviour Trajectories Differ in Those with and without Down Syndrome?. Plos ONE,
11(7), 1-14.
Guralnick, M. J., Connor, R. T., & Johnson, L. C. (2011). The Peer Social Networks of Young Children with Down Syndrome
in Classroom Programmes. Journal Of Applied Research In Intellectual Disabilities, 24(4), 310-321.
Jobling, A., Moni, K. B., & Nolan, A. (2000). Understanding friendship: Young adults with Down syndrome exploring
relationships. Journal Of Intellectual And Developmental Disability, 25(3), 235-245.
Mills, S., & Black, L. (2014). Ensuring children with Down's syndrome reach their full potential. British Journal Of School
Nursing, 9(2), 97-99.
Patterson, T., Rapsey, C. M., & Glue, P. (2013). Systematic review of cognitive development across childhood in Down
syndrome: Implications for treatment interventions. Journal Of Intellectual Disability Research, 57(4), 306-318.
Povee, K., Roberts, L., Bourke, J., & Leonard, H. (2012). Family Functioning in Families with a Child with Down Syndrome:
A Mixed Methods Approach. Journal Of Intellectual Disability Research, 56(10), 961-973.
van Gameren-Oosterom, H. M., Fekkes, M., Buitendijk, S. E., Mohangoo, A. D., Bruil, J., & Van Wouwe, J. P. (2011).
Development, problem behavior, and quality of life in a population based sample of eight-year-old children with
Down syndrome. Plos One, 6(7), 1-9.
Zampini, L., & D'Odorico, L. (2013). Vocabulary development in children with Down syndrome: Longitudinal and
cross-sectional data. Journal Of Intellectual & Developmental Disability, 38(4), 310-317.
Photos were purchased/downloaded from www.dreamstime.com and are royalty free:
Amanda Tragueta, F., & Dionísia Aparecida Cusin, L. (2015). Motor, linguistic, personal and social aspects of children with
Down syndrome. Journal Of Applied Oral Science, 23(4), 424-430.
Foley, K., Taffe, J., Bourke, J., Einfeld, S. L., Tonge, B. J., Trollor, J., & Leonard, H. (2016). Young People with Intellectual Transitioning to Adulthood: Do Behaviour Trajectories Differ in Those with and without Down Syndrome?. Plos ONE,
11(7), 1-14.
Guralnick, M. J., Connor, R. T., & Johnson, L. C. (2011). The Peer Social Networks of Young Children with Down Syndrome
in Classroom Programmes. Journal Of Applied Research In Intellectual Disabilities, 24(4), 310-321.
Jobling, A., Moni, K. B., & Nolan, A. (2000). Understanding friendship: Young adults with Down syndrome exploring
relationships. Journal Of Intellectual And Developmental Disability, 25(3), 235-245.
Mills, S., & Black, L. (2014). Ensuring children with Down's syndrome reach their full potential. British Journal Of School
Nursing, 9(2), 97-99.
Patterson, T., Rapsey, C. M., & Glue, P. (2013). Systematic review of cognitive development across childhood in Down
syndrome: Implications for treatment interventions. Journal Of Intellectual Disability Research, 57(4), 306-318.
Povee, K., Roberts, L., Bourke, J., & Leonard, H. (2012). Family Functioning in Families with a Child with Down Syndrome:
A Mixed Methods Approach. Journal Of Intellectual Disability Research, 56(10), 961-973.
van Gameren-Oosterom, H. M., Fekkes, M., Buitendijk, S. E., Mohangoo, A. D., Bruil, J., & Van Wouwe, J. P. (2011).
Development, problem behavior, and quality of life in a population based sample of eight-year-old children with
Down syndrome. Plos One, 6(7), 1-9.
Zampini, L., & D'Odorico, L. (2013). Vocabulary development in children with Down syndrome: Longitudinal and
cross-sectional data. Journal Of Intellectual & Developmental Disability, 38(4), 310-317.
Photos were purchased/downloaded from www.dreamstime.com and are royalty free:
- https://www.dreamstime.com/stock-photography-personal-growth-concept-illustration-figures-standing-front-upwards-arrows-image40269582#res17063987