Kim Cornish|Ann Steele|Camila Rondinelli Cobra Monteiro|Annette Karmiloff?Smith|Gaia Scerif
Attention Deficits Predict Phenotypic Outcomes in Syndrome-Specific and Domain-Specific Ways
Monash University|King's College London|Universidade Presbiteriana Mackenzie|Birkbeck, University of London|University of Oxford
attentional difficulties home classroom reported across number neurodevelopmental disorders however exactly attention influences early sociocognitive learning remains unclear addressed question concurrently longitudinally crosssyndrome design respect communicative domain vocabulary cognitive domain early literacy extended analysis social behavior participants young children aged 49 years time 1 either williams syndrome ws n 26 syndrome ds n 26 typically developing controls n 103 children ws displayed significantly greater attentional deficits indexed teacher report behavior typical attention deficit hyperactivity disorder adhd children ds groups greater attentional problems controls despite attention differences children ds ws equivalent cognitive abilities reading single words time 1 12 months later time 2 although differed early communicative abilities terms vocabulary greater adhdlike behaviors predicted poorer subsequent literacy children ds children ws pointing syndromespecific attentional constraints specific aspects early development overall findings highlight need investigate precisely whether syndromespecific profiles behavioral difficulties constrain learning sociocognitive outcomes across different domains