Assessing Malleability of Spatial Abilities in Down Syndrome

NCT05332912 | Completed Results

• 1 other identifier: 19-08-2644
• Study Type: interventional
• Target: 84
• Locations: 1 country
• Sites: 1

Brief Summary

Based on available literature and our own preliminary research, the researchers have concluded that persons with Down syndrome (DS) exhibit difficulties in utilizing the specific spatial abilities of mental rotation and perspective taking and performing complex spatial tasks such as wayfinding and environmental learning. A weakness in spatial abilities may have many direct applications to daily life, ranging from activities such as tying shoes to using hand tools and navigating the environment. Spatial abilities also serve as a cognitive foundation for many other complex skills such as solving mathematical problems and using spatial language for giving and receiving directions. Moreover, spatial abilities are used in a variety of specialty jobs such as grocery stocking, packaging, and assembling, which are among the most commonly reported jobs for adults with DS. Hence, a new focus on spatial ability and its modifiability in persons with DS is clearly warranted. The primary goal of the research proposed in this application is to evaluate the malleability of mental rotation and perspective taking in people with DS through providing intentional experience with numerous spatial activities. Two groups of participants will be tested over the course of the project: adolescents and young adults with DS and typically developing (TD) children. Following an initial evaluation of performance on the two abilities, participants will receive up to eight sessions of spatial activity experience utilizing puzzle construction, block building, and computer search tasks. Following the experience sessions, spatial abilities of participants will be re-evaluated. These data will be used to investigate two specific aims. First, the researchers investigate whether spatial abilities of persons with DS can be modified by experience with spatial activities. Second, the researchers investigate whether the degree of modification observed for persons with DS can reduce performance differences between them and TD children. The researchers also consider whether performance on the PPVT, Raven's matrices, and Chronological Age are associated with any benefits from spatial ability experience.

Conditions

Down Syndrome

Outcome Measures

Primary Outcomes (4)

• Change in Mental Rotation Ability at 8 Weeks

  The Mental Rotation Assessment was used to assess ability to match objects rotated at varying degrees from a standard. Number of correct matches out of 18 possible matches over all rotations (excluding 0 degrees) was used as a measure of performance. Minimum score = 0. Maximum score = 18. Higher scores reflect better performance. Change in Mental Rotation Ability was calculated by subtracting Baseline (Time 1) Assessment scores from 8 Week (Time 2) Assessment scores.

  Following 8 weeks of experience training.

• Change in Mental Rotation Ability at 16 Weeks

  The Mental Rotation Assessment was used to assess ability to match objects rotated at varying degrees from a standard. Number of correct matches out of 18 possible matches over all rotations (excluding 0 degrees) was used as a measure of performance. Minimum score = 0. Maximum score = 18. Higher scores reflect better performance. Change in Mental Rotation Ability was calculated by subtracting Baseline (Time 1) Assessment scores from 8 Week (Time 3) Assessment scores.

  Following 16 weeks of experience training.

• Change in Perspective Taking Ability at 8 Weeks

  Measure Description: Participants received 8 trials in which they judged another's point of view. Scores could range from 0 to 24. . Change in Perspective Taking Ability was calculated by subtracting Baseline (Time 1) Assessment scores from 8 Week (Time 2) Assessment scores.

  Following 8 weeks of experience training.

• Change in Perspective Taking Ability at 16 Weeks

  Participants received 8 trials in which they judged another's point of view. Scores could range from 0 to 24. Change in Perspective Taking Ability was calculated by subtracting Baseline (Time 1) Assessment scores from 16 Week (Time 3) Assessment scores.

  Following 16 weeks of experience training.

Study Arms (2)

Immediate

EXPERIMENTAL

Participants will receive 16 weeks of spatial ability experience.

Behavioral: Spatial Ability Experience

Delayed

PLACEBO COMPARATOR

Participants will receive 8 weeks of verbal ability experience prior to receiving 8 weeks of spatial ability experience.

Behavioral: Spatial Ability Experience

Interventions

Spatial Ability Experience BEHAVIORAL

Participants will engage in puzzle construction, block play, visual search, hide and seek

Delayed; Immediate

Eligibility Criteria

• Age: 4 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• Typically Developing Children ages 4.0 years to 9.0 years
• Individuals with Down Syndrome ages 10.0 - 25.0
• Verbal Comprehension Ability at 4.0 years or above

You may not qualify if:

• Inability to follow verbal instructions
• Inability of use tablet computer

Sponsors & Collaborators

• University of Alabama, Tuscaloosa: lead

Study Sites (1)

University of Alabama, Tuscaloosa

Tuscaloosa, Alabama, 35405, United States

Location

MeSH Terms

Conditions

Down Syndrome

Condition Hierarchy (Ancestors)

Intellectual Disability; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Abnormalities, Multiple; Congenital Abnormalities; Congenital, Hereditary, and Neonatal Diseases and Abnormalities; Chromosome Disorders; Genetic Diseases, Inborn

Limitations and Caveats

Remote training due to CoVid increased duration of the project (16 instead of 8 weeks), made it difficult to recruit participants with Down Syndrome for the Delayed intervention condition. Hence, there is a need to modify the basic Data Analysis Plan, including using covariation procedures to account for difficulties matching groups. Still, the comparisons have yielded important results relevant to using experiential training to improve spatial abilities of individuals with Down Syndrome.

Results Point of Contact

• Title: Professor Emeritus
• Organization: University of Alabama, Tuscaloosa

emerrill@ua.edu

2052002183

Study Officials

• Edward C Merrill, Phd

  University of Alabama, Tuscaloosa

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor Emeritus

Model Details: Typically developing children will be compared to adolescents/young adults with Down syndrome (groups matched on non-verbal ability). A delayed start condition (verbal experience instead of spatial ability experience) of eight weeks will be used for 1/2 of participants in each group.

Study Record Dates

• First Submitted: April 2, 2022
• First Posted: April 18, 2022
• Study Start: April 1, 2021
• Primary Completion: August 10, 2024
• Study Completion: March 31, 2025
• Last Updated: October 14, 2025
• Results First Posted: October 14, 2025

Record last verified: 2025-09

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF
• Time Frame: Data will be available following publication of the primary data or within 5 years of study completion if data has not been published. Data will be available for a minimum of 5 years.
• Access Criteria: Requests will be accepted from behavioral researchers with a PhD or equivalent who identify a specific purpose and research appropriate justification for accessing the IPD. Requests will be reviewed by the PI and the sub-contract PI.

Locations

US (1)