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Sample records for intellectually gifted children

  1. Intellectually Gifted Rural-to-Urban Migrant Children's Attention

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    Zhang, Hui; He, Yunfeng; Tao, Ting; Shi, Jian-Nong

    2016-01-01

    The term "intellectually gifted rural-to-urban migrant children" refers to intellectually gifted children who are in migration from rural to urban areas. We compared performances on seven attention tasks among intellectually gifted (n = 26) and average (n = 30) rural-to-urban migrant and intellectually gifted urban children (n = 31). Our…

  2. Clustering Strategy in Intellectually Gifted Children: Assessment Using a Collaborative Recall Task

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    Zhang, Huan; Zhang, Xingli; He, Yunfeng; Shi, Jiannong

    2017-01-01

    This study examined three aspects of the clustering strategy used by participants: the differences of clustering strategy between intellectually gifted and average children; the relationship between clustering strategy and recall performance in intellectually gifted and average children; and the differences in recall performance on collaborative…

  3. Inattentional Blindness in 9- to 10-Year-Old Intellectually Gifted Children

    DEFF Research Database (Denmark)

    Zhang, Hui; Zhang, Xingli; He, Yunfeng

    2016-01-01

    Researchers suggest that while intellectually gifted children might not always display adequate focus on their general life, they perform very well on experimental attentional tasks. The current study used inattentional blindness (IB) paradigm to understand better the attentional abilities...

  4. The Use of WISC-R Subtest Scatter in the Identification of Intellectually Gifted Handicapped Children: An Inappropriate Task?

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    Brown, Scott W.

    1984-01-01

    The paper discusses issues involved in the identification of gifted handicapped children, reviewing several research studies that attempted to define a specific configuration of Wechsler Intelligence Scale for Children-Revised subtest scores indicative of handicapped children possessing intellectual gifts. The author concludes that profiles and…

  5. PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN

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    Gordana Nikola Stankovska

    2013-12-01

    Full Text Available Giftedness is a multidimensional phenomenon that despite numerous studies and different approaches remains underexplored. It is known that there is different views about gifted children in psychological theory and practice. Giftedness represents general intellectual ability, general creative ability, productive and creative ability, the sum of specific skills, the ability of thinking, specific area of intelligence and creativity.Gifted child is a child who has above average skills and specific characteristics, which play an important role in the growth, development and education of these children. Researchers confirm the importance of early socialization, family and the primary teachers in the continually development of the gifted child on intellectual, social, emotional and somatic plan.It is known that e gifted child has specific characteristics and properties, such as originality, individuality, emotional stability, a high degree of intellectual capacity, independence, verbal fluency, perfectionism.Development and manifestation of creativity in gifted children depends of their cognitive component, personality traits, motivation. Gifted child early showed a specific interest in a particular area.This kind of child has a positive self-image, high self-esteem, self-confidence, high goals, a sense of self-worth, greater independence which manifests across the non-conformism and initiative.Every child deserves the special attention of parents, school and society, especially a gifted child which is a child with special needs about their average ability and special educational needs.

  6. A neurodevelopmental approach to understanding memory processes among intellectually gifted youth with attention-deficit hyperactivity disorder.

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    Whitaker, Ashley M; Bell, Terece S; Houskamp, Beth M; O'Callaghan, Erin T

    2015-01-01

    Intellectual giftedness is associated with strong strategic verbal memory while attention-deficit hyperactivity disorder (ADHD) is associated with strategic verbal memory deficits; however, no previous research has explored how this contradiction manifests in gifted populations with diagnoses of ADHD. The purpose of this study was to explore strategic verbal memory processes among intellectually gifted youth with and without ADHD to provide clarification regarding this specific aspect of neuropsychological functioning within this population. One hundred twenty-five youth completed neuropsychological evaluations including the Wechsler Intelligence Scale for Children-Fourth Edition and California Verbal Learning Test-Children's Version (CVLT-C). Results revealed significant differences between groups, with intellectually gifted youth with ADHD achieving lower T scores on CVLT-C Trials 1 through 5 compared with intellectually gifted youth without ADHD, and intellectually gifted youth with ADHD achieving higher T scores than youth of average intellectual abilities with ADHD. Additionally, repeated-measures analysis of variance revealed a main effect improvement among gifted youth with ADHD in short-delay recall when provided with organizational cues. Findings revealed new evidence about the role of twice exceptionality (specifically intellectual giftedness and ADHD) in strategic verbal memory and have important implications for parents, educators, psychologists and neuropsychologists, and other mental health professionals working with this population.

  7. Behavioral Profiles of Clinically Referred Children with Intellectual Giftedness

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    Fabian Guénolé

    2013-01-01

    Full Text Available It is common that intellectually gifted children—that is, children with an IQ ≥ 130—are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. These clinically-referred children with intellectual giftedness are thought to typically display internalizing problems (i.e., self-focused problems reflecting overcontrol of emotion and behavior, and to be more behaviorally impaired when “highly” gifted (IQ ≥ 145 or displaying developmental asynchrony (i.e., a heterogeneous developmental pattern, reflected in a significant verbal-performance discrepancy on IQ tests. We tested all these assumptions in 143 clinically-referred gifted children aged 8 to 12, using Wechsler’s intelligence profile and the Child Behavior Checklist. Compared to a normative sample, gifted children displayed increased behavioral problems in the whole symptomatic range. Internalizing problems did not predominate over externalizing ones (i.e., acted-out problems, reflecting undercontrol of emotion and behavior, revealing a symptomatic nature of behavioral syndromes more severe than expected. “Highly gifted” children did not display more behavioral problems than the “low gifted.” Gifted children with a significant verbal-performance discrepancy displayed more externalizing problems and mixed behavioral syndromes than gifted children without such a discrepancy. These results suggest that developmental asynchrony matters when examining emotional and behavioral problems in gifted children.

  8. Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale.

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    Lang, Margherita; Matta, Michael; Parolin, Laura; Morrone, Cristina; Pezzuti, Lina

    2017-09-01

    The Wechsler Adult Intelligence Scale (WAIS) has been used extensively to study intellectual abilities of special groups. Here, we report the results of an intellectually gifted group on the WAIS-IV. Gifted individuals are people who obtained scores equal to or greater than 2 standard deviations above the mean on an intelligence test. Hence, the current study aims first, to examine mean group performance data of gifted individuals on the WAIS-IV; second, to revalidate the pattern of performance identified in this special group in previous studies (i.e., verbal skills higher than all other abilities); third, to compare scatter measures across intellectual domains with a matched comparison group. A total of 130 gifted individuals (79 males) were administered the full battery and their performance was compared with a matched comparison group. Analyses revealed that gifted group displayed higher scores in all intellectual domains. Contrary to expectations, they showed the highest scores in perceptual reasoning tasks. A multivariate approach revealed that this ability was statistically different from all other domains within the gifted group. Moreover, gifted individuals showed higher discrepancies across intellectual domains than average-intelligence people. Findings have important practical implications to detect intellectual giftedness in adulthood.

  9. Conflict control of children with different intellectual levels: an ERP study.

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    Liu, Tongran; Xiao, Tong; Shi, Jiannong; Zhao, Daheng; Liu, Jizhong

    2011-02-25

    Conflict control is an important cognitive ability in human behavioral regulation. The Eriksen flanker task was employed to explore the neural correlation between conflict control and intelligence with the aid of event-related potential (ERP) techniques. Two groups of early adolescents with different intellectual levels participated in the current study (an intellectually gifted group of 20 children vs. an intellectually average group of 21 children, with mean scores of 43 vs. 35.7 in Cattell's Culture Fair Test, respectively). Behavioral results indicate that the gifted children had better conflict control performances, with increased accuracy and faster response speeds than the intellectually average children. Electrophysiological results further show that the gifted children had more efficient N2 activations during conflict monitoring processing, faster P3 responses over frontal regions, and stronger P3 activations over central-parietal regions during attentional control processing. The difference waveform analysis showed that the gifted children had the weakest N2d activations when elicited by multiple conflicts. N2d amplitudes can be used to distinguish a stimulus conflict from a response conflict, and P3d amplitudes can be used to separate multiple conflicts from a single conflict. The results support the neural efficiency hypothesis of intelligence and shed light on the close relationship between conflict control ability and human intelligence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  10. Psychological aspects of professional identity and professional choices of intellectually gifted students

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    Aron I. S.

    2016-03-01

    Full Text Available in the work determines the relevance of psychological research of professional self-determination of intellectually gifted students. The results of diagnostics of psychological characteristics of intellectually gifted students that affect the success of their professional identity and professional choices.

  11. Short Forms of Wechsler Scales Assessing the Intellectually Gifted Children Using Simulation Data

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    Alexandre Aubry

    2018-05-01

    Full Text Available Intellectual giftedness is usually defined in terms of having a very high Intellectual Quotient (IQ. The intellectual capacity is assessed by a standardized test such as the Wechsler Intelligence Scale for Children (WISC. However, the identification of intellectually gifted children (IGC often remains time-consuming. A short-form WISC can be used as a screening instrument. The practitioners and researchers in this field can then make a more in-depth evaluation of the IGC's cognitive and socioemotional characteristics if needed. The aim of our study is thus to determine the best short tests, in terms of their psychometric qualities, for the identification of IGC. The current study is composed of three-step analyses. Firstly, we created nine IQs short forms (IQSF with 2-subtests, and nine IQSF with 4-subtests from the WISC-IV (Wechsler, 2005. Secondly, we estimated psychometric parameters (i.e., reliability and validity from empirical and simulated dataset with WISC-IV. The difference in the estimation of psychometric qualities of each IQSF from the simulated data is very close to those derived from empirical data. We thus selected the three best IQSF based on these psychometrics parameters estimated from simulated datasets. For each selected short form of the WISC-IV, we estimated the screening quality in our sample of IGC. Thirdly, we created IQSF with 2- and 4-subtests from the WISC-V (Wechsler, 2016 with simulated dataset. We then highlighted the three best short forms of WISC-V based on the estimated psychometric parameters. The results are interpreted in terms of validity, reliability and screening quality of IGC. In spite of the important changes in the WISC-V, our findings show that the 2-subtest form, Similitaries + Matrix Reasoning, and 4-subtest form, Similitaries + Vocabulary + Matrix Reasoning + Block Design, are the most efficient to identify the IGC at the two recent versions of Wechsler scales. Finally, we discuss the advantages

  12. Analysis of personality characteristics of intellectually gifted students, causing difficulties in their process of preschool and school education

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    Ermakov S.S.

    2016-09-01

    Full Text Available Talented and intellectually gifted students often have difficulties in emotional and personal spheres in their learning process at school. Social maladjustment, emotional instability, increased anxiety and a number of other problems in the development of the personal sphere are common to students with a conventional development of intellectual abilities, but in the case of gifted students they are more frequent and intensive. If these problems are ignored by school teachers, psychologists and parents of gifted students, they can lead to a decrease in the ability of these children and even to a certain delay in the development of their academic abilities. The article provides an overview of contemporary foreign works aimed at identification and analysis of personal problems in gifted students. It describes different types of gifted students, their psychological characteristics that must be considered in the process of organizing their schooling with the aim of support to and development of their learning skills.

  13. Self-Esteem Comparisons among Intellectually Gifted Minority/Non-Minority Junior High Students.

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    Legin-Bucell, Cynthia; And Others

    Differences in self-esteem between 48 minority and 62 non-minority intellectually gifted and 75 intellectually average junior-high students were assessed using the Coopersmith Self-Esteem Inventory. Results indicated a higher level of self-esteem for the gifted students than for the control group. Significant differences were also found to exist…

  14. Intellectually Gifted Females and Their Perspectives of Lived Experience in the AP and IB Programs

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    Vanderbrook, Carrie M.

    2006-01-01

    The Advanced Placement (AP) and International Baccalaureate (IB) programs serve as popular choices for many intellectually gifted high school students. This article describes an aspect of a larger study that examined 5 intellectually gifted females' perceptions of their educational experience while enrolled in one of the programs. Using the…

  15. TEACHERS TRAINING FOR WORKING WITH GIFTED CHIL-DREN AND TEENAGERS IN THE FRAMEWORK OF THE MODERN UNIVERSITY COMPLEX

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    G. F. Shafranov-Kutsev

    2013-01-01

    Full Text Available The paper looks at the intellectual elite reproduction as one of the key elements of innovative society development. In 2012, Russian President approved the National Concept for Identifying and Fostering the Young Talents. In many regions, there are local projects targeting gifted children and teenagers. Though, the main concern is the teaching staff development for working with extraordinary students. In author’s opinion, the university complexes appear to be the most capable of fulfilling the given task by providing the fundamental classical education expanding the horizons of professional perfection both at theoretical and practical levels; in this regard, the positive experience of Tumen State University, incorporating the Higher Pedagogical School and the Institute of Pedagogy and Psychology, is revealed. The main emphasis is on the high schools within the university complexes; the advantages of summer schools in selecting gifted children and developing creativity and intellectual abilities are  demonstrated. The author maintains that the teaching staff readiness for working with gifted children has long term prospects for developing the nation’s intellectual potential, and therefore can be regarded as the key criterion estimating the effectiveness of educational establishments. However, the managerial staff should be pro-vided with the relevant indicators for monitoring the above activity. 

  16. Developmental and Cognitive Characteristics of “High-Level Potentialities” (Highly Gifted Children

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    Laurence Vaivre-Douret

    2011-01-01

    Full Text Available This study covers the interesting field of the development in gifted children which is often neglected in pediatrics because psychomotor development data are still rare, since “gifted” children are generally noticed towards the end of their primary schooling by IQ measurement. Developmental studies have shown the evidence from several fields that children identified as “high-level potentialities” or “intellectually gifted” develop sensory, locomotor, neuropsychological, and language skills earlier than typically expected. The hypothesis is offered that the earlier development originates from biological processes affecting the physical development of the brain and in turn even intellectual abilities are developed earlier, potentially allowing for advanced development. Further it is discussed how these developmental advances interact with the social environment and in certain circumstances may entail increased risk for developing socioemotional difficulties and learning disabilities that often go unaddressed due to the masking by the advance intellectual abilities.

  17. Self-Esteem and Self-Concept Examination among Gifted Students with ADHD

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    Foley-Nicpon, Megan; Rickels, Heather; Assouline, Susan G.; Richards, Allison

    2012-01-01

    Intellectually gifted students with attention-deficit/hyperactivity disorder (ADHD) face unique academic and social challenges, yet little research has been conducted with this population. The purpose of this study was to examine the self-esteem and self-concept of intellectually gifted children with and without a coexisting diagnosis of ADHD.…

  18. High Reading Skills Mask Dyslexia in Gifted Children

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    van Viersen, Sietske; Kroesbergen, Evelyn H.; Slot, Esther M.; de Bree, Elise H.

    2016-01-01

    This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with…

  19. Patterns of computer use amoung gifted children

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    Sesko, S.C.

    1998-03-20

    This study investigated patterns of computer interaction by gifted children who use computers extensively. There were two objectives: (a) To examine how these particular children came to learn various computer applications and programming, where they began, and how; and (b) To explore the number and variety of uses these gifted children have for their various computer interactions. The study led to several conjectures about the interactions of gifted children and computers. There is evidence that schools do not well serve gifted children regarding computer use. As a result, many gifted children learn what they know about computers and computer applications at home or elsewhere. Further evidence indicates that, without formal instruction in school, these children have constructed their own ideas of what computers are for and what they are able to do with them. Though many of these uses are no different from the ones that other children and adults have discovered, the study found some idiosyncratic uses and meanings. Along with the `what` of research, there is the question of `why` it is important and worth pursuing. This research has the promise of contributing to knowledge in the area of gifted and talented education, in that by understanding better how gifted children come to learn various computer applications and computer programming, and by understanding better the uses they have for these interactions, educators may be able to develop curricula, environments, and instruction to enhance these learning experiences in technology. This study establishes, to the best of the my knowledge, a precedent in the field of research into gifted and talented children and their use of computers.

