Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome

Background 22q11.2 deletion syndrome (22q11DS) 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 change...

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Bibliographic Details
Published in:Journal of applied research in intellectual disabilities 2018-01, Vol.31 (1), p.e177-e181
Main Authors: Tobia, Valentina, Brigstocke, Sophie, Hulme, Charles, Snowling, Margaret J
Format: Article
Language:English
Subjects:
22q11 Deletion Syndrome - psychology
22q11.2 deletion syndrome
Adolescent
Child
Childrens health
Cognition - physiology
Cognitive ability
cognitive profile
Developmental disabilities
Educational attainment
Educational Status
Female
Genetic disorders
Humans
Intellectual disabilities
Intelligence - physiology
literacy
Longitudinal studies
longitudinal study
Male
Neuropsychological Tests
Teenagers
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Summary:Background 22q11.2 deletion syndrome (22q11DS) 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 22q11DS 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 22q11DS 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.
ISSN:1360-2322
1468-3148
DOI:10.1111/jar.12344