Temporal-sampling theory and language in Down syndrome: An empirical study

Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. This study aimed to analyse, for the first time, the prosodic profile of Spanish-speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. The final sample included in the study comprised 28 Spanish-speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn-end, chunking, and focus tasks in the group with DS. However, no significant between-group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile. What is already known on the subject Prosody is a fundamental element of language, and its mastery affects the effectiveness of communication. However, research on prosody in Down syndrome (DS) that offers a holistic view from a psycholinguistic approach is still scarce. To date, studies focused on providing a detailed profile of prosodic skills in individuals with DS have been mainly conducted with a few English-speaking children. These studies have shown that the comprehension and production of prosody is severely impaired, especially when considering affect and focus production, as well as the perception and production of prosodic forms. During childhood, greater efficacy is found in prosody comprehension than in prosody expression. What this study adds This is the first study analysing the prosodic profile of a large group of Spanish-speaking teenagers and young adults with DS. Poorer performance in the perception and production of both prosodic functions and forms was observed in participants with DS compared to participants with intellectual disability of unknown origin matched on chronological age and nonverbal cognition. Unlike what has been previously found in children, teenagers and young adults with DS performed at the same level as the control group on the understanding and expression of affect through prosodic cues. Results also showed that a generalization about a better prosody profile in comprehension versus production is not possible. What are the clinical implications of this work? This study provides new data on the prosodic skills of Spanish-speaking teenagers and young adults with DS. Given the impact of prosody on effective communication and the pattern of difficulties found in this study, speech and language therapists working with individuals with DS should consider including prosodic skills in interventions not only in childhood but also in adolescence and adulthood. Therefore, the prosodic profile of strengths and weaknesses in individuals with DS found in this research has direct implications for clinical practice.

Language exposure is known to be a key factor influencing bilingual vocabulary development in typically developing (TD) children. There is, however, a lack of knowledge in terms of exposure effects in children with developmental language disorder (DLD) and, especially, in interaction with age of onset (AoO) of second language acquisition. In the Helsinki longitudinal SLI study (HelSLI), we investigated the receptive and expressive second language (L2) vocabulary performance and cross-sectional vocabulary development of sequentially bilingual children with TD and DLD in order to resolve whether the groups could be differentiated based on their vocabulary performance. More importantly, we examined the effects of AoO and exposure in the vocabulary performance of these two bilingual groups. A total of 70 children with DLD from a hospital clinic and 82 with TD from kindergartens were recruited. Children were 3-7 years old with different AoOs for the L2 and varying degrees of language exposure. Multiple regression analysis was used to compare the groups in two receptive and three expressive vocabulary tests while considering the effects of AoO and language exposure. Children with TD outperformed children with DLD in both receptive and expressive vocabulary measures. Exposure predicted vocabulary but AoO did not. The effect of exposure was different in TD and DLD groups in receptive but not in expressive vocabulary. Additionally, the interaction of exposure and AoO was found for receptive vocabulary, but similarly in both groups. With increasing exposure, a difference in performance between the groups became more notable in receptive vocabulary compared with the expressive vocabulary. Bilingual children with TD and DLD can be differentiated by using L2 vocabulary tests when exposure is taken into consideration. Non-significant AoO effects in 3-7 year olds suggest flexibility in terms of when to start L2 immersion. However, exposure is important, and especially children with DLD would need a substantial amount of it relative to their TD peers, so that they would not fall even further behind over time. Differences in benefiting from exposure in receptive mode might offer clinicians and kindergarten personnel an insight for evaluating challenges in bilingual development. Severe challenges in vocabulary development in the DLD group also call for both individually targeted small-group activities for learning words as well as strategies for strengthening vocabulary in various environments and everyday life situations. What this paper adds What is already known on the subject Language exposure is often found to explain more of the variation compared with AoO in early L2 vocabulary. On the other hand, it has been suggested by some researchers, but not all, that AoO effects would be found. Exposure and AoO might also interact differently depending on the task and whether the development is typical or disordered. Contrary to the clinical observation, diagnostic value of receptive vocabulary has often been questioned. What this paper adds to existing knowledge This study indicates that receptive vocabulary might be useful in differentiating bilingual TD and DLD. Language exposure effects differ between TD and DLD groups, but depending on task. Lower performance, but also slower cross-sectional development, is found in receptive vocabulary for children with DLD. Interaction between language exposure and AoO stresses the importance of taking both into consideration when studying bilingual development. What are the potential or actual clinical implications of this work? L2 vocabulary tests can be used in differentiating bilingual children with TD and DLD when exposure is taken into consideration. Difficulties using exposure and, hence, slower development in children with DLD suggest that especially receptive vocabulary might be diagnostic by the accumulating exposure. Investing in ways of supporting vocabulary development through small-group activities and in everyday situations of bilingual children at risk of DLD is highly recommended. This is important to prevent them from incrementally falling further behind their TD peers over time. A limited AoO effect suggests that families have more flexibility in terms of when to place their child in L2 immersion in their early years.