  20. Stress Management and Gifted Children

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    Patel, Vidisha A.

    2009-01-01

    Stress can affect anyone, and gifted children are no exception. Giftedness can sometimes be the cause of the stress. Perfectionism, sensitivity, and intensity are characteristics of gifted children that may exacerbate stress. Stress can be constructive. Prolonged stress, however, with no time to recover becomes detrimental. Continued stress upsets…

  1. Examining the Fears of Gifted Children

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    Tippey, Jacalyn G.; Burnham, Joy J.

    2009-01-01

    Few studies have considered the fears of gifted children. Using the American Fear Survey Schedule for Children (FSSC-AM; Burnham, 1995), a modified version of the Australian Fear Survey Schedule for Children-II (Gullone & King, 1992, 1993), this study focused on the fears of 287 gifted children ages 7-10. This study is a first step in…

  2. The Interest Issues of Gifted Children

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    Bildiren, Ahmet

    2018-01-01

    Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children…

  3. Gifted and talented children: heterogeneity and individual differences

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    María Pereira Da Costa

    Full Text Available Giftedness is a large topic, covering many domains of activity and diverse manifestations. In this paper, we examine two specific topics: (a cognitive profiles of gifted children and, (b musical talent development. The common point of these studies is the observation of the heterogeneity of individual profiles. The results of the first study performed on 99 children with an IQ equal to or higher than 130, shows a large heterogeneity in intellectual potential, which is masked if we look only on the overall IQ. A hierarchical clustering analysis identifies six classes of children with contrasting means profiles. The second study is an exploratory research, in which we try to describe the environment of music pupils and to evaluate the importance that parents and teachers give to the main success factors for musical training. Our results highlight several differentiated profiles relating to the contexts of training, centred on the representation that the child has of music.

  4. Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

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    Ribeiro Piske, Fernanda Hellen; Stoltz, Tania; de Camargo, Denise; Blum Vestena, Carla Luciane; Machado, Jarci Maria; de Freitas, Samarah Perszel; Dias, Carmen Lúcia; dos Reis Taucei, Joulilda

    2017-01-01

    This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to…

  5. Sports That Work for Gifted Children

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    Lutostanski, Scott

    2018-01-01

    Finding an enjoyable, exciting, and engaging activity for gifted students can be a challenging balancing act. While parents want their children to become active and involved, they may face setbacks as they try to find the right fit, with some gifted children grappling with poor fine and gross motor abilities. While a high percentage of gifted…

  6. Problem Space Matters: Evaluation of a German Enrichment Program for Gifted Children.

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    Welter, Marisete M; Jaarsveld, Saskia; Lachmann, Thomas

    2018-01-01

    We studied the development of cognitive abilities related to intelligence and creativity ( N = 48, 6-10 years old), using a longitudinal design (over one school year), in order to evaluate an Enrichment Program for gifted primary school children initiated by the government of the German federal state of Rhineland-Palatinate ( Entdeckertag Rheinland Pfalz , Germany; ET; Day of Discoverers). A group of German primary school children ( N = 24), identified earlier as intellectually gifted and selected to join the ET program was compared to a gender-, class- and IQ- matched group of control children that did not participate in this program. All participants performed the Standard Progressive Matrices (SPM) test, which measures intelligence in well-defined problem space; the Creative Reasoning Task (CRT), which measures intelligence in ill-defined problem space; and the test of creative thinking-drawing production (TCT-DP), which measures creativity, also in ill-defined problem space. Results revealed that problem space matters: the ET program is effective only for the improvement of intelligence operating in well-defined problem space. An effect was found for intelligence as measured by SPM only, but neither for intelligence operating in ill-defined problem space (CRT) nor for creativity (TCT-DP). This suggests that, depending on the type of problem spaces presented, different cognitive abilities are elicited in the same child. Therefore, enrichment programs for gifted, but also for children attending traditional schools, should provide opportunities to develop cognitive abilities related to intelligence, operating in both well- and ill-defined problem spaces, and to creativity in a parallel, using an interactive approach.

  7. Perfectionism and anxiety: a paradox in intellectual giftedness?

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    Jacques-Henri Guignard

    Full Text Available Numerous authors reported a prevalence of perfectionism in gifted populations. In addition, an unhealthy form of perfectionism that leads to anxiety disorder has been described. Using self-report measures (CAPS and R-CMAS with 132 children, we hypothesized that intellectually gifted children express a higher level of perfectionism and anxiety. Our results pointed out a paradox: the gifted group obtained a higher self-oriented perfectionism score than the control group in 6th grade, but present the same level of anxiety. In contrast, the gifted group showed the same level of perfectionism than non-gifted 5(th graders, but reported a higher anxiety level. Thus, the interplay between perfectionism and anxiety appears to be more complex than a simple linear relationship in giftedness.

  8. A 35-year comparison of children labelled as gifted, unlabelled as gifted and average-ability

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    Joan Freeman

    2014-09-01

    Full Text Available http://dx.doi.org/10.5902/1984686X14273Why are some children seen as gifted while others of identical ability are not?  To find out why and what the consequences might be, in 1974 I began in England with 70 children labelled as gifted.  Each one was matched for age, sex and socio-economic level with two comparison children in the same school class. The first comparison child had an identical gift, and the second taken at random.  Investigation was by a battery of tests and deep questioning of pupils, teachers and parents in their schools and homes which went on for 35 years. A major significant difference was that those labelled gifted had significantly more emotional problems than either the unlabelled but identically gifted or the random controls.  The vital aspects of success for the entire sample, whether gifted or not, have been hard work, emotional support and a positive personal outlook.  But in general, the higher the individual’s intelligence the better their chances in life. 

  9. Using Technology to Assist Gifted Children's Musical Development

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    Schroth, Stephen T.; Helfer, Jason A.; Dammers, Richard

    2009-01-01

    Many gifted children are exposed to music as listeners or performers or both. Children who are sophisticated listeners recognize the importance of and differences between the various works they hear and are knowledgeable about a sometimes large and significant repertoire. Children who are gifted performers are able to make a musical composition…

  10. Gifted Children and Divorce

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    Dudley, John; Karnes, Frances A.

    2011-01-01

    Divorce is often a contentious process with multiple issues to decide, especially in cases in which there are children involved. Divorce raises several legal issues when considering the well-being of children, including those who are gifted. In this article, the authors discuss these issues which include school choice, child support, and custody…

  11. Self-Esteem of Gifted, Normal, and Mild Mentally Handicapped Children.

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    Chiu, Lian-Hwang

    1990-01-01

    Administered Coopersmith Self-Esteem Inventory (SEI) Form B to elementary school students (N=450) identified as gifted, normal, and mild mentally handicapped (MiMH). Results indicated that both the gifted and normal children had significantly higher self-esteem than did the MiMH children, but there were no differences between gifted and normal…

  12. Distant education of gifted children in the USA

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    Rogozhkina I. B.

    2012-06-01

    Full Text Available Distant teaching which helps to realize the main principles of contemporary education: «teaching throughout» and «lifelong teaching» becomes more and more indemand. The possibility to get education for the residents of remote districts, excess to contemporary data bases, scientific libraries and learning materials of high quality, possibility to study at a time convenient for a student and in a tempo acceptable to the one makes distant education one of the most effective form of work with gifted children. System of distant education in the USA which is one of the most sophisticated one involves a big variety of programs and courses for both ordinary and gifted students. The article analyzes the existing in the USA on-line programs for gifted children, reveals their advantages and disadvantages, discusses the distant forms of work applicable to teaching of gifted children in Russia.

  13. Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes.

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    Guénolé, Fabian; Speranza, Mario; Louis, Jacqueline; Fourneret, Pierre; Revol, Olivier; Baleyte, Jean-Marc

    2015-07-01

    It is common that intellectually gifted children (IQ ≥ 130) are referred to paediatric or child neuropsychiatry clinics for socio-emotional problems and/or school underachievement or maladjustment. Among them, those displaying developmental asynchrony - a heterogeneous developmental pattern reflected in a significant verbal-performance discrepancy (SVPD) on Wechsler's intelligence profile - are thought to be more emotionally and behaviourally impaired than others. Our purpose was to investigate this clinical dichotomy using a cognitive psychopathological approach. Trait-anxiety and emotional dysregulation were investigated in two groups of referred gifted children (n = 107 and 136, respectively), a pilot-study of reasoning processes on extensive Piaget-like tasks was also performed in an additional small group (n = 12). Compared to those with a homogenous Wechsler profile, children with a SVPD exhibited: 1) a decreased prevalence of social preoccupation-anxiety (11.1% versus 27.4%; p emotional dysregulation (58.7% versus 41.3%; p emotional and behavioural problems in gifted children and call for further investigation of this profile. Copyright © 2015 European Paediatric Neurology Society. Published by Elsevier Ltd. All rights reserved.

  14. From "The Twilight Zone" to "Avatar": Science Fiction Engages the Intellect, Touches the Emotions, and Fuels the Imagination of Gifted Learners

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    Stutler, Susan Lee

    2011-01-01

    Dabrowski's Theory of Overexcitabilities suggests that gifted and creative children experience the world via heightened levels of psychomotor, sensual, intellectual, emotional, and imaginational intensity. According to Dabrowski and Piechowski (1977), "intellectual, emotional, and imaginational linkages are the basis for highly creative…

  15. An evaluation of a behavioural parenting intervention for parents of gifted children.

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    Morawska, Alina; Sanders, Matthew

    2009-06-01

    Parents of gifted children identify a need for tailored parenting support, and gifted children have unique requirements and vulnerabilities. The aim of this study was to assess the efficacy of a tailored behavioural parenting intervention, for enhancing the parenting skills of parents of gifted children and to assess the effect of these changes on the behavioural and emotional adjustment of their gifted child. A randomised controlled trial of tailored Group Triple P - Positive Parenting Program was conducted with 75 parents of children identified as gifted. Results indicated significant intervention effects for the number and frequency of parent reported child behaviour problems, as well as hyperactivity in the intervention group, relative to a waitlist control. Parents also reported significant improvements in their own parenting style, including less permissiveness, harshness, and verbosity when disciplining their child. No intervention effects were evident for teacher reports, except for a trend in relation to hyperactivity. This study demonstrated that a tailored behavioural parenting intervention is effective and acceptable for parents of gifted children, and thus has clinical implications for the delivery of parenting interventions for this population.

  16. Nurturing gifted learners in Mainland China

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    Shi, Jiannong; Zhang, X.; Chen, N.

    2013-01-01

    -socio-intellectual model, illustrated the nature of human being and the nature of gifted learners. From the perspective of the BSI model, the authors suggested three aspects are very critical to curriculum design to meet the needs of gifted education: physical maturation or physical development, social maturation......In this article, based on the previous researches on the development of gifted learners, the authors summarized the problems in nurturing gifted learners due to lacking of the appropriate educational philosophy and educational methodology in Mainland China. The authors proposed the Bio...... or social and interpersonal development, and mental maturation or intellectual development. It was proved that BSI model has its theoretical rationality and practical validity in Mainland China...

  17. Temporal Stability of Gifted Children's Intelligence.

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    Spangler, Robert S.; Sabatino, David A.

    1995-01-01

    The longitudinal stability of the Wechsler Intelligence Scale for Children-Revised was examined for consistency in determining eligibility for gifted programs among 66 elementary children. All subtest scales except one remained extremely stable, producing less than one scale score point difference across three test administrations. Children…

  18. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

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    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  19. High reading skills mask dyslexia in gifted children

    NARCIS (Netherlands)

    van Viersen, Sietske; Kroesbergen, Evelyn|info:eu-repo/dai/nl/241607949; Slot, Esther|info:eu-repo/dai/nl/413578526; de Bree, Elise|info:eu-repo/dai/nl/292748868

    2016-01-01

    This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with

  20. How can we better identify the hidden intellectually-creative abilities of the gifted?

    Directory of Open Access Journals (Sweden)

    LARISA V. SHAVININA

    2008-06-01

    Full Text Available This article proposes a new approach to the psychological assessment of potential intellectually-creative abilities of the gifted based on the new cognitive-developmental theory of giftedness developed by the author. The major limitations of conventional intelligence tests are shortly analyzed. The nine methodological and procedural principles, which constitute this approach, are presented along with the examples of new intelligence tests. The principles state that new intelligence tests should first of all examine the psychological mental context generated by gifted individuals themselves. These tests should have an “open character,” evaluate the basis of giftedness (not its numerous traits or manifestations, and allow both retrospective and prospective assessment. New tests should not evaluate psychological functions/processes (e.g., attention or memory and mental speed, and they should not be very long or time-consuming. Cognitive styles, metacognitive and extracognitive abilities should also be assessed. Child’s sensitive periods – which form the developmental foundation of giftedness – should be examined as well.

  1. Parenting gifted and talented children: what are the key child behaviour and parenting issues?

    Science.gov (United States)

    Morawska, Alina; Sanders, Matthew R

    2008-09-01

    The literature on gifted and talented children is limited. Little is known about the types and nature of difficulties experienced by gifted and talented children, and even less known about parenting issues related to parenting a gifted and talented child. The aim of the present study was to describe children's behavioural and emotional adjustment, and the factors that contribute to children's difficulties, as well as to examine the styles of discipline used by parents of gifted and talented children and their level of confidence in managing specific parenting tasks. A survey of parents of gifted and talented children was conducted, with 211 parents meeting criteria for the study. For a community sample, in general gifted and talented children exhibit no more behavioural difficulties than do other children. But children in this sample seemed to show higher levels of emotional symptoms and peer problems. Children's behavioural and emotional difficulties were best predicted by parenting factors, particularly parental confidence. Parents reported that they were less likely to be permissive with their child, but they tended to use a more authoritarian style of parenting characterized by lecturing and a strong reaction to any problems. There are a number of implications for future research, clinical practice, and the development of parenting interventions for this group of parents.

  2. Developing and Implementing School for Highly Gifted, Exceptionally Gifted, and Profoundly Gifted Students: An Interview with Lynette Breedlove

    Directory of Open Access Journals (Sweden)

    Engin KARADUMAN

    2013-12-01

    Full Text Available According to research, while moderately gifted students can often fit in the regular classrooms with differentiated instructions, pull-out programs, or acceleration options, highly gifted students do better when they are grouped with other intellectually-advanced peers in accordance with their strengths, interests, and background knowledge of a topic. Each of these students requires special attention and management strategies to develop better cognitive, social, emotional, and physical skills. Thanks to the grouping strategy, highly gifted students can study concepts at the appropriate pace, depth, and complexity so that these students feel valued and normal (Neville, 2007; Rogers, 2007. In order to fully meet these students’ needs, creating a school for highly, exceptionally, and profoundly gifted students would be a more beneficial plan compared to requiring them to stay within the regular classroom, accelerating, or grade skipping. Rogers (2002 pointed out that these students showed more academic growth by studying with other intellectual peers in separate classrooms. According to VanTassel-Baska (2006, identification, curriculum, program design, staff development, parental involvement assessment, and evaluation areas were essential for gifted program development. In accordance with the program development guidelines noted above, in this presentation, the process of developing and implementing a program for highly gifted students in Science, Math, Reading, and Social Studies will be provided based on an interview with Lynette Breedlove, Ph.D. who is the director of Advanced Academic Studies & Secondary Counseling at Spring Branch Independent School District in Houston, TX.

