Self-regulatory behaviors in children with Down syndrome and typically developing children measured using the Goodman Lock Box.

Gilmore et al. (2003) watched the toddlers with Down syndrome and 24 mental-age-matched peers work on the Goodman Lock Box.

The box has six tricky locks. Kids must plan steps to open each door.

Researchers timed planful moves and counted times kids avoided the task.

Both groups planned their moves the same way.

Kids with Down syndrome avoided the task more often.

They left the table, looked away, or asked for help instead of trying.

Ohan et al. (2015) saw a similar pattern in drawing. Kids with Down syndrome drew faster but sloppier than mental-age peers. Both studies show the kids can do the skill yet choose a less efficient style.

Amaral et al. (2017) looked at Down syndrome toddlers who also screen positive for ASD. Those kids had milder social problems than typical ASD. Linda’s extra task avoidance may be an early sign of that profile.

Taylor et al. (2017) found preschoolers with autism use fewer emotion rules with strangers. Both papers point to regulation gaps that show up only in certain settings, not global delay.

You now know a toddler with Down syndrome may look capable on a puzzle yet still dodge it. Plan for short work bursts and built-in breaks. Praise any on-task second. This keeps the planful strength while lowering escape behavior.