Although the prevalence of mental illness and behaviour problems is lower in adults with Down syndrome (DS) than in other populations with intellectual disabilities, they do present emotional and relational problems, as well as social integration difficulties. However, studies reporting on specific competences known to be central in developing appropriate social relationships (e.g. social reasoning, emotion processing, theory of mind) remain rare in the adult DS population and the mechanisms underlying these people's emotional and relational difficulties are unclear. The present study investigated the ability to understand the appropriateness of others' social behaviour in 34 adults with DS, using the Social Resolution Task (SRT). Their results were compared with those of 34 typically developing (TD) children matched for gender and receptive vocabulary. The relationships among the SRT experimental task, cognitive competences (receptive and productive vocabulary, non-verbal reasoning, inhibition, selective attention) and a caregiver-rated measure of socio-emotional behaviour were examined in the DS group. The DS participants' global SRT scores did not differ from those of the controls. However, analyses of the SRT subscores revealed that the DS group identified significantly fewer inappropriate situations than the control group. Nevertheless, when they correctly identified the behaviour as inappropriate, they were as well as the controls to explain the rules underlying their responses. Regression analyses showed that receptive vocabulary and selective attention and a specific dimension of the socio-emotional profile (social relating skills) constituted the best predictors of the DS adults' performance on the SRT. The main findings show that the DS participants demonstrate relatively good social reasoning skills in comparison with TD children matched for verbal age. However, the two groups present distinctions in their response patterns, and the influence of cognitive variables on success on the SRT also appears different. While selective attention skills are found to be significant predictors for both groups, the influence of receptive vocabulary level is much stronger in the DS group. The implications of particular cognitive and socio-emotional factors for success on the SRT in this group are considered in more detail.

Editorial: Introduction to Special Section on Evidence-Based Practices for Persons With Intellectual and Developmental Disabilities

The Dice Trails Test: A modified Trail Making Test for children and adults with Down Syndrome.

Counting ability in Down syndrome: The comprehension of the one-to-one correspondence principle and the role of receptive vocabulary.