  3. Creative Education for Gifted Children

    Science.gov (United States)

    Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci

    2014-01-01

    Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…

  4. Children with intellectual disability and hospice utilization.

    Science.gov (United States)

    Lindley, Lisa C; Colman, Mari Beth; Meadows, John T

    2017-02-01

    Over 42,000 children die each year in the United States, including those with intellectual disability (ID). Survival is often reduced when children with intellectual disability also suffer from significant motor dysfunction, progressive congenital conditions, and comorbidities. Yet, little is known about hospice care for children with intellectual disability. The purpose of this study was to explore the relationship between intellectual disability and hospice utilization. Additionally, we explored whether intellectual disability combined with motor dysfunction, progressive congenital conditions, and comorbidities influenced pediatric hospice utilization. Using a retrospective cohort design and data from the 2009 to 2010 California Medicaid claims files, we conducted a multivariate analysis of hospice utilization. This study shows that intellectual disability was negatively related to hospice enrollment and length of stay. We also found that when children had both intellectual disability and comorbidities, there was a positive association with enrolling in hospice care. A number of clinical implications can be drawn from the study findings that hospice and palliative care nurses use to improve their clinical practice of caring for children with ID and their families at end of life.

  5. Narrative performance of gifted African American school-aged children from low-income backgrounds.

    Science.gov (United States)

    Mills, Monique T

    2015-02-01

    This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

  6. Assessments of Intellectually Gifted Students With(out) Characteristic(s) of ASD: An Explorative Evaluation among Diagnosticians in Various Psycho-Educational Organisations

    Science.gov (United States)

    Burger-Veltmeijer, Agnes E. J.; Minnaert, Alexander E. M. G.; van den Bosch, Els J.

    2015-01-01

    Recently, Burger-Veltmeijer, Minnaert & Van den Bosch (2014) constructed a conceptual framework, called the Strengths and Weaknesses Heuristic ("S&W Heuristic") which might provide systematicity and coherence in research as well as psycho-educational praxis, regarding assessments of Intellectually Gifted (IG) students with…

  7. A Case-Study of Inclusion of an Intellectually Gifted Adolescent with Autism Spectrum Disorder in a General Education School: Risk Factors and Developmental Resources

    Directory of Open Access Journals (Sweden)

    Demina E.V.,

    2016-10-01

    Full Text Available The article examines the case of integration of an intellectually gifted adolescent with autism spectrum disorder in a general education school. It provides results of the applied behavioral analysis aimed at developing general learning skills. The child, diagnosed with Asperger’s syndrome at early school age, encountered difficulties related to the inability to study effectively at school in spite of the clear evidence of intellectual giftedness (including such motivational and instrumental preconditions as high levels of cognitive interest, verbal and abstract reasoning, and educability. The article reflects on the risks and advantages of the developmental work with the “twice exceptional” adolescent following an individual behavioral plan. Based on the results of the study, the article outlines the possible ways of forming the learning behavior skills: learning activity-based, communicative and organizational. The article discusses the necessity of further support of the “twice exceptional” adolescent based on an integrated approach with regard to the special learning needs of the intellectually gifted adolescent.

  8. Parenting Styles and Adjustment in Gifted Children

    Science.gov (United States)

    Pilarinos, Vassiliki; Solomon, C. R.

    2017-01-01

    The present study examined the relationship between parenting styles and the psychosocial adjustment of 48 children aged 7 to 11 years, each of whom had been identified as gifted on the basis of a score of 130 or above on the Wechsler Intelligence Scale for Children--Fourth Edition. Parenting styles and child psychosocial adjustment were measured…

  9. Analysis of the Raven CPM Subtest Scores for a Sample of Gifted Children.

    Science.gov (United States)

    Kluever, Raymond C.; Green, Kathy E.

    The inter-subject/intra-subject subtest patterns (profiles) of the same sample of gifted children were examined based on factors found in a previous study of the Raven Coloured Progressive Matrices Test (CPM) that investigated structural properties with specific application to a sample of gifted children. The sample consisted of 166 children (78…

  10. Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

    Science.gov (United States)

    2015-01-01

    Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

  11. Consultation for Parents of Young Gifted Children.

    Science.gov (United States)

    Wolf, Joan S.

    1989-01-01

    The article describes private evaluation and consultation services provided to parents of young gifted children, and discusses the benefits of private consultation and the potential role of school personnel in meeting the needs of this population. (Author/JDD)

  12. Gifted Children and Erikson's Theory of Psychosocial Development.

    Science.gov (United States)

    Cross, Tracy L.

    2001-01-01

    After presenting an overview of Erik Erikson's theory of psychosocial development, the theory is applied to the development of gifted children. The psychosocial crisis experienced by children when they are infants, toddlers, preschoolers, elementary-aged, and during adolescence are examined, along with ways parents and teachers can help at each…

  13. The Gift of Reading

    Science.gov (United States)

    Maxwell, D. Jackson

    2009-01-01

    There are many opportunities each year for children to receive gifts from adults. Parents, teachers, and community members often ask school librarians for suggestions concerning educational gifts for children. Literacy, however, is the greatest gift any adult can give a child. The gift of literacy can take many paths and use many different tools.…

  14. Attention deficit hyperactivity disorder and intellectual giftedness: a study of symptom frequency and minor physical anomalies

    Directory of Open Access Journals (Sweden)

    Daniel Minahim

    2015-12-01

    Full Text Available Objective: To evaluate the presence of symptoms of attention deficit and hyperactivity disorder (ADHD in intellectually gifted adults and children. Methods: Two cross-sectional studies were performed in children and adults whose intelligence quotient (IQ had been previously evaluated using Raven’s Progressive Matrices (RPM test. Seventy-seven adults displaying IQ scores above the 98th percentile were assessed using the Adult Self-Report Scale (ASRS-18 for signs of ADHD and a modified Waldrop scale for minor physical anomalies (MPAs. Thirty-nine children (grades 1-5 exhibiting IQ scores above the 99th percentile, as well as an equally matched control group, were assessed for ADHD by teachers using the Swanson, Nolan and Pelham IV Rating Scale (SNAP-IV as used in the NIMH Collaborative Multisite Multimodal Treatment Study of Children with Attention-Deficit/Hyperactivity Disorder (MTA-SNAP-IV. Results: In gifted adults, the frequency of ADHD-positive cases was 37.8%, and the total MPA score was significantly associated with ADHD (p < 0.001. In children, the ADHD-positive case frequency was 15.38% in the gifted group and 7.69% in the control group (odds ratio [OR] = 2.18, p = 0.288. Conclusions: The high frequency of ADHD symptoms observed, both in gifted adults and in gifted (and non-gifted children, further supports the validity of this diagnosis in this population. Furthermore, the significant association between MPAs and ADHD suggests that a neurodevelopmental condition underlies these symptoms.

  15. The Place of Special / Gifted Children in the Universal Basic ...

    African Journals Online (AJOL)

    This paper examined the fact that many special/gifted children are left to roam the street without any form of education. The schools have no place for such children, because even the normal children have not been properly catered for as regards spaces. The UBE is intended to ensure, that all children irrespective of their ...

  16. Counseling Gifted Children in Singapore: Implications for Evidence-Based Treatment with a Multicultural Population

    Science.gov (United States)

    Yeo, Lay See; Pfeiffer, Steven I.

    2018-01-01

    Gifted education (GE) in Singapore is entering its third decade. However, local research into the gifted is typically undertaken by graduate students and left as unpublished data. Internationally, there is also very little if any research on counseling models that have been empirically validated for use with gifted children irrespective of their…

  17. Risk and Protective Factors in Gifted Children with Dyslexia

    Science.gov (United States)

    van Viersen, Sietske; de Bree, Elise H.; Kroesbergen, Evelyn H.; Slot, Esther M.; de Jong, Peter F.

    2015-01-01

    This study investigated risk and protective factors associated with dyslexia and literacy development, both at the group and individual level, to gain more insight in underlying cognitive profiles and possibilities for compensation in high-IQ children. A sample of 73 Dutch primary school children included a dyslexic group, a gifted-dyslexic group,…

  18. Intellectual Giftedness and Psychopathology in Children and Adolescents: A Systematic Literature Review

    Science.gov (United States)

    Francis, Rosanna; Hawes, David J.; Abbott, Maree

    2016-01-01

    Using a systematic search strategy in which intellectual giftedness was operationalized in terms of IQ score, the authors examined evidence from studies reporting on associations between this aspect of giftedness and psychopathology. A total of 18 studies met the inclusion criteria: compared gifted (IQ = 125) and nongifted (IQ = 90-110) peers or…

  19. Gifted Disadvantaged Children.

    Science.gov (United States)

    Stallings, Clifford

    Presented are guidelines to help teachers effectively identify and educate gifted students from urban environments. It is said that the one consistent criteria that teachers may use to identify gifted students is the depth to which students respond to environmental items (recall of street signs or types of automobiles found on the block and…

  20. Prevalence and outcomes of heart transplantation in children with intellectual disability.

    Science.gov (United States)

    Wightman, Aaron; Bartlett, Heather L; Zhao, Qianqian; Smith, Jodi M

    2017-03-01

    Heart transplantation in children with intellectual disability is a controversial issue. We sought to describe the prevalence and outcomes of heart transplantation in children with intellectual disability and hypothesized that recipients with intellectual disability have comparable short-term outcomes compared to recipients without intellectual disability. We performed a retrospective cohort analysis of children receiving a first heart-alone transplant in the UNOS STAR database from 2008 to 2013. Recipients with intellectual disability were compared to those without using chi-square tests. Kaplan-Meier curves were constructed for patient and graft survival. Cox proportional hazard models were used to estimate the association between intellectual disability and graft failure and patient survival. Over the study period, 107 children with intellectual disability underwent initial heart transplantation, accounting for 8.9% of first pediatric heart transplants (total=1204). There was no difference in the incidence of acute rejection between groups in the first year after transplant. Mean functional status scores at follow-up improved in both groups after transplantation, but tended to be lower among children with intellectual disability than children without. Log-rank tests did not suggest significant differences in graft survival between those with and without intellectual disability during the first 4 years following transplantation. Children with intellectual disability constitute a significant portion of total heart transplants with short-term outcomes comparable to children without intellectual disability. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Intellectual, behavioral, and emotional functioning in children with syndromic craniosynostosis.

    Science.gov (United States)

    Maliepaard, Marianne; Mathijssen, Irene M J; Oosterlaan, Jaap; Okkerse, Jolanda M E

    2014-06-01

    To examine intellectual, behavioral, and emotional functioning of children who have syndromic craniosynostosis and to explore differences between diagnostic subgroups. A national sample of children who have syndromic craniosynostosis participated in this study. Intellectual, behavioral, and emotional outcomes were assessed by using standardized measures: Wechsler Intelligence Scale for Children, Third Edition, Child Behavior Checklist (CBCL)/6-18, Disruptive Behavior Disorder rating scale (DBD), and the National Institute of Mental Health Diagnostic Interview Schedule for Children. We included 82 children (39 boys) aged 6 to 13 years who have syndromic craniosynostosis. Mean Full-Scale IQ (FSIQ) was in the normal range (M = 96.6; SD = 21.6). However, children who have syndromic craniosynostosis had a 1.9 times higher risk for developing intellectual disability (FSIQ intellectual disability, internalizing, social, and attention problems. Higher levels of behavioral and emotional problems were related to lower levels of intellectual functioning.

  2. Twenty-Five Year Survival of Children with Intellectual Disability in Western Australia.

    Science.gov (United States)

    Bourke, Jenny; Nembhard, Wendy N; Wong, Kingsley; Leonard, Helen

    2017-09-01

    To investigate survival up to early adulthood for children with intellectual disability and compare their risk of mortality with that of children without intellectual disability. This was a retrospective cohort study of all live births in Western Australia between January 1, 1983 and December 31, 2010. Children with an intellectual disability (n = 10 593) were identified from the Western Australian Intellectual Disability Exploring Answers Database. Vital status was determined from linkage to the Western Australian Mortality database. Kaplan-Meier product limit estimates and 95% CIs were computed by level of intellectual disability. Hazard ratios (HRs) and 95% CIs were calculated from Cox proportional hazard regression models adjusting for potential confounders. After adjusting for potential confounders, compared with those without intellectual disability, children with intellectual disability had a 6-fold increased risk of mortality at 1-5 years of age (adjusted HR [aHR] = 6.0, 95%CI: 4.8, 7.6), a 12-fold increased risk at 6-10 years of age (aHR = 12.6, 95% CI: 9.0, 17.7) and a 5-fold increased risk at 11-25 years of age (aHR = 4.9, 95% CI: 3.9, 6.1). Children with severe intellectual disability were at even greater risk. No difference in survival was observed for Aboriginal children with intellectual disability compared with non-Aboriginal children with intellectual disability. Although children with intellectual disability experience higher mortality at all ages compared with those without intellectual disability, the greatest burden is for those with severe intellectual disability. However, even children with mild to moderate intellectual disability have increased risk of death compared with unaffected children. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Parental strategies for assisting children to wait.

    Science.gov (United States)

    Cuskelly, Monica; Jobling, Anne; Gilmore, Linda; Glenn, Sheila

    2006-09-01

    This study examined parents' behaviours as they waited with their child. Children were presented with an attractively wrapped gift and then asked not to touch it until the experimenter returned from finishing some work in another room. Three parent groups and their children participated in the study - parents of children with Down syndrome, parents of children with intellectual disability from another cause, and parents of children who were developing typically. There were no significant differences between children in how long they were able to wait before touching the gift. The data from the first two groups were combined for all analyses after it was established that there were no significant differences between them. There were few significant differences between parents of a child with intellectual disability and comparison parents. The former group were more likely to be classified as Authoritarian than were comparison parents, however with one exception, parenting style was unrelated to the strategies parents used in the waiting situation. Very few parents in either group used the opportunity to teach or explicitly praise effective waiting strategies in their children.

  4. Intellectual Assessment of Children from Culturally Diverse Backgrounds.

    Science.gov (United States)

    Armour-Thomas, Eleanor

    1992-01-01

    Examines assumptions and premises of standardized tests of mental ability and reviews extant theories and research on intellectual functioning of children from culturally different backgrounds. Discusses implications of these issues and perspectives for new directions for intellectual assessment for children from culturally different backgrounds.…

  5. ANALYTICAL, CRITICAL AND CREATIVE THINKING DEVELOPMENT OF THE GIFTED CHILDREN IN THE USA SCHOOLS

    Directory of Open Access Journals (Sweden)

    Anna Yurievna Kuvarzina

    2013-11-01

    Full Text Available Teachers of the gifted students should not only make an enrichment and acceleration program for them but also pay attention to the development of analytical, critical and creative thinking skills. Despite great interest for this issue in the last years, the topic of analytical and creative thinking is poorly considered in the textbooks for the gifted. In this article some methods, materials and programs of analytical, critical and creative thinking skills development, which are used in the USA, are described.  The author analyses and systematize the methods and also suggests some ways of their usage in the Russian educational system.Purpose: to analyze and systematize methods, materials and programs, that are used in the USA for teaching gifted children analytical, critical and creative thinking, for development of their capacities of problem-solving and decision-making. Methods and methodology of the research: analysis, comparison, principle of the historical and logical approaches unity.Results: positive results of employment of analytical, critical and creative thinking development methods were shown in the practical experience of teaching and educating gifted children in the USA educational system.Results employment field: the Russian Federation educational system: schools, special classes and courses for the gifted children.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-42

  6. Gifted Children & the Arts: Providing Opportunities for All

    Science.gov (United States)

    Schroth, Stephen T.; Helfer, Jason A.

