The validity of learning potential for predicting educational adjustment in preschoolers with Down syndrome: A longitudinal study Robles Bello, Maria Auxiliadora Barba Colmenero, Francisca Valencia-Naranjo, Nieves J. Sánchez Teruel, David Learning Potential tests aim to assess cognitive functioning using mediation strategies by observing subsequent changes in learning patterns. In this study, thismethodology was applied with the Preschool Learning Potential and Abilities Scale and two additional tests, the Kaufman Brief Intelligence Test and the Battery of Aptitudes for School Learning I, to a total of 58 children with Down Syndrome, at four and six years of age. The results demonstrate improvements in general intelligence, learning potential, and school aptitudes between the two timepoints. There was a significant, positive relationship between the variables measured in the different tests, as well as on the predictive variables of school aptitudes, in these children at six years of age. There is evidence that supports the use of this dynamic evaluation methodology, opening new fields of action in child evaluation processes 2025-01-07T12:55:36Z 2025-01-07T12:55:36Z 2024-03-18 journal article Robles-Bello, M. A., Barba-Colmenero, F., Valencia-Naranjo, N., & Sánchez-Teruel, D. (2024). The validity of learning potential for predicting educational adjustment in preschoolers with Down syndrome: A longitudinal study. Journal of intellectual disabilities : JOID, 17446295241239984. Advance online publication https://hdl.handle.net/10481/98554 https://doi.org/10.1177/17446295241239984 eng open access Sage Journals