More people with an intellectual disability are now living to older age and there is a paucity of information about this group of people. Mental illness is 2-3 times more prevalent in people with an intellectual disability than in the general community; however, this often goes undiagnosed and undetected. Additional issues complicate assessment if the person is also ageing. Little is known about the prevalence and nature of mental illness in this group of older people. Instruments used to assist in the diagnosis of mental illness in the general community are not suitable for use with individuals who have an intellectual disability. The Developmental Behavioural Checklist for Adults (DBC-A) (Mohr, Tonge & Einfeld, 2005) is a well established screen for psychopathology; however, it has no standardised norms and has not been specifically validated for older adults. Lack of knowledge and inadequate assessment processes can result in inappropriate service delivery and therefore reduced quality of life for older people with an intellectual disability and their carers. The general aim of the research was to contribute knowledge about older people with an intellectual disability and more specifically to investigate their mental health. In addition, the validity of the DBC-A for use with older adults was examined. An epidemiological study of adults aged 55 years and older, who lived in representative areas in South Australia, and who were registered with intellectual disability service agencies, were surveyed. Familiar informants completed a questionnaire booklet (see Appendix A). The Adaptive Behaviour Dementia Questionnaire (ABDQ) (Prasher, Farooq & Holder, 2004) and, for a subset of the participants, the Dementia Screening Questionnaire for Individuals with Intellectual Disability (DSQIID) (Deb, Hare, Bhaumik et al., 2007a) were also completed (see Appendices F and G). There was a participation rate of 91.7% and participants’ ages ranged from 55-86 years, the majority being males (56.6%), except in the oldest cohort. Those aged 55-64 years appears to differ from those who are older and younger. They have more severe intellectual impairments, more chronic health conditions, they are less likely to be engaged in activities, and have fewer relationships. Those older than 65 years are more similar to older people without an intellectual disability except that more live in nursing homes or larger congregate care settings. Standardised normative data was established for the DBC-A for older people. The DBC-A profile showed age-associated decline in psychopathology; however, the intensity of behaviours was higher in older people with more severe cognitive impairment. Significant psychopathology was found in 16% of older adults. There were no gender differences but those with a moderate level of intellectual disability had the highest rates. Being younger, having fewer hours in activity, living in large congregate care and significant life events were all risk factors. Rates of dementia of between 5-7% were found using the ABDQ, DSQIID and respondent report. A dementia screen using items from the DBC-A (DBC-A Dem) identified almost double that number. There was no association between age and dementia status in this study, which differs from other research, as does the lack of relationship between having Down syndrome and dementia status. The results of this study confirm a picture of differential mortality and the presence of a healthy survivor cohort who have fewer chronic health problems and are more likely to have a mild level of intellectual disability. Although there is an age-related decline in the prevalence of mental illness, rates are still one and a half times more than older people who do not have an intellectual disability. With minor amendments, the DBC-A is a valid screening instrument for use with older people with an intellectual disability. It can record changes in a wide range of emotional and behaviour disturbances including those that may affect older people, including dementia. When used with other DBCs for children and adolescents (Einfeld & Tonge, 1995) it provides a simple and familiar way to record psychopathology throughout the lifespan. This offers clinicians, researchers and service providers a means to monitor and maintain the mental health and well-being of older people with an intellectual disability.

Down syndrome (DS) or trisomy 21 is the most common genetic cause of intellectual disability and is characterized by a myriad of phenotypes affecting various organs. Several mouse models of DS have been established and constitute useful tools for defining the etiology of DS. Ts1Cje mouse carrying a 7.6 Mb segmental trisomy of mouse chromosome 16 (MMU16) is among the most commonly used DS models. Ts1Cje mice display a subset of features that mimic human DS, notably craniofacial abnormalities and deficits in learning and memory. A number of molecular and physiological parameters are also affected in these mice, including oxidative stress increase and mitochondrial dysfunction, abnormal neuronal dendritic spines, abnormal synaptic plasticity, deficient embryonic and adult neurogenesis and enhanced cell proliferation in ganglionic eminences. Despite the occurrence of affective and emotional impairments in patients with Down syndrome, these parameters are poorly documented in Down syndrome mouse models, including Ts1Cje mice. Here, we developed a comprehensive approach using the Ts1Cje model in order to investigate eventual behavioral-molecular correlations. We designed and describe for the first time a large behavior screening focusing on spontaneous activity, social behavior, anxiety and depression-like behavior in various conditions. We coupled this study to a molecular study using both in-vivo microdialysis and tissue punch measurements of monoamines levels in brains from Ts1Cje mice. Ts1Cje mice were hyperactive and possibly less anxious compared to WT mice in novel environments, but significantly less active in familiar environments. Ts1Cje also showed increased social contacts with unfamiliar partners compared to their WT littermates in two different testing paradigms. Ts1Cje mice also exhibited signs of decreased depression like-behavior. Furthermore, Ts1Cje mice showed motor coordination deficit. As locomotor hyperactivity is often associated with enhanced striatal dopaminergic neurotransmission, we measured extracellular and total content of monoamines. By using intracerebral microdialysis and tissue extracts of the striatum and ventral forebrain, we also provide evidence that extracellular dopamine (DA) and serotonin (5-HT) and their total amounts are increased in Ts1Cje mice. In addition, we found that biosynthesis and degradation of DA was accelerated in Ts1Cje striatum by using biochemical and immunohistochemical analyses. These changes in monoamines could underlie the abnormal affective and emotional behaviors observed in Ts1Cje mice. Using a comprehensive battery of behavioral tests, we identified environmental novelty stimuli-triggered hyperactivity, increased sociability, and decreased depression-like behavior in Ts1Cje mice. Our neurochemical and immunohistochemical results further suggested that Ts1Cje mice show an abnormal increase in DA and 5-HT combined with an enhanced metabolism of these transmitters, which may help explain the affective and emotional abnormalities. Especially, reports on DA metabolism in brain samples from DS patients have been rather controversial. In some cases reported in the literature, DA was decreased in the brains of elder DS patients but not in young adult with DS. The discrepancies in human studies may be due to age-specific changes and to the fact that samples were extracted post-mortem (after natural death). Although the monoamine concentration in brains from young adults with DS is still unclear, our results suggest that it is likely not decreased. Our study suggests that more extensive investigation should thus be considered before implementing monoamine treatments in DS. Monoamine metabolism alterations still require further investigation in order to understand how they are involved in the developmental and functional deficits in the brains of DS patients. Finally, our finding contributes to the understanding of molecular pathology of DS and may inform development of effective therapeutic approaches (Shimohata et al., 2017).

