Exploratory study on cognitive abilities and social responsiveness in children with 22q11.2 deletion syndrome (22q11DS) and children with idiopathic intellectual disability (IID). (October 2018)

• Record Type: Journal Article
• Authors: Van Den Heuvel, Ellen; Jonkers, Evi; Rombouts, Ellen; Manders, Eric; Zink, Inge; Swillen, Ann
• Is Part Of: Research in developmental disabilities. Volume 81(2018)
• Page Start: 89
• Page End: 102
• Publication Date: 2018-10
• Subjects: 22q11.2 deletion syndrome -- Idiopathic intellectual disability -- Cognitive abilities -- Social responsiveness -- Developmental trajectories; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2018.04.026
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: This research is an exploratory study on cognitive abilities and social responsiveness in children with 22q11 deletion syndrome (22q11DS). An IQ-matched control group of children with idiopathic intellectual disability is used for comparison. Broad cognitive abilities and social strengths and weaknesses of both groups were followed-up after 19 to 30 months. The data provide new insights into diverging developmental trajectories. Continued follow-up of social challenges in 22q11DS and an individualised interventional approach are recommended. Abstract: Background: Development of cognitive skills and social responsiveness are areas of concern in children with 22q11.2 deletion syndrome (22q11DS). It remains unclear if the cognitive and social profiles and trajectories are syndrome-specific or similar to those of children with idiopathic intellectual disabilities (IID) with or without comorbid autism spectrum disorder (ASD). Aims and methods: In this exploratory study, we examined and compared five broad cognitive abilities (BCAs) and the social responsiveness in primary school-aged children with 22q11DS (age 6–13, n = 21) and IQ-matched peers with IID ( n = 21). The relative strengths and weaknesses of both groups were re-evaluated after 19 to 30 months. Outcomes and results: Four different cognitive trajectories (i.e. absolute progress, stability, growing into deficit, and absolute decline) were demonstrated in both groups. Most children showed combined types of trajectories across BCAs resulting in a complex changing cognitive profile. In the 22q11DS group, social responsiveness problems increased, whereas no significant change was observed in the IID group. Conclusions and implications: Results reflect similar cognitive and social responsiveness profiles and trajectories across groups with children with 22q11DS being more at risk for growing into a social deficit. We recommend repeated monitoring of social skills development to adapt the environmental demands to the child's individual social capacities.