Working memory in adolescent males with down syndrome and males with autism and intellectual disability: Implications for the classroom

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Abstract

Background To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required.Materials and Methods Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory).Results The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found.Conclusions Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory
Original languageEnglish
Pages (from-to)24 - 34
Number of pages11
JournalJournal of Intellectual and Developmental Disability
Volume39
Issue number1
DOIs
Publication statusPublished - 2014

Cite this

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title = "Working memory in adolescent males with down syndrome and males with autism and intellectual disability: Implications for the classroom",
abstract = "Background To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required.Materials and Methods Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory).Results The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found.Conclusions Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory",
author = "Trezise, {Kim Louise} and Gray, {Kylie Megan} and Taffe, {John Raymond} and Sheppard, {Dianne Melinda}",
year = "2014",
doi = "10.3109/13668250.2013.874550",
language = "English",
volume = "39",
pages = "24 -- 34",
journal = "Journal of Intellectual and Developmental Disability",
issn = "1366-8250",
publisher = "Taylor & Francis",
number = "1",

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TY - JOUR

T1 - Working memory in adolescent males with down syndrome and males with autism and intellectual disability: Implications for the classroom

AU - Trezise, Kim Louise

AU - Gray, Kylie Megan

AU - Taffe, John Raymond

AU - Sheppard, Dianne Melinda

PY - 2014

Y1 - 2014

N2 - Background To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required.Materials and Methods Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory).Results The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found.Conclusions Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory

AB - Background To develop effective education strategies, a detailed knowledge of the working memory profile in Down syndrome (DS) and autism with intellectual disability (ID) is required.Materials and Methods Fifteen adolescents with DS, 11 boys with autism and ID, and 12 boys with nonspecific ID (NSID) were compared on 2 versions of a novel working memory task that varied only in modality of presentation (visual or auditory).Results The groups with DS and with autism and ID demonstrated significantly poorer working memory performances than the group with NSID. No predictors of working memory performance were found.Conclusions Recommendations to support the working memory difficulties of the groups with DS and autism and ID in the classroom include reducing the amount of information to be processed at a time, as well as providing visual or verbal (as appropriate) prompts and cues to reduce the need to hold information in working memory

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