Approximately 9.9 % of children present with difficulties in language development (DLD), 7.6 % without serious additional impairments and 2.3 % associated with languagerelevant comorbidities, e.g., hearing loss. Notably, in a consensus statement by experts in German-speaking countries, in the guideline presented here, and further in this article, all of these disorders are referred to as "developmental language disorders" (DLD), whereas the international consortium CATALISE only refers to those without comorbidities as DLD. DLDs are among the most commonly treated childhood disorders and, if persistent, often reduce educational and socio-economic outcome. Children in their third year of life with developmental language delay (late talkers, LT) are at risk of a later DLD. This German interdisciplinary clinical practice guideline reflects current knowledge regarding evidence-based interventions for developmental language delay and disorders. A systematic literature review was conducted on the effectiveness of interventions for DLD. The guideline recommends parent training (Hedges g = 0.38 to 0.82) for LTs with expressive language delay, language therapy (Cohen's d = -0.20 to 0.90) for LTs with additional receptive language delay or further DLD risk factors, phonological or integrated phonological treatment methods (Cohen's d = 0.89 to 1.04) for phonological speech sound disorders (SSDs), a motor approach for isolated phonetic SSDs (non-DLD), and for lexical-semantic and morpho-syntactic impairments combinations of implicit and explicit intervention approaches (including input enrichment, modeling techniques, elicitation methods, creation of production opportunities, metalinguistic- approaches, visualizations; Cohen's d = 0.89-1.04). Recom mendations were also made for DLD associated with pragmatic-communicative impairment, bi-/ multilingualism, hearing loss, intellectual disability, autism-spectrum disorders, selective mutism, language- relevant syndromes or multiple disabilities, and for intensive inpatient language rehabilitation. Early parent- and child-centered speech and language intervention implementing evidence-based intervention approaches, frequency, and settings, combined with educational language support, can improve the effectiveness of management of developmental language delay and disorders.

