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Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome
Tobia, Valentina Brigstocke, Sophie Hulme, Charles Snowling, Margaret J.
Tobia, Valentina
Brigstocke, Sophie
Hulme, Charles
Snowling, Margaret J.
Abstract
Background: 22q11.2 deletion syndrome (22q11DS) is the most common microdeletion syndrome in humans. The presence of learning difficulty is reported in the majority of individuals with 22q11DS, but there is considerable heterogeneity in cognitive and educational profiles and in the age-related changes. Method: Verbal, non-verbal and spatial abilities, and educational attainment of 18 children and adolescents with 22q11DS were assessed at two time points 5 years apart. Results: There was a decline in full-scale IQ, with a sharper decline in verbal than nonverbal skills, whereas spatial abilities remained stable over time. Individual profile analysis revealed discrepancies between full-scale IQ and reading skills, suggestive of “hyperlexia,” for more than two-thirds of participants. Conclusions: The relative strength in verbal ability observed in 22q11DS is more apparent when children are younger, and a more even cognitive profile is observed in older children and adolescents. Educational attainments keep pace with development, and literacy skills are globally higher than might be expected from full-scale IQ.
Keywords
Date
2017
Type
Journal article
Journal
Journal of Applied Research in Intellectual Disabilities
Book
Volume
31
Issue
1
Page Range
177-181
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled