Article

People with Down syndrome (DS) are predisposed to specific areas of relative
developmental strength and challenge, but it is unclear whether and how this
profile affects participation in school and community settings. In this study we
characterized the nature of school participation and performance of functional
tasks in the school context for 26 elementary students with DS (mean age = 7.86
yr; standard deviation = 1.75). Students participated in assessments of cognitive
status and language development. Their teachers completed the School Function
Assessment (Coster, Deeney, Haltiwanger, & Haley, 1998) questionnaire and a
standardized questionnaire on executive functioning (EF). Students demonstrated a
pronounced pattern of assistance- and adaptation-related needs across various
domains of school function. The strongest predictor of school function was EF
skills, as reported by teachers (adjusted R(2) = .47, p = .003). Findings from
this study should inform future intervention and school-related planning for
elementary school students with DS.
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