Understanding factors influencing wellbeing is crucial for the development of effective services. Aphasia in older individuals and developmental language disorder (DLD) in children significantly affect how people live and function. Despite the increasing stroke incidence in young adults and the growing recognition of DLD as a lifelong disorder, the literature lacks evidence on the wellbeing of young adults, aged between 18 and 40 years old, with these conditions. To identify factors influencing wellbeing in young adults with aphasia and DLD. This cross-sectional between-group study involved 78 young adults with aphasia, DLD and no language impairments, with mean (SD) age of 30.5 (6.38) years. A total of 12 measures were used to assess wellbeing, language, cognition, health, emotional distress, social functioning and psychological resources. Feasibility and acceptability were informed by a pilot-study. One-way-unrelated analysis of variance (ANOVA) and Kruskal-Wallis tests were used to compare groups on language, cognition and wellbeing, while correlation analyses identified factors influencing wellbeing in each group. No significant differences were found between clinical groups in language and cognitive profiles, with both scoring lower than those with no language impairments. The wellbeing of individuals with aphasia and DLD was similar to that of adults with no language impairments. Health, emotional distress and social support were common drivers of wellbeing among all groups, with positive performance in those scales indicating better wellbeing. Language and self-esteem showed significant links with wellbeing for those with DLD, but not for the aphasia group. The higher the self-esteem level of people with DLD, the higher their wellbeing rating. Interestingly, language was negatively related to wellbeing in people with DLD, with higher language scores correlating with lower levels of wellbeing. Aphasia and DLD share factors affecting wellbeing, but the different origins of the disorders seem to influence the overall nature of wellbeing. Wellbeing in DLD is primarily impacted by the language disorder, whereas in aphasia it is influenced by its secondary to the disorder characteristics and primarily emotional health. This study highlights the need for holistic therapy and ongoing psychosocial support to optimize services for young adults with these impairments. What is already known on the subject Aphasia and DLD significantly impact social and emotional aspects of life. However, knowledge about wellbeing in young adults with these disorders remains limited. What this paper adds to the existing knowledge This research is the first to compare wellbeing in aphasia and DLD. It highlights the impact of several psychosocial factors and clinical characteristics including language on wellbeing, considering whether individuals developed language disorders during childhood or acquired them later in adult life. While there is a small amount of evidence on wellbeing in young adults with DLD, this is the first study to investigate wellbeing in young adults with aphasia. What are the potential or actual clinical implications of this work? The type of language disorder may influence wellbeing in diverse ways. Speech and language therapists must evaluate the impact of these disorders on young adults' wellbeing. Rehabilitation should consider both personal factors and external support systems, following appropriate care models. Our findings suggest that aphasia interventions might benefit from focusing on enhancing emotional wellbeing and social networks, particularly in young adults. For individuals with DLD, it appears that the emphasis should be on improving communication skills by addressing functional constraints in social interactions and considering their psychological resources. Further research is needed to confirm these potential intervention strategies. An interdisciplinary approach is essential for optimal outcomes.

Down syndrome (DS) is an intellectual disability (ID) disorder in which language and specifically, verbal fluency are strongly impaired domains; nearly all adults show neuropathology of Alzheimer’s disease (AD), including amyloid deposition by their fifth decade of life. In the general population, verbal fluency deficits are considered a strong AD predictor being the semantic verbal fluency task (SVFT) a useful tool for enhancing early diagnostic. However, there is a lack of information about the association between the semantic verbal fluency pattern (SVFP) and the biological amyloidosis markers in DS. In the current study, we used the SVFT in young adults with DS to characterize their SVFP, assessing total generated words, clustering, and switching. We then explored its association with early indicators of dementia, adaptive behavior and amyloidosis biomarkers, using the Dementia Questionnaire for Persons with Intellectual Disability (DMR), the Adaptive Behavior Assessment System-Second Edition (ABAS-II), and plasma levels of Aβ peptides (Aβ40 and Aβ42), as a potent biomarker of AD. In DS, worse performance in SVFT and poorer communication skills were associated with higher plasma Aβ42 concentrations, a higher DMR score and impaired communication skills (ABAS–II). The total word production and switching ability in SVFT were good indicators of plasma Aβ42 concentration. In conclusion, we propose the SVFT as a good screening test for early detection of dementia and amyloidosis in young adults with DS.

Joint attention predicts later language in Down syndrome (DS) and autism. The co-occurrence of autism in children with DS is 6%-19%, which is higher than in the general population. However, little is known about how co-occurring autism in DS impacts the development of joint attention. This study compared mother-child and father-child interactions in families of children with DS. Our purpose was to investigate differences in caregiver joint-attention bids and whether caregiver and child joint attention were associated with autistic traits and receptive language in children with DS. Fifteen children with DS (Mage = 39.67 months) and their biological caregivers participated in the current study. We collected mother-child and father-child interactions in participant's homes. Using Wilcoxon signed-ranks tests, we examined if there were differences in mothers' and fathers' joint attention bids and if children responded differently to their bids. We used Spearman correlations to examine the associations between child autistic traits, receptive language, and caregiver and child joint attention. We found that mothers initiated more joint-attention bids than fathers but did not find differences in child responsiveness or initiations based on communication partner. Mothers used more bids when children had more autistic traits. Child autistic traits were negatively correlated with child responsiveness to father joint-attention bids. Children with more autistic traits produced fewer joint-attention bids with both caregivers. Findings suggest mothers and fathers may use differing approaches to support their child's language development. Regardless of communication partner, children with more autistic traits engaged in fewer instances of joint attention.

