Abstract
Of the recent advances in education-related research in Down syndrome, the characterization of the Down syndrome behavioral phenotype has become a potentially critical tool for shaping education and intervention in this population. This article briefly reviews the literature on brain-behavior connections in Down syndrome and identifies aspects of the Down syndrome behavioral phenotype that are potentially relevant to educators. Potential challenges to etiologically informed educational planning are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 262-271 |
| Number of pages | 10 |
| Journal | Mental Retardation and Developmental Disabilities Research Reviews |
| Volume | 13 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2007 |
Keywords
- Behavioral phenotypes
- Down syndrome
- Education
- Intervention
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Neuropsychology and Physiological Psychology
- Genetics(clinical)