    2011-01-01

    Knowledge of English/language arts, mathematics, and the sciences are considered important in the development of gifted children. Familiarity with the arts--music, the visual arts, dance, creative writing, and theatre--is, for many, a more difficult proposition. Budget cutbacks have marginalized the art offerings in numerous school districts…

  7. Motor performance of children with mild intellectual disability and borderline intellectual functioning

    NARCIS (Netherlands)

    Vuijk, P. J.; Hartman, E.; Scherder, E.; Visscher, C.

    2010-01-01

    Background There is a relatively small body of research on the motor performance of children with mild intellectual disabilities (MID) and borderline intellectual functioning (BIF). Adequate levels of motor skills may contribute to lifelong enjoyment of physical activity, participation in sports and

  8. Analysis of the Emotion of Fear in Gifted Children and its Use in Teaching Practice

    OpenAIRE

    Machů, Eva; Morysová, Dominika

    2016-01-01

    This article presents an analysis of fear in gifted children of younger school age in comparison with the control group of children. The tool used for the research was a questionnaire with statements about fear, with the intensity of selected types of fear evaluated. The questionnaire was subject to a factor analysis, which resulted in 5 areas of fear. At the level of the individual factors we determined that fear in gifted children is less intense than fear in children from the normal popula...

  9. Gifted Childreen and BILSEM

    OpenAIRE

    ÇELİKTEN, Yeliz

    2017-01-01

    Abstract: In addition to biological factors, various environmental factors such as school, family, teacher and friend environment influence the education and intelligence of gifted children. The cognitive and emotional development of these gifted children forms via interacting with these environmental factors . In addition to supporting and strengthening the social and emotional development of a gifted child, the need for guidance about issues such as parental sense of responsibility, lonelin...

  10. [Link between depression and academic self-esteem in gifted children].

    Science.gov (United States)

    Bénony, H; Van Der Elst, D; Chahraoui, K; Bénony, C; Marnier, J-P

    2007-01-01

    Studies of the psychology of gifted children frequently refer to their relatively immature affective development in terms of their intellectual capacities and the relational difficulties they experience with regard to their peers, teachers, close acquaintances and sometimes their parents. From a psychopathological viewpoint, various types of problem have been observed such as depressive symptoms, motor instability coupled with hyperactivity, attentional deficits, impulsivity and a fall in self-esteem. In this study, we wished to verify the links between self-esteem and psychopathological symptoms in these children. The total population studied consisted of 58 pupils taken from two teaching establishments in Dijon who were subdivided into two groups (gifted children and adolescents versus control children and adolescents). Of these 58 subjects who took part in the tests, 8 were eliminated either due to their results on the "lie" scale of the self-esteem scale (score greater than or equal to 5) or to their age. In effect, a high score on this scale implies that the subjects want to show themselves in a better light than is actually correct. It is then assumed that the subjects had sought the examiner's approval by presenting the best possible image of themselves; 23 gifted children, referred to as GC (10 girls, 13 boys) aged between 9 and 13 years (mean age=11 years 3 months or 135 months, standard deviation=14) took part in the study. The selection criteria required the subjects to possess an Intelligence Quotient (IQ) calculated using one of the Weschler tests (WPPSI or WISC III depending on age) greater than or equal to 130 (mean IQ=145.23, standard deviation=7.93); 20 were attending private schools and 3 were in the state education system. They were all attending special "GC" classes to which they had been admitted solely on the basis of an IQ test conducted by a psychologist. Their teachers had volunteered to take these classes and had received appropriate

  11. [Self-esteem, self-centeredness and social-emotional adjustment of gifted children and adolescents].

    Science.gov (United States)

    Kostogianni, N; Andronikof, A

    2009-10-01

    There is an ongoing debate of how giftedness affects social-emotional adjustment. Self-esteem may be an indicator of social-emotional adjustment but insufficient in its explanatory capacity, especially high self-esteem which tends to produce opposite responses in regards to adjustment. A distinction between defensive and genuine high self-esteem could account for these results. In order to understand how self-esteem operates on social-emotional adjustment, it should be associated with other measurements relating to self-concern. In the Rorschach comprehensive system (CS), egocentricity index measures self-centeredness, which can be defined as the balance between self-concern and concern for others. High self-concern is associated with a neglect of the others. Operationalized here, as the interaction of high self-esteem and excessive self-concern, defensive high self-esteem should predict maladaptive outcomes. Participants were aged from 9 to 15 years old, with an IQ greater or equal to 130 on the WISC-III. They were attending regular classes and were not in counseling or psychotherapy. Children and adolescents were administrated the Rorschach CS and the Coopersmith self-esteem inventory. Parents completed the child behaviour checklist (CBCL) which assesses general psychopathology. Seventy-eight subjects' data satisfy the conditions of validity of the instruments used. Gifted boys present more behavior and emotional problems than gifted girls in this study. Self-esteem predicts social-emotional adjustment. There is an interaction between self-esteem and self-concern on psychopathology only for high values of self-esteem. Gifted with high self-esteem associated with high self-concern are more vulnerable to maladjustment than high self-esteem associated with low self-concern. Gifted children and adolescents with low self-esteem experience more problems anyhow. These findings reinforce the view that the gifted are a diverse group in terms of social-emotional adjustment

  12. Why We Blog: Homeschooling Mothers of Gifted Children

    Science.gov (United States)

    Jolly, Jennifer L.; Matthews, Michael S.

    2017-01-01

    Blogs have become a go-to information resource for members of online communities. In this qualitative study we applied uses and gratifications theory (U>) to analyze the experiences and perceptions of four mothers of gifted children who maintain blogs about their homeschooling experiences. Data suggest that this novel context and population…

  13. Using group role-playing games with gifted children and adolescents: A psychosocial intervention model

    OpenAIRE

    Rosselet, J. G.; Stauffer, S. D.

    2013-01-01

    Gifted children develop asynchronously, often advanced for their age cognitively, but at or between their chronological and mental ages socially and emotionally (Robinson, 2008). In order to help gifted children and adolescents develop and practice social and emotional self-regulation skills, we investigated the use of an Adlerian play therapy approach during pen-and-paper role-playing games. Additionally, we used Goffman's (1961, 1974) social role identification and distance to encourage par...

  14. Reported Wandering Behavior among Children with Autism Spectrum Disorder and/or Intellectual Disability

    Science.gov (United States)

    Rice, Catherine E.; Zablotsky, Benjamin; Avila, Rosa M.; Colpe, Lisa J.; Schieve, Laura A.; Pringle, Beverly; Blumberg, Stephen J.

    2016-01-01

    Objective To characterize wandering, or elopement, among children with autism spectrum disorder (ASD) and intellectual disability. Study design Questions on wandering in the previous year were asked of parents of children with ASD with and without intellectual disability and children with intellectual disability without ASD as part of the 2011 Survey of Pathways to Diagnosis and Services. The Pathways study sample was drawn from the much larger National Survey of Children with Special Health Care Needs conducted in 2009-2010. Results For children with special healthcare needs diagnosed with either ASD, intellectual disability, or both, wandering or becoming lost during the previous year was reported for more than 1 in 4 children. Wandering was highest among children with ASD with intellectual disability (37.7%) followed by children with ASD without intellectual disability (32.7%), and then children with intellectual disability without ASD (23.7%), though the differences between these groups were not statistically significant. Conclusions This study affirms that wandering among children with ASD, regardless of intellectual disability status, is relatively common. However, wandering or becoming lost in the past year was also reported for many children with intellectual disability, indicating the need to broaden our understanding of this safety issue to other developmental disabilities. PMID:27157446

  15. Motor Performance of Children with Mild Intellectual Disability and Borderline Intellectual Functioning

    Science.gov (United States)

    Vuijk, P. J.; Hartman, E.; Scherder, E.; Visscher, C.

    2010-01-01

    Background: There is a relatively small body of research on the motor performance of children with mild intellectual disabilities (MID) and borderline intellectual functioning (BIF). Adequate levels of motor skills may contribute to lifelong enjoyment of physical activity, participation in sports and healthy lifestyles. The present study compares…

  16. Leadership Positions and Sex Role Stereotyping among Gifted Children.

    Science.gov (United States)

    Karnes, Frances A.; D'Ilio, Victor R.

    1989-01-01

    Gifted children in grades 4 through 6 were presented with a list of 34 leadership positions and asked whether men, women, or either sex could hold that position. Analysis indicated that boys tended to have more traditional sex role stereotypes than did girls. (Author/DB)

  17. Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain

    Science.gov (United States)

    Hernandez-Torrano, Daniel; Prieto, Maria Dolores; Ferrandiz, Carmen; Bermejo, Rosario; Sainz, Marta

    2013-01-01

    What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their…

  18. The Relationship between Emotional Maturity, Intelligence and Creativity in Gifted Children.

    Science.gov (United States)

    Landau, Erika; Weissler, Kineret

    1998-01-01

    This study examined the relationships among emotional maturity, intelligence, and creativity in 221 gifted children at a special school in Israel. Emotional maturity was defined as the strength and courage to actualize individual abilities within the frame of social demands. Highly intelligent and emotionally mature children were more creative…

  19. Predictors of Visual-Motor Integration in Children with Intellectual Disability

    Science.gov (United States)

    Memisevic, Haris; Sinanovic, Osman

    2012-01-01

    The aim of this study was to assess the influence of sex, age, level and etiology of intellectual disability on visual-motor integration in children with intellectual disability. The sample consisted of 90 children with intellectual disability between 7 and 15 years of age. Visual-motor integration was measured using the Acadia test of…

  20. A Comparison of Social Skills in Turkish Children with Visual Impairments, Children with Intellectual Impairments and Typically Developing Children

    Science.gov (United States)

    Ozkubat, Ufuk; Ozdemir, Selda

    2014-01-01

    The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments…

  1. Relationship between perceived parental behaviors and the self-esteem of gifted children.

    Science.gov (United States)

    Enright, K M; Ruzicka, M F

    1989-12-01

    This pilot study sought to investigate parent-child interactions which influenced self-esteem in a sample of gifted children. 13 gifted children, aged 6 to 10 yr., who were enrolled in a private elementary school, were tested on the Coopersmith Self-esteem Inventory and the Parent Practices Questionnaire (PPQ). Significant correlations obtained between (1) each of four maternal PPQ variables (physical punishment, consistency of expectations, principled discipline, and support) and (2) one paternal PPQ variable (deprivation of privileges) with the total self-esteem score. Maternal variables and dimensions, more than paternal, appear to influence self-esteem in these subjects. Explanations for these findings are proposed along with recommendations for study.

  2. Self-Esteem of Greek Mothers of Children with Intellectual Disabilities.

    Science.gov (United States)

    Argyrakouli, Effi; Zafiropoulou, Maria

    2003-01-01

    This study examined the self-esteem of 50 mothers of children with intellectual disabilities living in central Greece and 50 similar mothers of non-disabled children. Results indicated significantly lower self-esteem for mothers of children with intellectual disabilities. The best predictor of positive maternal self-esteem in the disabled group…

  3. Intellectual, behavioral, and emotional functioning in children with syndromic craniosynostosis

    NARCIS (Netherlands)

    Maliepaard, M.; Mathijssen, I.M.J.; Oosterlaan, J.; Okkerse, J.M.E.

    2014-01-01

    OBJECTIVES: To examine intellectual, behavioral, and emotional functioning of children who have syndromic craniosynostosis and to explore differences between diagnostic subgroups. METHODS: A national sample of children who have syndromic craniosynostosis participated in this study. Intellectual,

  4. Vocational Interests of Intellectually Gifted and Highly Achieving Young Adults

    Science.gov (United States)

    Vock, Miriam; Koller, Olaf; Nagy, Gabriel

    2013-01-01

    Background: Vocational interests play a central role in the vocational decision-making process and are decisive for the later job satisfaction and vocational success. Based on Ackerman's (1996) notion of "trait complexes," specific interest profiles of gifted high-school graduates can be expected. Aims: Vocational interests of gifted and…

  5. Children With Intellectual Disability and Hospice Utilization: The Moderating Effect of Residential Care.

    Science.gov (United States)

    Lindley, Lisa C

    2017-01-01

    Children with intellectual disability commonly lack access to pediatric hospice care services. Residential care may be a critical component in providing access to hospice care for children with intellectual disability. This research tested whether residential care intensifies the relationship between intellectual disability and hospice utilization (ie, hospice enrollment, hospice length of stay), while controlling for demographic characteristics. Multivariate regression analyses were conducted using 2008 to 2010 California Medicaid claims data. The odds of children with intellectual disability in residential care enrolling in hospice care were 3 times higher than their counterparts in their last year of life, when controlling for demographics. Residential care promoted hospice enrollment among children with intellectual disability. The interaction between intellectual disability and residential care was not related to hospice length of stay. Residential care did not attenuate or intensify the relationship between intellectual disability and hospice length of stay. The findings highlight the important role of residential care in facilitating hospice enrollment for children with intellectual disability. More research is needed to understand the capability of residential care staff to identify children with intellectual disability earlier in their end-of-life trajectory and initiate longer hospice length of stays.

  6. Is It Good to Be Gifted? The Social Construction of the Gifted Child

    Science.gov (United States)

    O'Connor, Jane

    2012-01-01

    There is growing evidence that children labelled as academically gifted are subjected to negative attitudes from others and that this impacts on their self-esteem and motivation to succeed. Through an analysis of British newspaper stories about gifted children, this article explores the socially constructed nature of the concept of the "gifted…

  7. Educational justice and the gifted

    NARCIS (Netherlands)

    Merry, M.S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of 'normal' children? I

  8. Knowledge about the joy in children with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Jasielska Aleksandra

    2017-06-01

    Full Text Available The aim of this study was to characterize the knowledge about the joy in children with mild intellectual disability. The premises relating to mental functioning of these children suggest that this knowledge is poorer and less complex than the knowledge of their peers in the intellectual norm. The study used the authoring tool to measure children’s knowledge of emotions including the joy. This tool takes into account the cognitive representation of the basic emotions available in three codes: image, verbal, semantic and interconnection between the codes - perception, symbolization and conceptualization which perform the functions of perception, expression and understanding. The study included children with the intellectual norm (N = 30 and children with mild intellectual disability (N = 30. The obtained results mainly indicate the differences in how the happiness is understood by particular groups, to the detriment of children with disability. The character of the results is largely determined by the level of organization of knowledge about the joy and accompanying mental operations. The results will be discussed, among others, in the context of the adjustment of the programs of lasting increase of happiness for people with intellectual disability.

  9. Teachers' Conceptions of Gifted and Average-Ability Students on Achievement-Relevant Dimensions

    Science.gov (United States)

    Baudson, Tanja Gabriele; Preckel, Franzis

    2016-01-01

    Stereotyping of gifted students may not only hinder identification and actualization of potential but also personality development ("stigma of giftedness"). This is obvious in the case of negative stereotyping (e.g., the disharmony hypothesis, which sees gifted students as intellectually strong, but emotionally and socially inferior),…

  10. Is Celiac Disease an Etiological Factor in Children with Nonsyndromic Intellectual Disability?

    Science.gov (United States)

    Sezer, Taner; Balcı, Oya; Özçay, Figen; Bayraktar, Nilufer; Alehan, Füsun

    2016-03-01

    To determine the prevalence of celiac disease in children and adolescents with nonsyndromic intellectual disability, we investigated serum levels of tissue transglutaminase antibody and total IgA from 232 children with nonsyndromic intellectual disability and in a healthy control group of 239 children. Study participants who were positive for tissue transglutaminase antibody underwent a duodenal biopsy. A total of 3 patients in the nonsyndromic intellectual disability group (5.45%) and 1 in the control group (0.41%) had positive serum tissue transglutaminase antibody (P > .05). Duodenal biopsy confirmed celiac disease in only 1 patient who had nonsyndromic intellectual disability. In this present study, children with nonsyndromic intellectual disability did not exhibit a higher celiac disease prevalence rate compared with healthy controls. Therefore, we suggest that screening test for celiac disease should not be necessary as a part of the management of mild and moderate nonsyndromic intellectual disability. However, cases of severe nonsyndromic intellectual disability could be examined for celiac disease. © The Author(s) 2015.

  11. Obesity in British children with and without intellectual disability: cohort study.

    Science.gov (United States)

    Emerson, Eric; Robertson, Janet; Baines, Susannah; Hatton, Chris

    2016-07-27

    Reducing the prevalence of and inequities in the distribution of child obesity will require developing interventions that are sensitive to the situation of 'high risk' groups of children. Children with intellectual disability appear to be one such group. We aimed to estimate the prevalence of obesity in children with and without intellectual disability in a longitudinal representative sample of British children and identify risk factors associated with obesity at age 11. Information was collected on a nationally representative sample of over 18,000 at ages 9 months, 3, 5, 7 and 11 years. We used UK 1990 gender-specific growth reference charts and the LMS Growth programme to identify age and gender-specific overweight and obesity BMI thresholds for each child at ages 5, 7 and 11 years. Children with intellectual disabilities were significantly more likely than other children to be obese at ages five (OR = 1.32[1.03-1.68]), seven (OR = 1.39[1.05-1.83]) and eleven (OR = 1.68[1.39-2.03]). At ages five and seven increased risk of obesity among children with intellectual disabilities was only apparent among boys. Among children with intellectual disability risk of obesity at age eleven was associated with persistent maternal obesity, maternal education, child ethnicity and being bullied at age five. Children with intellectual disability are a high-risk group for the development of obesity, accounting for 5-6 % of all obese children. Interventions to reduce the prevalence and inequities in the distribution of child obesity will need to take account of the specific situation of this group of children.

  12. Pragmatic skills of children and youth with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Brojčin Branislav

    2016-01-01

    Full Text Available Pragmatic competence means the use of language in social context. Persons with intellectual disability experience numerous problems in this aspect of communication, but they are relatively pragmatically skilled in well-known situations, in which they are not subjected to significant cognitive and social requirements. The aim of this paper is to determine the level of pragmatic abilities of children and youth with mild intellectual disability and to perceive its relation to chronological age, speech comprehension, speech production, the level of intellectual functioning, gender and bilingualism of the participants. The level of pragmatic competence was tested in the sample of 120 children with mild intellectual disability, aged between 8 and 16, by using the Test of pragmatic language competence. The Clinical scales of Luria-Nebraska neuropsychological battery for children were also used. The results obtained in this research suggest that general level of achievement of children with mild intellectual disability in this domain of development is far below the expectations based on their chronological age. Significant progress appears between 12 and 14 years of age, but there are also two critical periods in their development. Important relations of pragmatic skills with speech comprehension, speech production, chronological age and intellectual level were established.

  13. Young children's attitudes toward peers with intellectual disabilities: effect of the type of school.

    Science.gov (United States)

    Georgiadi, Maria; Kalyva, Efrosini; Kourkoutas, Elias; Tsakiris, Vlastaris

    2012-11-01

    This study explored typically developing children's attitudes towards peers with intellectual disabilities, with special reference to the type of school they attended. Two hundred and fifty-six Greek children aged 9-10 (135 in inclusive settings) completed a questionnaire and an adjective list by Gash (European Journal of Special Needs Education 1993; 8, 106) and drew a child with intellectual disabilities, commenting also on their drawings. Typically developing children expressed overall neutral attitudes towards peers with intellectual disabilities. Type of school differentiated their attitudes, with children from inclusive settings being more positive towards peers with intellectual disabilities and choosing less negative adjectives to describe them than children from non-inclusive settings. Girls and students who expressed more positive social, emotional and overall attitudes towards students with intellectual disabilities chose more positive adjectives to describe a child with intellectual disabilities. It was also found that children from inclusive settings drew children with intellectual disabilities as more similar to a child with Down syndrome in comparison with children from non-inclusive settings. Effective inclusive practices should be promoted to foster social acceptance of students with intellectual disabilities. © 2012 Blackwell Publishing Ltd.

  14. Review of dissertation «The Relationship Between Identified Gifted and Talented Children and Their Parents» by Brian J. Welsh

    Directory of Open Access Journals (Sweden)

    Florova N.B.

    2016-01-01

    Full Text Available This review points out that experts still do not clearly understand the perception of gifted children be their parents and the way the last build relations in the «parent-children " system. Parents of gifted children clearly need special family resources that might contribute to the progress of their children in future. Such resources are a key to the success of these children at the family level and are commonly - family habits, strategies, values, and ways of life. This study is phenomenological because it describes the qualitative parameters-internal mutual coupling of a certain number of factors in the system, «families with gifted children». It was held in families with gifted children of the middle school age, with the help of interviews and archival data. The author of the research studied the totality of the factors affecting the life experiences of the participants. It discovered that parents are the most powerful force in ensuring the successful training, socialization, emotional well-being of children. Such methods can be showcased on the educational process, in which gifted students are the potential leaders, researchers, physicians, and scientists. The author emphasizes that in the course of work on the topic he himself deeper realized the role of parents' experiences in educational, social and emotional formation of children. The basis for the concept of the study are the following determined groups of factors: a emotional (positive and negative aspects and feeling, b social, (academic achievements

  15. The Kolumbus-Kids Project in Germany for Gifted Children

    Science.gov (United States)

    Wegner, Claas; Minnaert, Lea; Strehlke, Friederike

    2013-01-01

    Since 2006, the Kolumbus-Kids project in Germany has been supporting gifted learners between the ages 9 and 12. Selected children from regional schools are invited to participate in courses dealing with biological problems and phenomena at university. In order to attend these sessions, they first have to pass a special performance test and a test…

  16. Giving Gifts with a Purpose.

    Science.gov (United States)

    Dillon, Douglas E.

    1987-01-01

    Gifts can link class discussions to the real world while involving children in reading, travel, or a search for information. They make children more receptive to the teacher, school in general, and ultimately to the subject. Ways to find cheap or free gifts for students are discussed. (MT)

  17. Educational Justice and the Gifted

    Science.gov (United States)

    Merry, Michael S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of "normal" children? I consider a hypothetical case for allocating extra…

  18. Identification of Intellectually Able Disadvantaged Filipino Children.

    Science.gov (United States)

    Naval-Severino, Teresita

    1992-01-01

    Preschool Filipino children from disadvantaged urban communities were assessed for giftedness. This article describes the identification procedures and tools used and presents a profile of the children in terms of socioeconomic, intellectual, and personality variables. (Author/JDD)

  19. Working memory functions in children with different degrees of intellectual disability.

    Science.gov (United States)

    Schuchardt, K; Gebhardt, M; Mäehler, C

    2010-04-01

    In recent years, there has been increased research interest in the functioning of working memory in people with intellectual disabilities. Although studies have repeatedly found these individuals to have weak working memory skills, few investigations have distinguished between different degrees of intellectual disability. This study aims to help close this research gap and, in so doing, to examine whether the deficits observed reflect a developmental lag or a qualitative deviation from normal development. In a 5-group design, the working memory performance of a group of 15-year-olds with mild intellectual disability (IQ 50-69) was compared with that of two groups of children (aged 10 and 15 years) with borderline intellectual disability (IQ 70-84) and with that of two groups of children with average intellectual abilities (IQ 90-115) matched for mental and chronological age (aged 7 and 15 years). All children were administered a comprehensive battery of tests assessing the central executive, the visual-spatial sketchpad, and the phonological loop. The results showed deficits in all three components of working memory, and revealed that these deficits increased with the degree of intellectual disability. The findings indicate that, relative to their mental age peers, children with learning difficulties show structural abnormalities in the phonological store of the phonological loop, but developmental lags in the other two subsystems. Similar patterns of results emerged for both subgroups of children with intellectual disability, indicating that problems with phonological information processing seem to be one of the causes of cognitive impairment in individuals with intellectual disability.

  20. Epilepsy in Children with Intellectual Disability in Bosnia and Herzegovina: Effects of Sex, Level and Etiology of Intellectual Disability

    Science.gov (United States)

    Memisevic, Haris; Sinanovic, Osman

    2009-01-01

    The purpose of this study was to examine the occurrence of epilepsy in children with intellectual disability. An additional goal was to determine if there were statistical differences in the occurrence of epilepsy related to the sex, level and etiology of intellectual disability of children. The sample consisted of 167 children with intellectual…

  1. The Challenge of Providing Gifted Education

    Directory of Open Access Journals (Sweden)

    Sharon Dole

    2017-04-01

    Full Text Available Introduction to Volume 4, No of Global Education Review Although there is a lack of universal consensus on a definition of giftedness there is some agreement that giftedness involves multiple qualities, not just intellectual ones. Gifted education programs vary both among and within countries and who is served in these programs depends largely on the definitions used. The topics explored in this issue include perceptions and policies of gifted education in cultures and countries across the globe; the presumed dichotomy of equity and excellence in countries as different in ideologies as the United States and China; underrepresentation of culturally diverse students, a problem that has plagued the field for decades; gifted education in rural communities; and using a virtual environment for students to pose and share mathematical problems.

  2. [Psychiatric disorders and neurological comorbidity in children with intellectual disability].

    Science.gov (United States)

    Wriedt, Elke; Wiberg, Anja; Sakar, Vehbi; Noterdaeme, Michele

    2010-05-01

    This article gives an overview of the consultant child and adolescent psychiatric services in the region of Upper Bavaria (Germany). The data of 257 children and adolescents with intellectual disability and psychiatric disorders were evaluated. About 14% of the children with ID in special schools or day care centers, and 40% of the children with ID in residential care showed a definite psychiatric disorder. The most frequently diagnosed disorders were adjustment disorders, hyperkinetic disorders and conduct disorders, as well as emotional problems and pervasive developmental disorders. Children with severe intellectual disability had more additional somatic disorders and were more impaired in their psychosocial functions. The results show the need for psychiatric services for children and adolescents with intellectual disability and psychiatric disorders. The development and implementation of integrative and interdisciplinary models is necessary to allow for adequate medical care for these patients.

  3. Educational Provision for the Academically Gifted: Rhetoric or ...

    African Journals Online (AJOL)

    Some gifted people have made invaluable contributions to the world that shaped the destiny of humanity. Identification and development of gifts and talents of gifted children has been viewed as critical in tapping this valuable human resource. This study investigated the extent to which children who had demonstrated ...

  4. The Relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III Scales and Subtests for Gifted Children.

    Science.gov (United States)

    Sabatino, David A.; And Others

    1995-01-01

    This study determines the comparability of the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III in relation to gifted children. Results indicate that both tests produce remarkably similar scale and subtest scores when administered under clinical conditions. (JPS)

  5. Non-suicidal self-injury among children with hearing loss and intellectual disability.

    Science.gov (United States)

    Akram, Bushra; Tariq, Amina; Rafi, Zeeshan

    2017-10-01

    To find the prevalence and to identify the predictors of non-suicidal self-injury among school-going children.. This cross-sectional study was conducted at the University of Gujrat, Gujrat Pakistan, from September 2015 to October 2016, and comprised children with intellectual disability and hearing loss. Participants were recruited from schools for special children located in Gujranwala, Jhelum and Gujrat. Multistage stratified sampling technique was used. Of the 325 children, 178(50.4%) had intellectual disability and 175(49.6%) had hearing loss. Findings indicated that the prevalence of self-injurious behaviour was higher in children with intellectual disability 48(27%) compared to their counterparts with hearing loss 3(2%). Neural network, when administered on whole data set, indicated type of disability 0.474(100%), education/training 0.99(20.9%) and access of counselling 0.114(24%) as important predictors of non-suicidal self-injury in both groups. On the other hand, the degree of disability (hearing loss 0.42[100%]; intellectual disability 0.32[100%]), education/ training (hearing loss 0.18[43%]; intellectual disability 0.27[84.5%]) and access of counselling (hearing loss 0.175[41.8%]; intellectual disability 0.256[78.7%]) were important predictors of non-suicidal self-injury among the participants, when neural network was run on the split files on the basis of disability. The prevalence of non-suicidal self-injury among children with intellectual disability was higher as compared to those with hearing loss.

  6. Short-Term Memory Coding in Children With Intellectual Disabilities

    OpenAIRE

    Henry, L.; Conners, F.

    2008-01-01

    To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and word length effects). Neither the intellectual disabilities nor MA groups showed evidence for memory coding strategies. However, children in these gr...

  7. Word Magic: Shakespeare's Rhetoric for Gifted Students.

    Science.gov (United States)

    Kester, Ellen S.

    Intended for teachers of gifted students in grades 4-12, the curriculum uses six of Shakespeare's comedies ("The Taming of the Shrew,""The Tempest,""Twelfth Night,""The Comedy of Errors,""As You Like It," and "A Midsummer Night's Dream") as materials for nurturing intellectual and…

  8. Learning Style Preferences of Gifted, Average- Ability, and Special Needs Students: A Multivariate Perspective.

    Science.gov (United States)

    Pyryt, Michael C.; Sandals, Lauran H.; Begoray, John

    1998-01-01

    Compared learning-style preferences of intellectually gifted, average-ability, and special-needs students on the Learning Style Inventory. Also examined the general differences among ability level and gender. Analyses indicated that gifted students preferred learning alone, being self-motivated, and using tactile learning approaches, and that…

  9. Modeling contextual influences on parents with intellectual disability and their children.

    Science.gov (United States)

    Wade, Catherine; Llewellyn, Gwynnyth; Matthews, Jan

    2011-11-01

    Many parents with intellectual disability experience living conditions associated with risk for children and parents. This study used structural equation modeling to test a theoretical model of the relationships among parent, child, family, and contextual variables in 120 Australian families where a parent had an intellectual disability. Findings revealed that parenting practices had a direct effect on children's well being, that social support was associated with children's well being through the mediator of parenting practices, and that access to social support had a direct influence on parenting practices. Implications of the findings for research, intervention, and policy are explored, with the goal of promoting optimal well being for children who are raised by parents with intellectual disability.

  10. Experiences of parents of children with intellectual disabilities in the Ashanti Region of Ghana

    Directory of Open Access Journals (Sweden)

    Eric Badu

    2016-07-01

    Full Text Available Parents of children with intellectual disabilities could experience difficulties associated with their care. Yet, insight into individual experiences is inadequate to guide effective responses to the needs of parents and their sons and daughters with intellectual disability. This study sought to explore the experiences of parents of children with intellectual disability with the aim of making these experiences visible to guide the design and provision of support services for the parents and their children. In-depth interviews were conducted with 20 parents of children with intellectual disability between the ages of 4 and 15 years residing in the Ashanti Region of Ghana. Data were analyzed using qualitative content analysis to explore themes that describe the experiences of the parents. The study found that parents of intellectually disabled children encounter challenges looking after their children due to the negative perceptions associated with having such children. Financial costs and managing behavioral challenges of intellectually disabled children were also major sources of stressors for parents. Although informal support and assurances from professionals alleviated parental stress and gave them some hope about the future of their children, these support services seem inadequate. A more structured support programme that includes financial empowerment of the parents and recognizes the importance of early detection and intervention practices is needed.  Keywords: Intellectual disability, parents, caregivers, support services, health professionals

  11. Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

    Science.gov (United States)

    Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

    2015-01-01

    One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

  12. Personality Dimensions of Gifted and Talented Junior High Students.

    Science.gov (United States)

    Rosenblatt, Howard S.; And Others

    1980-01-01

    Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

  13. Korean Gifted Education: Domain-Specific Developmental Focus

    Science.gov (United States)

    Cho, Seokhee; Suh, Yewon

    2016-01-01

    The current Korean gifted education system is designed to help gifted children have a balance between excellence and emotional and social wellbeing. In this article, the current status of Korean gifted education is presented, reflecting on the history, purpose, theoretical foundation, infrastructure, and state of art of gifted education with…

  14. Instructional Package of Development of Skill in Using Fine Motor of Children for Children with Intellectual Disabilities

    Science.gov (United States)

    Sangsawang, T.

    2018-02-01

    This research has the following purposes: 1) to find the efficiency of the self-learning activity set on development of skill in using fine motor of children with intellectual disabilities., 2) to compare the abilities to use the small muscles after the study more than before the study of children with intellectual disabilities, who made study with the self-learning activity on development of small muscles use., 3) to study the satisfaction of the children with intellectual disabilities using the self-learning activity on development of small muscles use. The sample groups on the research are the children with intellectual disabilities of the special education Maha Chakri Sirindhorn Provincial Nakhon Nayok Center in the school year 2016, for 7 children. The tools used on the research consist of the self-learning activity on development of small muscles use for the children with intellectual disabilities of the special, the observation form of abilities of small muscles before and after using the activity set and the observation form of satisfaction of the children with intellectual disabilities of the special towards the self-learning activity set on development of small muscles for the children with intellectual disabilities of the special. The statistics used on the research include the percentage, mean value, standard deviation and the t-test for dependent sample. From the research, it was found that the self-learning activity set on development of small muscles use for children with intellectual disabilities of the special is efficient based on the criteria in average equal to 77.78/76.51, the educational coefficient of the student after the study higher than before the study with average points before the study equal to 55.14 and S.D. value equal to 3.72. The average points after the study equal to 68.86, S.D. value equal to 2.73, t-test value before and after the study equal to 7.94, which are different significantly on statistics at the level 0.05 and the

  15. Family-Peer Linkages for Children with Intellectual Disability and Children with Learning Disabilities.

    Science.gov (United States)

    Floyd, Frank J; Olsen, Darren L

    2017-09-01

    Family interactions are potential contexts for children with intellectual and learning disabilities to develop skillful social behaviors needed to relate effectively with peers. This study examined problem solving interactions within families of elementary school-age children (7-11 years) with intellectual disability (n = 37), specific learning disabilities (n =48), and without disabilities (n = 22). After accounting for group differences in children's behaviors and peer acceptance, across all groups, mothers' behaviors that encouraged egalitarian problem solving predicted more engaged and skillful problem solving by the children. However, mothers' controlling, directive behaviors predicted fewer of these behaviors by the children. Fathers' behaviors had mixed associations with the children's actions, possibly because they were reactive to children's unengaged and negative behaviors. For the children, greater involvement, more facilitative behaviors, and less negativity with their families were associated with greater acceptance from their peers, supporting family-peer linkages for children at risk for peer rejection.

  16. Examining of Perceptions of Gifted Students toward Mathematics Concept

    Directory of Open Access Journals (Sweden)

    Mesut ÖZTÜRK

    2014-12-01

    Full Text Available The purpose of this study bring out owned intellectual image interested in mathematics concept of gifted students. Participant of twenty-eight gifted students that they selected via WISC-R intelligent test. A phenomenology design that one of qualitative research methods was adopted and data collection focus group interview. Data analysis consisted of content analysis. Students who participant made up different sixteen metaphor. The most widely used of them kainite. When examined justifications lie behind of metaphor gifted students have different three perception such as affected with people of math, influence toward math of the nature, the nature of math. The result of examine of math perception according to grade level when grade level increased, gifted students more interested the nature of math whereas depended on needed of people more interested math concept.

  17. Short-term memory coding in children with intellectual disabilities.

    Science.gov (United States)

    Henry, Lucy

    2008-05-01

    To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and word length effects). Neither the intellectual disabilities nor MA groups showed evidence for memory coding strategies. However, children in these groups with MAs above 6 years showed significant visual similarity and word length effects, broadly consistent with an intermediate stage of dual visual and verbal coding. These results suggest that developmental progressions in memory coding strategies are independent of intellectual disabilities status and consistent with MA.

  18. Identifying Twice-Exceptional Children and Three Gifted Styles in the Japanese Primary Science Classroom

    Science.gov (United States)

    Sumida, Manabu

    2010-10-01

    Children with mild developmental disorders sometimes show giftedness. In this study, an original checklist was developed to identify gifted characteristics specific to science learning among twice-exceptional primary school children in Japan. The checklist consisted of 60 items on Attitudes, Thinking, Skills, and Knowledge/Understanding. A total of 86 children from eight primary schools in an urban area in Japan, 50% of whom had Learning Disabilities (LD), Attention Deficit/Hyperactivity Disorder (ADHD), and/or High-functioning Autism (HA), were observed using the checklist. Factor analysis revealed three factors. A cluster analysis with the subscale points of each factor identified three "gifted styles" in science. These were: (1) Spontaneous Style; (2) Expert Style; and (3) Solid Style. LD/ADHD/HA children characteristically displayed a Spontaneous Style while the non- LD/ADHD/HA children were characterized by the Solid Style. In both subject groups, the number of Expert Style children was the lowest with no significant difference in their numbers. Based on the results of this research, this paper discusses the implications of the findings for teaching science to twice-exceptional children and argues the benefits of inclusive science education for children with and without mild developmental disorders.

  19. Don't Stress: What Do We Really Know about Teaching Gifted Children to Cope with Stress and Anxiety?

    Science.gov (United States)

    Haberlin, Steve

    2015-01-01

    Gifted children may experience additional stressors due to their unique characteristics. While empirical evidence suggests otherwise, qualitative studies and clinical observations indicate that gifted individuals may suffer from higher levels of stress due to perfectionistic tendencies, heightened sensitivity, social challenges, and additional…

  20. Lessons from Our Kissing Cousins: Third Culture Kids and Gifted Children

    Science.gov (United States)

    Sheard, Wenda

    2008-01-01

    This article describes characteristics shared by "third culture kids" (TCKs) and gifted children and summarizes lessons to be learned from the two communities. Some of the lessons are from TCKs themselves; the article includes quotes from students the author has taught in recent years. Pedagogical lessons for raising the global awareness…

  1. Enrichment Programs and Counselling at the Budapest Centre for the Gifted.

    Science.gov (United States)

    Herskovits, Maria

    2003-01-01

    This article discusses the development of gifted education in Hungary and the special counseling services for gifted children available at the Centre for the Gifted in Budapest. The Centre provides professional help from psychologists, counseling for choosing an appropriate school and/or supplementary programs for gifted children (ages 3-14), and…

  2. Communication problems in children with autism and intellectual disability : depicting the phenotype

    NARCIS (Netherlands)

    Maljaars, Janne Pieternella Wilhelmina

    2012-01-01

    Children with autism and intellectual disability form a particularly vulnerable group, as both disorders have a significant impact on the way and level of information processing and communication. However, children with autism and co-occurring intellectual disability are often excluded from

  3. BEHAVIORAL PROBLEMS IN CHILDREN WITH MILD AND MODERATE INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Vesna KOSTIKJ-IVANOVIKJ

    2009-06-01

    Full Text Available Large number of children with intellectual disabilities encounters behavioral problems or show disharmonic behavior within the family, at school and in the community. Researches show that 30-50% of persons with intellectual disabilities have some behavioral problems. The behavior of children with intellectual disabilities depends on many factors: age of the child, level of intellectual disability, cognitive potentials, level of psycho-physical development, differentiation of emotions, communicative skills, social status and conditions of the environment (in the family and the wider community where the child lives. The influence of some of these factors has been analyzed by this research. There are many ins truments (questionnaires, scales that evaluate behavior of persons with intellectual disabilities, and reveal problems that these persons have in their psychosocial development and social life. This research used the AAMD Adaptive behavior Scale (part II and Scale for evaluating behavior of the child in school by authors Bojanin, Savanovikj.

  4. Examining Rater Effects of the TGMD-2 on Children with Intellectual Disability

    Science.gov (United States)

    Kim, Youngdeok; Park, Ilhyeok; Kang, Minsoo

    2012-01-01

    The purpose of this study was to investigate rater effects on the TGMD-2 when it applied to children with intellectual disability. A total of 22 children with intellectual disabilities participated in this study. Children's performances in each of 12 subtests of the TGMD-2 were recorded via video and scored by three adapted physical activity…

  5. Gifted Education in Austria

    Science.gov (United States)

    Weyringer, Sieglinde

    2013-01-01

    In Austria, gifted education and the education of highly gifted and talented children have been receiving an increasing public awareness and social acceptance over the past decade. The article highlights the existing ideas of giftedness in Austria, and it presents several initiatives having triggered and influenced this positive development. The…

  6. Development of non-verbal intellectual capacity in school-age children with cerebral palsy

    NARCIS (Netherlands)

    Smits, D. W.; Ketelaar, M.; Gorter, J. W.; van Schie, P. E.; Becher, J. G.; Lindeman, E.; Jongmans, M. J.

    Background Children with cerebral palsy (CP) are at greater risk for a limited intellectual development than typically developing children. Little information is available which children with CP are most at risk. This study aimed to describe the development of non-verbal intellectual capacity of

  7. Psychomotor and intellectual development of children born with intrauterine growth retardation (IUGR).

    Science.gov (United States)

    Puga, B; Ferrández Longás, A; García Romero, R; Mayayo, E; Labarta, J I

    2004-03-01

    The possible impact of IUGR on the intellectual outcome of children born with IUGR gives special relevance to this condition. In order to determine the psychomotor and intellectual development of such children, we analyzed the evolution of 60 children through appropriate tests, along the years, and the possible influence of two factors, the socio-economic status of the family, and whether or not there was catch-up growth. Our results show a negative impact of IUGR on the intellectual outcome of these children, independent of catch-up growth, although those with catch-up growth showed better evolution. The socio-economic status plays a limited role only at older age. Those children followed longitudinally for 1 year did not show any amelioration of their IQ.

  8. Reforming Society through Education for Gifted Children: The Case of Kazakhstan

    Science.gov (United States)

    Yakavets, Natallia

    2014-01-01

    This paper explores the current education reform agenda in Kazakhstan, which is underpinned, in part, by the argument that investment in human capital through elite institutions for gifted children can lift up the whole system of education. The paper revisits two broad theoretical perspectives, relating to human capital and to ideas about…

  9. Exclusion of children with intellectual disabilities from regular ...

    African Journals Online (AJOL)

    Study investigated why teachers exclude children with intellectual disability from the regular classrooms in Nigeria. Participants were, 169 regular teachers randomly selected from Oyo and Ogun states. Questionnaire was used to collect data result revealed that 57.4% regular teachers could not cope with children with ID ...

  10. The Possibilities and Limitations of Gifted Education in Korea: A Look at the ISEP Science-Gifted Education Center

    Science.gov (United States)

    Han, Ki-Soon

    2007-01-01

    Education for gifted children is currently one of the hottest educational issues in Korea. Much money and effort are being invested in this area of education. Recent announcements by the Korean Ministry of Education state that all children should be educated to the level of which they are capable, and the current program for gifted students should…

  11. Global Initiative of the Special Olympics Movement for People with Intellectual Disabilities

    Directory of Open Access Journals (Sweden)

    Myśliwiec Andrzej

    2015-03-01

    Full Text Available The mission of the Special Olympics is to provide year-round sports training and competition in a variety (33 of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in sharing of gifts and friendship with their families, other athletes, and their communities. The Special Olympics movement often goes beyond the sports competition formula. During the last few years, the movement has developed many new global initiatives, which expand its former sports activities. They include:

  12. The Educational Value of Microcomputers: Perceptions among Parents of Young Gifted Children.

    Science.gov (United States)

    Johnson, Lawrence J.; Lewman, Beverly S.

    1986-01-01

    Parents of 62 children enrolled in a private school for young gifted students completed a questionnaire designed to assess home use of computers, as well as parental concerns and expectations for appropriate concurrent and future computer use in educational settings. Familiarity with computers increased perceptions of their beneficial educational…

  13. Family structure and upbringing as factors of intellectual development of preschool children

    Directory of Open Access Journals (Sweden)

    Golovey L.A.

    2016-12-01

    Full Text Available The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child relationship and family atmosphere on the intellectual develop- ment in comparison with its structure. Negative impact of attitudes on the severity, harsh- ness, acceleration the development of the child on the intellectual development is revealed. Influence of parents’ gender on intellectual development of children manifests in the lead- ing role of the father’s relationship in girls IQ results, and mother’s parental attitudes in boys IQ results. The authors of the article reveal the importance of the adequacy of the system of regulation and control, severity of requirements for the development of girls; lack of parental custody and adequacy to meet the needs — for the development of boys. The authors outline the significant role of preschool children perception, especially girls, of the emotional atmosphere in the family in their intellectual development. This work was supported by the Russian Foundation for Humanities (project №13-06-008480 «Family as a resource for mental development of children in stable and critical periods of ontogeny»

  14. Foundations of reading comprehension in children with intellectual disabilities

    NARCIS (Netherlands)

    Wingerden-Fontein, E.G. van; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

    2017-01-01

    Background Knowledge about predictors for reading comprehension in children with intellectual disabilities (ID) is still fragmented. Aims This study compared reading comprehension, word decoding, listening comprehension, and reading related linguistic and cognitive precursor measures in children

  15. An Investigation into the Views of Gifted Children on the Effects of Computer and Information Technologies on Their Lives and Education

    OpenAIRE

    Ahmet Kurnaz; Eyup Yurt; Ümit Çiftci

    2014-01-01

    In this study, too, an attempt was made to reveal the place and effects of information technologies on the lives and education of gifted children based on the views of gifted. To this end, the effects of information technologies on gifted are general skills, technology use, academic and social skills, and cooperative and personal skills were investigated. These skills were explored depending on whether or not gifted had their own computers, had internet connection at home...

  16. Children's human figure drawings do not measure intellectual ability.

    Science.gov (United States)

    Willcock, Emma; Imuta, Kana; Hayne, Harlene

    2011-11-01

    Children typically follow a well-defined series of stages as they learn to draw, but the rate at which they progress through these stages varies from child to child. Some experts have argued that these individual differences in drawing development reflect individual differences in intelligence. Here we assessed the validity of a drawing test that is commonly used to assess children's intellectual abilities. In a single study, 125 5- and 6-year-olds completed the Draw-A-Person: A Quantitative Scoring System (DAP:QSS) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) or the Wechsler Abbreviated Scale of Intelligence (WASI). Although there was a statistically significant correlation between scores on the DAP:QSS and scores on the Wechsler tests, when the scores of individual children were examined, the DAP:QSS yielded a high number of false positives and false negatives for low intellectual functioning. We conclude that the DAP:QSS is not a valid measure of intellectual ability and should not be used as a screening tool. Copyright © 2011 Elsevier Inc. All rights reserved.

  17. Parents vs. Theorists: Dealing with the Exceptionally Gifted.

    Science.gov (United States)

    Tolan, Stephanie S.

