Unlocking cognitive potential: a comprehensive review of neurocognitive interventions in Down Syndrome

Abstract

Background: Down Syndrome (DS) poses unique challenges in cognitive functioning, characterized by deficits in language, memory, and executive functions. This review synthesizes current research across educational, behavioral, pharmacological, and physical interventions to enhance cognitive capabilities in individuals with DS. Methods: A comprehensive literature review was conducted, incorporating studies that explored diverse interventions for cognitive enhancement in DS. Educational interventions, behavioral strategies, pharmacological approaches, and physical modalities were systematically analyzed to provide a holistic overview of the current landscape. Objectives: This review aims to consolidate findings from various intervention studies, offering insights into the efficacy of educational, behavioral, pharmacological, and physical approaches in ameliorating cognitive deficits in DS. The diverse range of interventions and their respective outcomes were critically examined to guide future research and intervention strategies. Discussions: Educational interventions, such as language and speech therapy, technology-assisted learning, and working memory training, displayed promising outcomes. Behavioral approaches, including responsive teaching and motor skill-focused interventions, added valuable insights to cognitive enhancement. Pharmacological interventions exhibited varying degrees of success, emphasizing the need for tailored approaches. Physical interventions, particularly regular physical activity and assisted cycle therapy, emerged as potential catalysts for cognitive improvement. This review highlights the multifaceted nature of cognitive deficits in DS and underscores the importance of personalized perspectives in intervention strategies. The discussions provide a comprehensive understanding of the current interventions' effectiveness, contributing to the ongoing discourse on cognitive enhancement in DS. Future research should focus on personalized approaches, considering the heterogeneity in DS phenotypes, to optimize cognitive outcomes for individuals with DS.