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Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome
Author(s) -
Tobia Valentina,
Brigstocke Sophie,
Hulme Charles,
Snowling Margaret J
Publication year - 2018
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12344
Subject(s) - psychology , developmental psychology , cognition , educational attainment , intelligence quotient , cognitive skill , literacy , deletion syndrome , psychiatry , pedagogy , economics , economic growth , biochemistry , chemistry , gene , phenotype
Background 22q11.2 deletion syndrome (22q11 DS ) 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 22q11 DS 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 non‐verbal 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 22q11 DS 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 .