Aging Effect on Manipulative Skills in Individuals with Down Syndrome

Autor/inn/en	Chen, Chih-Chia; Ringenbach, Shannon D. R.; Arnold, Nathaniel E.; Nam, Kahyun
Titel	Aging Effect on Manipulative Skills in Individuals with Down Syndrome
Quelle	In: Journal of Motor Learning and Development, 9 (2021) 2, S.172-184 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3193
Schlagwörter	Down Syndrome; Psychomotor Skills; Aging (Individuals); Adults; Handedness; Age Differences; At Risk Persons; Cognitive Ability; Mental Age; Arizona; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Psychomotorische Aktivität; Aging; Altern; Linkshändigkeit; Age; Difference; Age difference; Altersunterschied; Risikogruppe; Denkfähigkeit; Geistige Beweglichkeit
Abstract	Deficits in motor performance have been well documented in individuals with Down syndrome (DS). However, only a few studies have focused on manipulative skills and older adults in this population. Given the associations between manipulative skills and daily living activities, more work is needed to examine the aging effect on individuals with DS. A total of 54 adults with DS participated in this study. The results indicated that older participants showed more lateralization than younger participants. They exhibited superior dominant hand preference compared to younger participants. In addition, participants with DS with high verbal ability had better performance in manual dexterity and handgrip force. Therefore, in the clinical setting, assessing mental age may help in identifying individuals with DS at a higher risk of motor impairment. Future work should examine additional determinants with a large sample size to understand the development of manipulative skills in individuals with DS. Furthermore, additional studies are needed to investigate the associations between mental age and other cognitive functions and motor performance in this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01