"The study of the peculiarities of speech of children with atypical development is necessary for the development of educational programs, children’s socialization and adaptation in society. The aim of this study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The multiplicity of symptomatology, different age of its manifestation, and the presence of a leading symptom complex individually for each child make it difficult to diagnose ASD. To determine the specificity of speech features of ASD, we analyzed the speech of children with developmental disabilities in which speech disorders accompany the disease - Down syndrome (DS), intellectual disabilities (ID), mixed specific developmental disorders (MDD). The features that reflect the main physiological processes occurring in the speech tract during voice and speech production are selected for analysis. The speech of 300 children aged 4-16 years was analyzed. Speech files are selected from the speech database ""AD_Child.Ru"" (Lyakso et al., 2019). Acoustic features of voice and speech, which are specific for different developmental disorders, were determined. The speech of ASD children is characterized by: high pitch values (high voice); pitch variability; high values for the third formant (emotional) and its intensity causing ""atypical"" spectrogram of the speech signal; high values of vowel articulation index (VAI). The speech of children with DS is characterized by the maximal duration of vowels in words; low pitch values (low voice); a wide range of values of the VAI depending on the difficulty of speech material; low values of the third formant; unformed most of consonant phonemes. The characteristics of speech of children with ID are: high values of vowel’s duration in words, the pitch, and the third formant, low values of the VAI; of MDD - low pitch values and high values of the VAI. Based on the identified peculiarities specific to each disease, the set of acoustic features specific to ASD can be considered as a biomarker of autism and used as an additional diagnostic criterion. This will allow a timely diagnose, appoint treatment and develop individual programs for children. Speech characteristics of children with ID, DS, and MDD can be considered to a greater extent in the training and socialization of children and used in the development of training programs taking into account individual peculiarities of children."

Disability, Hospital Care, and Cost: Utilization of Emergency and Inpatient Care by a Cohort of Children with Intellectual and Developmental Disabilities

Accessible Summary Many young adults with intellectual and developmental disabilities also have mental health challenges, such as anxiety, depression or post‐traumatic stress disorder. Peer mentoring is when people with disabilities support another person with a disability. We worked together to make a peer mentoring programme to help young adults with intellectual and developmental disabilities have better mental health. People enjoyed peer mentoring—they thought it was fun and that their mentors were nice. A few people thought that mentoring would be better if there was more time to do activities with their mentor. Some people felt like mentoring helped them learn ways to cope with their mental health challenges. This article describes the peer mentoring programme, what people liked, what they did not like and how we want to change peer mentoring in the future. This is important, because other people might want to try peer mentoring so people with disabilities can learn from each other. AbstractBackgroundWe conducted feasibility testing of a novel peer mentoring intervention addressing self‐awareness and proactive coping for young adults with intellectual and developmental disabilities and co‐occurring mental health conditions. Aligned with regulatory flexibility theory, we hypothesised that if young adults with intellectual and developmental disabilities and co‐occurring mental health conditions learned a range of coping strategies, then they would have greater self‐efficacy for managing their emotions and, subsequently, decreased mental health symptoms.MethodsFive participants (Mage: 20, range: 16–22) were mentored by another young adult with intellectual and developmental disabilities and co‐occurring mental health conditions for 10 sessions. Feasibility data collected included the following: enrollment data, attendance rates, participant and parent member experiences and observation of change (via post‐intervention interviews), and mentoring satisfaction via a mentoring questionnaire (range 15–60).FindingsOur enrolment rate was 16%. Mentoring was acceptable to young adults, as demonstrated by high attendance rates (98% of sessions attended), mentoring questionnaire responses (M=49.4) and feedback describing the intervention as enjoyable and mentors as “nice,” and “understanding.” Participants and parents reported potential change in self‐efficacy for managing emotions (proximal outcome), use of coping strategies and self‐awareness of needs, but few changes in mental health symptoms (distal outcomes).ConclusionsThe peer mentoring intervention was feasible and acceptable for young adults with intellectual and developmental disabilities and co‐occurring mental health conditions. Results suggest a longer intervention duration may be necessary to elicit changes in mental health symptoms. To enhance feasibility, different recruitment strategies should be considered.