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Background <p>People with Down syndrome frequently experience difficulties with everyday executive functions which impact communication and quality of life. This review explores the profile, interventions, correlates, and predictors of EEF in individuals with Down syndrome.</p> Methods <p>Following Arksey and O'Malley’s framework, four electronic databases were searched (PubMed, PsycINFO, Central, and Scopus). Also, further searches were done in Google Scholar and Google to capture other studies. Articles included in this study were those published between 2011 and 2024. A chartered librarian guided the search strategy refinement to optimize database and keyword selection. Three reviewers independently analysed data extraction sheets across multiple readings to draft and confirm thematic categories. Results were synthesized through thematic analysis, with discrepancies resolved collaboratively. A final expert reviewer assessed the findings for coherence and relevance.</p> Results <p>Individuals with Down syndrome demonstrated deficits in working memory, shifting, inhibitory control, planning/organizing, monitoring, and developing metacognition. Emotional control, shifting, and material organization were the strengths. Among the correlates of EEF were restless sleep behaviour, visual acuity, and parent teaching behaviours. Some therapies investigated were social communication, exercise, and corrective eyewear. A variety of factors, including IQ, age, gender, and parent teaching strategies predict daily executive function.</p> Conclusion <p>Everyday executive functioning in people with Down syndrome is shaped by a complex interaction of cognitive, behavioural, and environmental factors. Evidence highlights the need to target modifiable correlates such as sleep, vision, and parenting strategies, alongside structured interventions, to strengthen executive skills. Future research should prioritise longitudinal and intervention studies to establish causal links and assess effectiveness across diverse settings.</p>

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A scoping review on everyday executive functioning in people with down syndrome: profile, correlates, and interventions

  • 期刊论文

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  • 发表日期：

    2026年1月14日

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  • Daniel Miezah,
  • Dorothy Newman Nkansah,
  • Maud Bawericho Bawiina,
  • Ahmed Moustafa,
  • Paul Obeng

摘要

Background

People with Down syndrome frequently experience difficulties with everyday executive functions which impact communication and quality of life. This review explores the profile, interventions, correlates, and predictors of EEF in individuals with Down syndrome.

Methods

Following Arksey and O'Malley’s framework, four electronic databases were searched (PubMed, PsycINFO, Central, and Scopus). Also, further searches were done in Google Scholar and Google to capture other studies. Articles included in this study were those published between 2011 and 2024. A chartered librarian guided the search strategy refinement to optimize database and keyword selection. Three reviewers independently analysed data extraction sheets across multiple readings to draft and confirm thematic categories. Results were synthesized through thematic analysis, with discrepancies resolved collaboratively. A final expert reviewer assessed the findings for coherence and relevance.

Results

Individuals with Down syndrome demonstrated deficits in working memory, shifting, inhibitory control, planning/organizing, monitoring, and developing metacognition. Emotional control, shifting, and material organization were the strengths. Among the correlates of EEF were restless sleep behaviour, visual acuity, and parent teaching behaviours. Some therapies investigated were social communication, exercise, and corrective eyewear. A variety of factors, including IQ, age, gender, and parent teaching strategies predict daily executive function.

Conclusion

Everyday executive functioning in people with Down syndrome is shaped by a complex interaction of cognitive, behavioural, and environmental factors. Evidence highlights the need to target modifiable correlates such as sleep, vision, and parenting strategies, alongside structured interventions, to strengthen executive skills. Future research should prioritise longitudinal and intervention studies to establish causal links and assess effectiveness across diverse settings.