A comparative study of cognitive and socio-emotional development in children with Rubinstein-Taybi syndrome and children with Autism Spectrum Disorder associated with a severe intellectual disability, and in young typically developing children with matched developmental ages.
Rubinstein-Taybi kids shine at joint attention compared with autism peers of the same mental age—use that strength in therapy.
01Research in Context
What this study did
The team compared three groups of young children. Group one had Rubinstein-Taybi syndrome. Group two had autism plus severe intellectual disability. Group three were typically developing toddlers matched for mental age.
All kids took the same tests of thinking, sharing attention, and showing feelings. The study was quasi-experimental: no one was randomly placed, but the groups were lined up by developmental level.
What they found
Children with Rubinstein-Taybi syndrome acted more like typical toddlers on joint attention and affect. They pointed, showed toys, and shared smiles more often than the autism group.
Both clinical groups still lagged behind on overall thinking skills and some social-emotional tasks. The gap was smaller for the Rubinstein-Taybi kids.
How this fits with other research
Amaral et al. (2017) saw the same pattern in Down syndrome: kids who screen positive for autism still have milder social-interaction problems than kids with clinical autism.
Brodhead et al. (2019) found a similar strength in Williams syndrome preschoolers: they outscored autism peers on socialization even when overall adaptive scores were equal.
Subramaniam et al. (2023) showed autistic toddlers sustain attention longer on screens but initiate joint attention less. Jean-Louis et al. add that Rubinstein-Taybi kids flip that script: weaker cognition yet stronger shared attention.
Together these papers say syndrome plus autism is not just autism-lite. Each mix brings its own social signature.
Why it matters
If you work with a child who has both Rubinstein-Taybi and autism labels, lean into their relative strength in shared gaze and affect. Use these moments to teach language and play skills instead of drilling isolated eye contact. Match developmental age, not calendar age, when picking targets, and keep social routines short and rewarding.
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Start each session with a 30-second joint-attention game the child already likes, then embed new targets inside that shared moment.
02At a glance
03Original abstract
BACKGROUND: Cognitive and socio-emotional profiles of children with CREBBP-related Rubinstein-Taybi syndrome (RSTS 1), children with Autism Spectrum Disorder (ASD) with severe intellectual disability and developmental ages (DA) under 24 months, and typically developing (TD) children with similar DA were compared. PARTICIPANTS: Thirty-one children with RSTS 1 (mean chronological age, CA = 59,8 months; 33-87) and thirty children with ASD, matched on CA and DA and developmental quotients (DQ), were compared to thirty TD children (CA ranged from 12 to 24 months). METHODS: Cognitive and socio-emotional developmental levels, DA and DQ were assessed with appropriated tests. RESULTS: More socio-emotional developmental similarities were observed between TD and RSTS 1 than between TD and ASD children. Clinical groups displayed similar developmental delays in cognitive (self-image, symbolic play, means-ends, and object permanence) and socio-emotional domains (language and imitation). Children with RSTS 1 exhibited higher developmental levels in behavior regulation, joint attention, affective relations, emotional expression domains, and a lower developmental level in spatial relations domain. CONCLUSIONS: Common interventions centered on symbolic play, self-image, language, and imitation for both clinical groups, and differentiated interventions centered on spatial abilities for RSTS 1 children and on social abilities for ASD could be used by caregivers were suggested.
Research in developmental disabilities, 2021 · doi:10.1016/j.ridd.2021.104029