Developmental Profile and Variability in Preschool‐Age Children With Down Syndrome

BACKGROUND: The developmental and cognitive profile of Down syndrome (DS) has been studied across various age groups, but we have still a limited understanding of the preschool-age range, including the domains that show the greatest variability at this age. Our study aims to (1) define the developmental profile in preschool-age children with DS and (2) explore variability within domains of functioning. METHOD: We assessed 43 preschool-aged children with DS (38-76 months) using the Griffiths-III scales. This tool assesses development across five scales: Foundations of Learning, Language and Communication, Eye and Hand Coordination, Personal-Social-Emotional and Gross Motor Skills. We employed multivariate linear models for analysis. RESULTS: The analyses revealed a peaks-and-valleys profile, with higher scores in the Personal-Social-Emotional and Gross Motor domains compared to the Foundations of Learning, Language and Communication and Eye and Hand Coordination scales. Notably, high interindividual variability was observed in the Language and Communication and Personal-Social-Emotional domains. CONCLUSIONS: Our findings identify strengths and weaknesses in specific domains within the preschool-aged range and show higher variability in the verbal and personal-social-emotional domains. All this information offers valuable insights for early intervention planning, supporting parents, caregivers, and stakeholders in promoting optimal development in children with DS.