Psychomotor, Cognitive, and Socio-Emotional Developmental Profiles of Children with Rubinstein-Taybi Syndrome and a Severe Intellectual Disability

Autor/inn/en	Taupiac, Emmanuelle; Lacombe, Didier; Thiébaut, Eric; Van-Gils, Julien; Michel, Grégory; Fergelot, Patricia; Adrien, Jean-Louis
Titel	Psychomotor, Cognitive, and Socio-Emotional Developmental Profiles of Children with Rubinstein-Taybi Syndrome and a Severe Intellectual Disability
Quelle	In: Journal of Intellectual & Developmental Disability, 46 (2021) 1, S.80-89 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2020.1776455
Schlagwörter	Genetic Disorders; Congenital Impairments; Severe Intellectual Disability; Children; Delayed Speech; Psychomotor Skills; Motor Development; Expressive Language; Play; Imitation; Social Development; Emotional Development; Child Development; Foreign Countries; Cognitive Development; France + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Sprachverzögerung; Psychomotorische Aktivität; Motorische Entwicklung; Spiel; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Ausland; Kognitive Entwicklung; Frankreich
Abstract	Background: Rubinstein-Taybi syndrome (RSTS) is a multiple congenital anomaly syndrome characterised by several typical somatic characteristics and by developmental disabilities with various degrees of severity. Focusing on children with RSTS, the aim of this study was to describe their psychomotor, cognitive, and socio-emotional developmental profiles. Method: Twenty-three children with RSTS (12 boys; 11 girls; mean chronological age: 4 years and 10 months) with severe intellectual disability (mean developmental quotient = 32.39) were recruited from an Expert Department of Medical Genetics. Developmental assessments were carried out with the Brunet-Lézine-Revised scale and the Social Cognitive Evaluation Battery. Results: The participants' developmental profiles were characterised by heterogeneous psychomotor development, homogeneous cognitive and socio-emotional development, by more severe delays in expressive language, vocal imitation, and symbolic play skills, and by better developmental levels in socio-emotional abilities. Conclusions: Based on these atypical developmental profiles, early interventions should target the three most delayed abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01