    1992-01-01

    This paper explores the fundamental rift between parents raising exceptionally gifted children and theorists who dismiss this population as "statistically insignificant." The role of intelligence tests in identifying the highly unusual mind is examined. The paper concludes that exceptionally gifted children are suffering intellectual…

  18. Disability impact and coping in mothers of children with intellectual disabilities and multiple disabilities.

    Science.gov (United States)

    Kishore, M Thomas

    2011-12-01

    Understanding the disability impact on parenting and caregiving is important for intervention. The present study was designed to understand the differences in perceived disability impact and related coping in mothers having children with intellectual disabilities alone compared to those having children with intellectual disabilities and additional disabilities. Accordingly, 30 mothers of children with intellectual disabilities and 30 mothers of children with intellectual and additional disabilities were assessed for disability impact and coping. Group differences for disability impact were present in specific domains but not overall. Despite variations in coping pattern, both positive and negative coping strategies were observed in both groups. The results may imply that the impact of intellectual disability is so pervasive that except in certain domains mothers may not perceive the further impact of additional disabilities. Positive coping does not rule out negative coping strategies. These findings have specific relevance to service delivery in a cultural context.

  19. The relationship between attachment, mentalization, and intellectual abilities in adolescence

    Directory of Open Access Journals (Sweden)

    Banjac Sonja

    2013-01-01

    Full Text Available This paper explored the relationship between attachment, mentalization, and intelligence as it occurs in adolescence. Study participants were 345 students (123 males in their third year of high school. Participants were administered three standard tests of intelligence, the SM-ECR-R, and the recently developed Mentalization Questionnaire (MQ. The study also utilized earlier collected data from a sample of 284 employed adults. In line with our research hypothesis, attachment security and mentalization were positively related, with correlations ranging from small to moderate depending on the dimension inspected. Attachment anxiety was found to be higher in the adolescent than in the adult sample, and contrary to expectations was not significantly related to intelligence in the former group. Attachment avoidance did not correlate with intelligence in the total student sample, but did show a small negative association with analogical reasoning and the g-factor when the intellectually gifted were excluded from analyses. This latter group, as well as males from the student sample scored significantly higher on attachment avoidance than their respective comparison groups - intellectually average and female adolescents. Finally, mentalization was found to be positively related to intellectual ability and higher in a gifted than average-ability girls, b girls than boys, and c adults than adolescents. The results are discussed as shedding light on the peculiarities of the attachment system in adolescence, revealing specific associations between attachment avoidance, mentalization, and intellectual ability, highlighting gender differences in both attachment and mentalization, and adding to our understanding of the socioemotional characteristics of intellectually gifted students.

  20. Characteristics of the Home Context for the Nurturing of Gifted Children in Saudi Arabia

    Science.gov (United States)

    Hein, Sascha; Tan, Mei; Aljughaiman, Abdullah; Grigorenko, Elena L.

    2014-01-01

    This study investigates factors in the home environment and their influence on children's analytical, creative, and practical skills. A sample of 294 gifted children (195 male) was recruited from grades 4-7 in Saudi Arabia, where the family context is highly influenced by the principles of Islam. Results did not confirm the effect of birth order,…

  1. Monitoring the prevalence of severe intellectual disability in children across Europe

    DEFF Research Database (Denmark)

    van Bakel, Marit; Einarsson, Ingolfur; Arnaud, Catherine

    2014-01-01

    Our aim was to study the feasibility of creating a framework for monitoring and undertaking collaborative research on intellectual disability at the European level, based on existing databases of children with such disability.......Our aim was to study the feasibility of creating a framework for monitoring and undertaking collaborative research on intellectual disability at the European level, based on existing databases of children with such disability....

  2. Prevalence of Overweight and Obesity in Children with Intellectual Disabilities in Korea

    Science.gov (United States)

    Choi, Eunsook; Park, HyunJu; Ha, Yeongmi; Hwang, Won Ju

    2012-01-01

    Background: Overweight and obesity in children with intellectual disabilities may be a major health threat. The purpose of this study was to examine the prevalence of overweight and obesity in Korean children with intellectual disabilities aged 7-18 years who did not have specific genetic syndromes or physical disabilities. Materials and methods:…

  3. Identifying the Gifted Child Humorist.

    Science.gov (United States)

    Fern, Tami L.

    1991-01-01

    This study attempted to identify gifted child humorists among 1,204 children in grades 3-6. Final identification of 13 gifted child humorists was determined through application of such criteria as funniness, originality, and exemplary performance or product. The influence of intelligence, development, social factors, sex differences, family…

  4. Gifted-Child Pedagogy: Meaningful Chimera?

    Science.gov (United States)

    Coleman, Laurence J.

    2003-01-01

    This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

  5. READING-WRITING AND LITERACY IN CHILDREN WITH INTELLECTUAL DISABILITIES

    Directory of Open Access Journals (Sweden)

    Marilene Bortolotti Boraschi

    2013-07-01

    Full Text Available This article focuses on the role and learning of reading and wrinting to human development as a social practice, considering the necessary condition to reading and writing as an exercise in citizenship. Aims to reflect on the occurrence of reading-writing processes and literacy in children with intellectual disabilities. The study was conducted by means of literature, and are based on a qualitative research. The reflections made throughout the investigation brought some considerations on intellectual disability, charactering it. Allowed some notes on the processes of reading-writing and literacy. As the survey results, some thoughts were about the possible occurrence of the processes of reading-writing and literacy in intellectually disabled children, discussing how these processes can take place through pedagogical practices in classrooms common regular education, contributing to the appropriation of the world literate and active participation by such child in society.

  6. [Impacts of biological and family factors on lexical and intellectual development in Mandarin-speaking children].

    Science.gov (United States)

    Niu, Jie; Chen, Yong-Xiang; Zhu, Li-Qi

    2015-07-01

    To investigate the impacts of biological factors (age and sex) and family factors (socioeconomic status and parenting style) on the early lexical and intellectual development of children in a longitudinal tracking study. A total of 38 Mandarin-speaking children aged from 18 to 24 months were surveyed using the Putonghua Chinese Communicative Development Inventory (PCDI), the Ages and Stages Questionnaire (ASQ), and a self-designed Questionnaire for Parents. All of the subjects were retested using PCDI and ASQ after 6 months. Biological factors accounted for 65% of the variance in lexical development, 10% of which was attributed to gender, in the first survey. After six months, the contribution of age decreased to 26% and gender had no significant impact. Lexical development could positively predict the intellectual development of children. When age and gender were controlled, it accounted for 22% of the variance in intellectual development. Family socioeconomic factors had no significant impacts on lexical and intellectual development. Children's recognition of people and objects around them with guidance of parents in parenting styles could positively predict the intellectual development of children six months later, which accounted for 10% of the variance. Biological factors play an important role in the early lexical development of children. However, the influence decreases with the increase of age (months). Biological factors, lexical development, and parenting style have a combined influence on children's intellectual development.

  7. Memory and linguistic/executive functions of children with Borderline Intellectual Functioning

    OpenAIRE

    Água Dias, Andrea; Albuquerque, Cristina P.; Simões, Mário Rodrigues

    2017-01-01

    Children with Borderline Intellectual Functioning (BIF) have received little research attention and have been studied in conjunction with Intellectual and Developmental Disabilities. The present study intends to broaden the knowledge on BIF, by analyzing domains such as verbal memory and visual memory, as well as tasks that rely simultaneously on memory, executive functions and language. A cross-sectional, comparison study was carried out between a group of 40 children with BIF (mean age = 10...

  8. A survey on awareness of parents about friendship between their children with an intellectual disability and children without a disability

    OpenAIRE

    渋谷, 真二; 今野, 和夫; SHIBUYA, Shinji; KONNO, Kazuo

    2009-01-01

    The awareness of parents about friendship between their children with an intellectual disability and children without a disability is an important factor for their children to make friends without a disability. A questionnare survey was used to parents of upper secondary department of special schools for students with an intellectual disability. They thought that their children had fewer opportunities to get involved with children without a disability. Many of them wished that their children ...

  9. Development of physical fitness in children with intellectual disabilities

    NARCIS (Netherlands)

    Hartman, Esther; Smith, J.; Westendorp, M.; Visscher, C.

    BackgroundFew studies examined the development of physical fitness in children and youth with intellectual disabilities (ID), but the developmental patterns of physical fitness are largely unknown. The first aim was to examine physical fitness of primary school children with ID, aged 8-12, and

  10. The Process of Identifying Gifted Children in Elementary Education: Teachers' Evaluations of Creativity

    Science.gov (United States)

    Garcia-Ros, Rafael; Talaya, Isabel; Perez-Gonzalez, Francisco

    2012-01-01

    This study describes the importance of creativity in the identification of gifted elementary-aged children and presents the process of validating a scale for rating the creativity of the students through the teachers' responses. The results show the instrument's unifactorial structure, satisfactory levels of internal consistency, as well as…

  11. Ayudando a Ninos Dotados a Volar: Una Guia Practica para Padres y Maestros (Helping Gifted Children Soar: A Practical Guide for Parents and Teachers).

    Science.gov (United States)

    Strip, Carol A.

    Intended for parents of gifted children, this book, in Spanish, stresses the importance of positive relationships between parents and teachers as they work to meet children's academic, emotional, and social needs. Individual chapters address the following topics: (1) parenting the gifted child as a wild roller coaster ride; (2) determining whether…

  12. The co-occurrence of mental disorders in children and adolescents with intellectual disability/intellectual developmental disorder.

    Science.gov (United States)

    Munir, Kerim M

    2016-03-01

    The study summarizes supportive epidemiological data regarding the true co-occurrence (comorbidity) and course of mental disorders in children with intellectual disability/intellectual developmental disorders (ID/IDD) across the lifespan. Published studies involving representative populations of children and adolescents with ID/IDD have demonstrated a three to four-fold increase in prevalence of co-occurring mental disorders. The effect of age, sex, and severity (mild, moderate, severe, and profound) and socioeconomic status on prevalence is currently not clearly understood. To date there are no prevalence estimates of co-occurring mental disorders in youth identified using the new DSM-5 (and proposed ICD-11) definition of ID/IDD using measures of intellectual functions and deficits in adaptive functioning with various severity levels defined on the basis of adaptive functioning, and not intellectual quotient scores. The true relationship between two forms of morbidity remains complex and causal relationships that may be true for one disorder may not apply to another. The new conceptualization of ID/IDD offers a developmentally better informed psychobiological approach that can help distinguish co-occurrence of mental disorders within the neurodevelopmental section with onset during the developmental period as well as the later onset of other mental disorders.

  13. Physical Punishment, Mental Health and Sense of Coherence Among Parents of Children with Intellectual Disability in Japan.

    Science.gov (United States)

    Kimura, Miyako; Yamazaki, Yoshihiko

    2016-09-01

    Although sense of coherence (SOC) moderates parental stress, the relationship between SOC, parental mental health and physical punishment of children with intellectual disabilities remains uncertain. The present authors describe parental physical punishment towards children with intellectual disabilities and investigate its related demographic characteristics, SOC and parental mental health. With the cooperation of Tokyo's 10 special needs schools, the present authors obtained 648 questionnaire responses from parents of children with intellectual disabilities. Of the parents, 69.7% reported having physically punished their children with intellectual disabilities. This was positively associated with parents' younger age, poorer mental health, lower SOC, children's younger age, birth order (firstborns) and disability type (autism/pervasive developmental disorder). This is the first study supporting the relationship between SOC, mental health and physical punishment use among parents of children with intellectual disabilities. It may assist the development of strategies to prevent physical abuse of children with disabilities. © 2015 John Wiley & Sons Ltd.

  14. Memory Profiles in Children with Mild Intellectual Disabilities: Strengths and Weaknesses

    Science.gov (United States)

    Van der Molen, Mariet J.; Van Luit, Johannes E. H.; Jongmans, Marian J.; Van der Molen, Maurits W.

    2009-01-01

    Strengths and weaknesses in short-term memory (STM) and working memory (WM) were identified in children with mild intellectual disabilities (MID) by comparing their performance to typically developing children matched on chronological age (CA children) and to younger typically developing children with similar mental capacities (MA children).…

  15. Review of intellectual assessment measures for children who are deaf or hard of hearing.

    Science.gov (United States)

    Reesman, Jennifer H; Day, Lori A; Szymanski, Christen A; Hughes-Wheatland, Roxanne; Witkin, Gregory A; Kalback, Shawn R; Brice, Patrick J

    2014-02-01

    Intellectual assessment of children who are deaf or hard of hearing presents unique challenges to the clinician charged with attempting to obtain an accurate representation of the child's skills. Selection of appropriate intellectual assessment instruments requires a working knowledge of the strengths and weaknesses of the measure and what changes in standardized administration might be necessary to accommodate for the needs of children who are deaf or hard of hearing. In the case of some available instruments, there is limited guidance and objective research available examining the performance of children who are deaf or hard of hearing. This review summarizes available information on widely used and most recent editions of intellectual assessment measures with special attention to guidance on accommodations, score interpretation, subtest selection and other test-specific considerations when assessing children who are deaf or hard of hearing. There is much opportunity for further inquiry in the field of intellectual assessment as it applies to children who are deaf or hard of hearing, as many measures have not been closely scrutinized for their appropriate use with this population. Clinicians must recognize inherent difficulties with intellectual assessment measures with children who are deaf or hard of hearing and issues in providing for an accessible and accurate administration of test items. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  16. Stability of cognitive performance in children with mild intellectual disability.

    Science.gov (United States)

    Jenni, Oskar G; Fintelmann, Sylvia; Caflisch, Jon; Latal, Beatrice; Rousson, Valentin; Chaouch, Aziz

    2015-05-01

    Longitudinal studies that have examined cognitive performance in children with intellectual disability more than twice over the course of their development are scarce. We assessed population and individual stability of cognitive performance in a clinical sample of children with borderline to mild non-syndromic intellectual disability. Thirty-six children (28 males, eight females; age range 3-19y) with borderline to mild intellectual disability (Full-scale IQ [FSIQ] 50-85) of unknown origin were examined in a retrospective clinical case series using linear mixed models including at least three assessments with standardized intelligence tests. Average cognitive performance remained remarkably stable over time (high population stability, drop of only 0.38 IQ points per year, standard error=0.39, p=0.325) whereas individual stability was at best moderate (intraclass correlation of 0.58), indicating that about 60% of the residual variation in FSIQ scores can be attributed to between-child variability. Neither sex nor socio-economic status had a statistically significant impact on FSIQ. Although intellectual disability during childhood is a relatively stable phenomenon, individual stability of IQ is only moderate, likely to be caused by test-to-test reliability (e.g. level of child's cooperation, motivation, and attention). Therefore, clinical decisions and predictions should not rely on single IQ assessments, but should also consider adaptive functioning and previous developmental history. © 2014 Mac Keith Press.

  17. Problem solving verbal strategies in children with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Gligorović Milica

    2013-01-01

    Full Text Available Problem solving is a process conditioned by the development and application of efficient strategies. The aim of this research is to determine the level of verbal strategic approach to problem solving in children with mild intellectual disability (MID. The sample consists of 93 children with MID, aged between 10 and 14. Intellectual abilities of the examinees are within the defined range for mild intellectual disability (AM=60.45; SD=7.26. The examinees with evident physical, neurological, and emotional disorders were not included in the sample. The closed 20 Questions Test (20Q was used to assess the development and use of verbal strategy, where the examinee is presented with a poster containing 42 different pictures, and instructed to guess the picture selected by the examiner by asking no more than 20 closed questions. Test χ2, and Spearman and Pearson's correlation coefficient were used in statistical analysis. Research results indicate that most children with MID, aged between 10 and 14, use non-efficient strategy in solving the 20 Questions Test. Although strategic approach to problem solving is present in most children (72%, more than half of the examinees (53.5% use an inadequate strategy. Most children with MID have the ability to categorize concepts, however, they do not use it as a strategy in problem solving.

