Abstract
Trisomy 21, commonly known as Down Syndrome, is a chromosomal condition that causes intellectual and developmental delays. It is one of the several intellectual disabilities that is protected in the education system under the Individuals with Disabilities Education Act (IDEA) that provides free and appropriate public education (FAPE) to children with disabilities. Though there is no “cure” for the syndrome, there are several therapies and interventions that significantly improve the cognitive capabilities of individuals diagnosed with Down Syndrome. In recent years, early intervention strategies taking place as early as birth until the age of three have been implemented through services such as speech therapy, occupational therapy, and physical therapy. When compared to children who have not undergone these interventions, these children have scored higher on cognitive measures of developmental quotients (DQ). According to a study conducted by the Queen Sirikit National Institute of Child Health, the average DQ of participants with Down Syndrome at the age of 3 was 65. When compared to the average DQ of a three-year-old with Down Syndrome who did not receive early intervention (≈50), there exists a trend of accelerated cognitive development in individuals who underwent early intervention (Fuengfoo, A., & Sakulnoom, K., 2014). The implementation of early intervention in children with Down Syndrome correlates with increased cognitive capabilities once the children reach school age, as well as increased independent functioning once they reach adulthood.
Faculty Sponsors
Dr. Marilyn Green
Project Type
Event
Location
Alvin Sherman Library
Start Date
4-2-2025 2:15 PM
End Date
4-3-2025 12:00 AM
Impacts of Early Childhood Intervention on the Cognitive Development of Individuals with Down Syndrome
Alvin Sherman Library
Trisomy 21, commonly known as Down Syndrome, is a chromosomal condition that causes intellectual and developmental delays. It is one of the several intellectual disabilities that is protected in the education system under the Individuals with Disabilities Education Act (IDEA) that provides free and appropriate public education (FAPE) to children with disabilities. Though there is no “cure” for the syndrome, there are several therapies and interventions that significantly improve the cognitive capabilities of individuals diagnosed with Down Syndrome. In recent years, early intervention strategies taking place as early as birth until the age of three have been implemented through services such as speech therapy, occupational therapy, and physical therapy. When compared to children who have not undergone these interventions, these children have scored higher on cognitive measures of developmental quotients (DQ). According to a study conducted by the Queen Sirikit National Institute of Child Health, the average DQ of participants with Down Syndrome at the age of 3 was 65. When compared to the average DQ of a three-year-old with Down Syndrome who did not receive early intervention (≈50), there exists a trend of accelerated cognitive development in individuals who underwent early intervention (Fuengfoo, A., & Sakulnoom, K., 2014). The implementation of early intervention in children with Down Syndrome correlates with increased cognitive capabilities once the children reach school age, as well as increased independent functioning once they reach adulthood.
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TED-Style Talk