Down syndrome in Medical Settings: A neurodevelopmental perspective

Wednesday, September 12, 2018, 12:00 AM - Thursday, September 12, 2019, 12:00 AM

Pediatric Grand Rounds

1. Discuss the basic brain profile in DS, in relation to behavior specifically;
2. Explain behavior principles and strategies that are effective in DS; and
3. Discuss the concepts of the neuroscience of DS and behavior management in DS in a manner that is flexible and can be applied to a wide variety of situations.

Accreditation Statement

In support of improving patient care, Indiana University School of Medicine is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.

Physicians

Indiana University School of Medicine designates this enduring activity for a maximum of 1.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

References for this presentation:

• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition . Arlington, VA: American Psychiatric Association
• Brickell, C., & Munir, K. (2008). Grief and its complications in individuals with intellectual disability. Harvard Review of Psychiatry, 16(1), 1-12.
• Buckley, S., & Bird, G. (2002). Cognitive development and education: Perspectives on Down syndrome from a twenty-year research programme. In M. Cuskelly, A. Jobling, & S. Buckley, Down Syndrome Across the Lifespan (pp. 66-80). London: Whurr Publishers.
• Bull, M. (2011). Committee on Genetics: Health Supervision of Children with Down syndrome. Pediatrics, 128, 393-406.
• Capone, G., Grados, M., Kaufmann, W., Bernad-Ripoli, S., & Jewell, A. (2005). Down syndrome and comorbid autism-spectrum disorder: Characterization using the aberrant behavior checklist. American Journal of Medical Genetics Part A, 134(4), 373-380.
• Centers for Disease Control and Prevention. (2014). www.CDC.gov. Retrieved September 25, 2014, from www.cdc.gov/features/dsdownsyndrome
• Chen, C.-C., SPano, G., & Edgin, J. (2013). The impact of sleep disruption on executive function in Down syndrome. Research in Developmental Disabilities, 34(6), 2033-2039.
• Cuskelly, M., & Dadds, M. (1992). Behavioural problems in children with Down's syndrome and their siblings. Journal of Child Psychology and Psychiatry, 33(4), 749-761.
• DiGuiseppi, C., Hepburn, S., Davis, J., Fidler, D., Hartway, S., Lee, N., & Robinson, C. (2010). Screening for autism spectrum disorders in children with Down syndrome: Population prevalence and screening test characteristics. Journal of Developmental and Behavioral Pediatrics, 31(3), 181-191.
• Dykens, E. (2007). Psychiatric and behavioral disorders in persons with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 272-278.
• Feeley, K., & Jones, E. (2006). Addressing challenging behaviour in children with Down syndrome: The use of applied behaviour analysis for assessment and intervention. Down Syndrome Research and Practice, 11(2), 64-77.
• Fidler, D. (2006). The emergence of a syndrome specific personality-motivation profile in young children with Down syndrome. In J. &. Rondal, Down syndrome Neurobehavioral Specificity. Hoboken, NJ: Wiley.
• Fidler, D., & Nadel, L. (2007). Education and Children with Down Syndrome: Neuroscience, Development, and Intervention. Mental Retardation and Developmental Disabilties Research Reviews(13), 262-271.
• Gunn, P. &. (1991). Down syndrome temperament: The stereotype at middle childhood and adolescence. International Journal of Disability, Development, and Education(38), 59-70.
• Howlin, P., Wing, L., & Gould, J. (2008). The recognition of autism in children with Down syndrome- Implications for intervention and some speculations about pathology. Developmental Medicine and Child Neurology, 37(5), 406-414.
• Kumin, L. (1996). Speech and language skills in children with Down syndrome. MRDD Research Reviews, 2, 109-115.
• Kumin, L. (2006). Speech intelligibility and childhood verbal apraxia in children with Down syndrome. Down Syndrome Research and Practice(10), 10-22.
• Loft, I. (2012). Neurological phenotypes for Down syndrome across the lifespan. Progress in Brain Research(197), 101-121.
• Lott, I., & Dierssen, M. (2010). Cognitive deficits and associated neurological complications in individuals with Down's syndrome. The Lancet, 9, 623-633.
• Roizen, N. (2003). Down's syndrome. The Lancet, 361(9365), 1281-1289.
• Su, C., Wu, Y., & Chen, C. (2008). The role of cognition and adaptive behavior in employment of people with mental retardation. Research in Developmental Disabilities, 29(1), 83-95.
• Winders, P. (1997). Gross motor milestone statistics; In: Gross motor skills in children with Down syndrome: A guide for parents and professionals. Baltimore, MD: Woodbine House.

For questions about accessibility or to request accommodations please contact the CME office at 317-274-0104 or [email protected]. One week advance notice will allow us to provide seamless access. Please ensure to specify the accommodations you need in order to participate.

AMA PRA Category 1 Credits™ (1.00 hours), Non-Physician Attendance (1.00 hours)

In accordance with the Accreditation Council for Continuing Medical Education (ACCME) Standards for Commercial Support, educational programs sponsored by the Indiana University School of Medicine (IUSM) must demonstrate balance, independence, objectivity, and scientific rigor. All faculty, authors, editors, and planning committee members participating in an IUSM-sponsored activity are required to disclose any relevant financial interest or other relationship with the manufacturer(s) of any commercial product(s) and/or provider(s) of commercial services that are discussed in an educational activity.