| Sumario: | Abstract: Background: There is a lack of research on the cognitive and behavioral aspects of Dandy–Walker Syndrome (DWS) in an educational context. The purpose of this study was to compare the cognitive and adaptive profiles of individuals diagnosed with DWS with Down syndrome (DS). Materials and Methods: Four children with DWS and ten with DS, aged 8–12, underwent cognitive and adaptive assessments using the Stanford–Binet Scale and Adaptive Behavior Scale, respectively. Statistical analyses, including Fisher's exact test and Mann–Whitney U tests, compared group performance. Results: Individuals with DWS showed lower Stanford–Binet Intelligence Scale scores compared to those with DS in quantitative reasoning (53 vs. 65.5), visual–spatial processing (59 vs. 64.5), and fluid reasoning (50 vs. 56), while no significant differences were observed in verbal and nonverbal intelligence. Furthermore, individuals DWS showed lower adaptive behavior scale scores compared to those with DS scores in social (66.5 vs. 92), conceptual (46 vs. 62), and practical (52 vs. 70.5) adaptive domains. Conclusion: This study has the potential to enhance our understanding of the unique cognitive and adaptive profiles of individuals with DWS, thereby contributing to the development of more individualized support programs. Further research is warranted to evaluate the efficacy of tailored interventions aimed at improving outcomes for individuals with DWS.
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