  18. Developing Reception Competence in Children with a Mild Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Ana Koritnik

    2015-06-01

    Full Text Available The paper presents research paradigms which study factors that allow influencing the language development of children with mild intellectual disabilities to the greatest extent possible. Special attention is dedicated to the development of the reception competence with the use of reception didactics methods based on a relatively frequent use of less demanding non-language semiotic functions. The core of the paper presents results of an experimental case study (on a sample of five children with a mild intellectual disability over a one school year period, through which the reception competence in these children was developed with a systematic use of an adapted communication model of literary education as an experimental factor. The results have confirmed the initially set hypothesis about reception progress.

  19. Effects of Mindfulness-Based Intervention to Improve Task Performance for Children with Intellectual Disabilities

    Science.gov (United States)

    Kim, Jeongil; Kwon, Miyoung

    2018-01-01

    Background: Task performance is a critical factor for learning in individuals with intellectual disabilities. This study aimed to examine mindfulness-based intervention (MBI) to improve task performance for children with intellectual disability (ID). Methods: Three elementary school children with ID participated in the study. A multiple baseline…

  20. Bright Not Broken: Gifted Kids, ADHD, and Autism

    Science.gov (United States)

    Kennedy, Diane M.; Banks, Rebecca S.; Grandin, Temple

    2011-01-01

    The future of our society depends on our gifted children--the population in which we'll find our next Isaac Newton, Albert Einstein, or Virginia Woolf. Yet the gifts and talents of some of our most brilliant kids may never be recognized because these children fall into a group known as twice exceptional, or "2e." Twice exceptional kids are both…

  1. Dietary Patterns and Feeding Problems of Turkish Children with Intellectual Disabilities and Typically Developing Children

    Science.gov (United States)

    Sayin, Kubra; Ilik, Senay

    2017-01-01

    This study aimed to determine whether dietary patterns and feeding problems differ among children with intellectual disabilities (ID) and typically developing children (TDC) in Turkey. This cross-sectional study was conducted in 220 (112 children with ID and 108 TDC) 7-12 aged children in Konya, Turkey. We assessed usual dietary intakes by a…

  2. Parent-child interaction over time in families of young children with borderline intellectual functioning.

    Science.gov (United States)

    Fenning, Rachel M; Baker, Jason K; Baker, Bruce L; Crnic, Keith A

    2014-06-01

    A previous study suggested that mothers of 5-year-old children with borderline intellectual functioning displayed lower positive engagement with their children as compared with both mothers of typically developing children and mothers of children with significant developmental delays (Fenning, Baker, Baker, & Crnic, 2007). The current study integrated father data and followed these families over the subsequent 1-year period. Parent and child behavior were coded from naturalistic home observations at both waves. Results revealed that mothers of children with borderline intellectual functioning displayed a greater increase in negative-controlling parenting from child age 5 to 6 than did other mothers; fathers displayed more negative-controlling behavior in comparison to fathers of typically developing children. In addition, children with borderline intellectual functioning themselves exhibited a more significant escalation in difficult behavior than did typically developing children. Cross-lagged analyses for the sample as a whole indicated that maternal negative-controlling behavior predicted subsequent child difficulties, whereas negative paternal behavior was predicted by earlier child behavior. In conjunction with evidence from Fenning et al. (2007), these findings suggest a complex, dynamic, and systemic developmental pattern in the emotional behavior of families of children with borderline intellectual functioning. Implications and areas in need of additional research are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  3. Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities.

    Science.gov (United States)

    Brooks, B A; Floyd, F; Robins, D L; Chan, W Y

    2015-07-01

    Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill acquisition. Participation in social activities is positively related to children's social adjustment, but little is known about the benefits of activity participation for children with intellectual and specific learning disabilities. This study investigated the association between frequency and type of social activity participation and the social competence of 8-11-year-old children with intellectual disability (n = 40) and specific learning disabilities (n = 53), in comparison with typically developing peers (n = 24). More time involved in unstructured activities, but not structured activities, was associated with higher levels of social competence for all children. This association was strongest for children with intellectual disability, suggesting that participation in unstructured social activities was most beneficial for these children. Future research on the quality of involvement is necessary to further understand specific aspects of unstructured activities that might facilitate social development. © 2014 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  4. Children's Family Environments and Intellectual Outcomes during Maternal Incarceration

    Science.gov (United States)

    Poehlmann, Julie

    2005-01-01

    Despite the dramatic increase in incarcerated mothers that has occurred in the past decades, there is a paucity of family research focusing on the children affected by maternal imprisonment. The present study investigated family environments and intellectual outcomes in 60 children between the ages of 2 and 7 years during their mothers'…

  5. Psychological perspectives on gifted education – selected problems

    Directory of Open Access Journals (Sweden)

    Sękowski Andrzej

    2015-12-01

    Full Text Available The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.

  6. Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers' perceptions of their social adjustment.

    Science.gov (United States)

    Baurain, Céline; Nader-Grosbois, Nathalie; Dionne, Carmen

    2013-09-01

    This study examined the extent to which socio-emotional regulation displayed in three dyadic interactive play contexts (neutral, competitive or cooperative) by 45 children with intellectual disability compared with 45 typically developing children (matched on developmental age, ranging from 3 to 6 years) is linked with the teachers' perceptions of their social adjustment. A Coding Grid of Socio-Emotional Regulation by Sequences (Baurain & Nader-Grosbois, 2011b, 2011c) focusing on Emotional Expression, Social Behavior and Behavior toward Social Rules in children was applied. The Social Adjustment for Children Scale (EASE, Hugues, Soares-Boucaud, Hochman, & Frith, 1997) and the Assessment, Evaluation and Intervention Program System (AEPS, Bricker, 2002) were completed by teachers. Regression analyses emphasized, in children with intellectual disability only, a positive significant link between their Behavior toward Social Rules in interactive contexts and the teachers' perceptions of their social adjustment. Children with intellectual disabilities who listen to and follow instructions, who are patient in waiting for their turn, and who moderate their externalized behavior are perceived by their teachers as socially adapted in their daily social relationships. The between-groups dissimilarity in the relational patterns between abilities in socio-emotional regulation and social adjustment supports the "structural difference hypothesis" with regard to the group with intellectual disability, compared with the typically developing group. Hierarchical cluster cases analyses identified distinct subgroups showing variable structural patterns between the three specific categories of abilities in socio-emotional regulation and their levels of social adjustment perceived by teachers. In both groups, several abilities in socio-emotional regulation and teachers' perceptions of social adjustment vary depending on children's developmental age. Chronological age in children with

  7. Behavioral flexibility in children with autism spectrum disorder and intellectual disability

    NARCIS (Netherlands)

    Peters-Scheffer, N.C.; Didden, H.C.M.; Sigafoos, J.; Green, V.A.; Korzilius, H.P.L.M.

    2013-01-01

    Children with autism spectrum disorder (ASD) have particular difficulty with behavioral flexibility, but the knowledge base on behavioral flexibility in children with a diagnosis of ASD plus intellectual disability (ID) compared to children with ID only is still scarce. The aim of the present study

  8. How to Develop Innovators? Innovation Education for the Gifted

    Science.gov (United States)

    Shavinina, Larisa

    2013-01-01

    Many people correctly believe that a majority of innovators come from the population of gifted and talented children. If we want to develop innovative abilities of the gifted, then a special, new direction in gifted education is needed: innovation education. This article introduces innovation education, which refers to a wide range of educational…

  9. Executive Function in Children with Intellectual Disability--The Effects of Sex, Level and Aetiology of Intellectual Disability

    Science.gov (United States)

    Memisevic, H.; Sinanovic, O.

    2014-01-01

    Background: Executive function is very important in the children's overall development. The goal of this study was to assess the executive function in children with intellectual disability (ID) through the use of the Behavior Rating Inventory of Executive Function (BRIEF) teacher version. An additional goal was to examine the differences in…

  10. Self-Concept of Children with Intellectual Disability in Mainstream Settings

    Science.gov (United States)

    Huck, Sally; Kemp, Coral; Carter, Mark

    2010-01-01

    Background: Positive self-concept is an important educational outcome for individuals with disability. Method: Perceived competence and acceptance of 17 children with intellectual disability, included in mainstream classes, were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSA) and…

  11. Facilitating Neurofeedback in Children with Autism and Intellectual Impairments Using TAGteach.

    Science.gov (United States)

    LaMarca, Kristen; Gevirtz, Richard; Lincoln, Alan J; Pineda, Jaime A

    2018-06-01

    Individuals with autism and intellectual impairments tend to be excluded from research due to their difficulties with methodological compliance. This study focuses on using Teaching with Acoustic Guidance-TAGteach-to behaviorally prepare children with autism and a IQ ≤ 80 to participate in a study on neurofeedback training (NFT). Seven children (ages 6-8) learned the prerequisite skills identified in a task analysis in an average of 5 h of TAGteach training, indicating that this is a feasible method of preparing intellectually-impaired children with autism to participate in NFT and task-dependent electroencephalography measures. TAGteach may thus have the potential to augment this population's ability to participate in less accessible treatments and behavioral neuroscientific studies.

  12. Intellectual Disability in Children; a Systematic Review

    Directory of Open Access Journals (Sweden)

    Dasteh Goli N.*BSc

    2016-03-01

    Full Text Available Abstract Aims: Intellectual disability is a condition characterised by the inability of a person to undertake normal psychological activities. The purpose of this study was to systematically review the intellectual disability in children and discuss the implications of different environmental and genetic factors, which describe particular categories of intellectual disable cases. Information & Methods: This systematic review was performed in 2014 by searching the existing literature in PubMed database in the scope of “intellectual disability in children”. 38 articles written from 1987 to 2014 were selected and surveyed for review. Findings: The prevalence of ID in the general population is estimated to be approximately 1%. ID disorder is multi-causal, encompassing all factors that interfere with brain development and functioning. Causes usually are classified according to the time of the insult, as prenatal, perinatal, and postnatal or acquired. Some causes, such as environmental toxins or endocrine disorders, may act at multiple times. Others, such as genetic disorders, have different manifestations during postnatal development. The outcome for ID is variable and depends upon the aetiology, associated conditions, and environmental and social factors. The goals of management of ID are to strengthen areas of reduced function, minimize extensive deterioration in mental cognitive and adaptability, and lastly, to promote optimum or normal functioning of the individuals in their community. Conclusion: Prominent features of ID include significant failures in both intellectual functioning and adaptive behaviour, which comprises daily social and practical life skills, commencing earlier in life.

  13. Are we ignoring the problem of sleep disorder in children with intellectual disabilities?

    LENUS (Irish Health Repository)

    MacCrosain, A M

    2009-12-01

    Sleep problems are more common amongst children with intellectual disability than other children. The implications for families, teachers and classmates, as well as the children themselves, are profound.

  14. Metacognitive awareness and math anxiety in gifted students

    Directory of Open Access Journals (Sweden)

    Hakan Sarıcam

    2015-12-01

    Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

  15. Attention-Deficit/Hyperactivity Disorder among Children with and without Intellectual Disability: An Examination across Time

    Science.gov (United States)

    Neece, C. L.; Baker, B. L.; Blacher, J.; Crnic, K. A.

    2011-01-01

    Background: Children with intellectual and developmental disabilities are at heightened risk for mental disorders, and disruptive behaviour disorders appear to be the most prevalent. The current study is a longitudinal examination of attention-deficit/hyperactivity disorder (ADHD) among children with and without intellectual disability (ID) across…

  16. Timing of First Dental Checkup for Newly Medicaid-Enrolled Children with an Intellectual or Developmental Disability

    Science.gov (United States)

    Chi, Donald L.; Momany, Elizabeth T.; Jones, Michael P.; Kuthy, Raymond; Damiano, Peter C.

    2012-01-01

    We compared the extent to which having an intellectual or developmental disability was associated with rates at which Iowa Medicaid-enrolled children ages 3 to 8 had first dental checkups after an initial dental examination. We hypothesized that these children would have later first dental checkups than would children without an intellectual or…

  17. Barriers in health care access faced by children with intellectual disabilities living in rural Uttar Pradesh

    Directory of Open Access Journals (Sweden)

    Jubin Varghese

    2015-09-01

    Full Text Available Purpose: People with disability in rural India face multiple barriers accessing healthcare; our hypothesis is that children with intellectual disability suffer the same but little is known about the barriers faced by them. The objectives of the study were to identify the health seeking behaviours of families with children with intellectual disabilities and the barriers they faced accessing healthcare. Methods: This qualitative study involved interviewing caregivers of children with intellectual disability from a pre-existing community development project in the Sahadoli Kadim block of rural Uttar Pradesh. Semi-structured interviews were also conducted with the local practitioners frequented by these caregivers. Results: Barriers identified were grouped under cognitive, structural and financial barriers which were found to be consistent with the Health Care Access Barrier Model (Carrillo, et al., 2011; WHO, 2011. Cognitive barriers included caregivers being unable to identify the complex health needs of their children. Caregivers lacked appropriate knowledge of intellectual disability, with doctors failing to educate them. Structural and financial barriers encompassed poor availability of healthcare providers and contributed to poor access to specialists. Caregivers had no information about government financial aid and healthcare providers did not refer them to these. Conclusion: Children with intellectual disabilities are forced to live with a poor quality of life because of cognitive, structural and financial barriers they face in accessing health care. Results are specific to children with intellectual disability in rural Sahadoli Kadim and could be used to inform policies and strategies to reduce disparities in health care access for these children.

  18. A faceted eye on intellectual giftedness: Examining the personality of gifted students using FFM domains and facets

    Directory of Open Access Journals (Sweden)

    Altaras-Dimitrijević Ana

    2012-01-01

    Full Text Available The study examines the personality profile of gifted vs. average-ability students from the perspective of the FFM. The issue was approached by (1 reviewing the literature for well-established personality characteristics of the gifted, (2 establishing correspondences between these traits and FFM domains/facets, and (3 formulating a domain and a facet-level model which were hypothesized to discriminate significantly between gifted and nongifted students. The domain-level model consisted of Openness and Agreeableness. The facet-level model included 14 traits: Anxiety, Impulsiveness, Gregariousness, Assertiveness, Fantasy, Feelings, Aesthetics, Ideas, Compliance, Modesty, Tendermindedness, Order, Achievement, and Deliberation. The models were tested on three samples (N1=515 high-school students, 155 gifted; N2=132 psychology students, 28 gifted; N3=443 psychology students, 91 gifted. Results indicate that the domain-level model does not discriminate significantly between gifted and nongifted students in each sample, whereas the proposed 14-facet model yields a significant discrimination across all samples. The latter model may be further adjusted by removing facets which proved inconsistent or unsubstantial in distinguishing between the two groups. This yields a 7-facet discriminant function, which is also significant across samples, indicating that gifted students are consistently distinguished by a combination of high Ideas, Fantasy, Aesthetics, and Assertiveness, but low Gregariuosness, Modesty, and Tendermindeness. Educational implications and limitations are discussed. [Projekat Ministarstva nauke Republike Srbije, br. 179018

  19. Searching Nearest Potential of Children with Intellectual Disability – Dynamic Assessment

    Directory of Open Access Journals (Sweden)

    Kulesza Ewa Maria

    2015-08-01

    Full Text Available The article discussed the issue of the diagnosis with the use of task-support-task procedure. A theoretical model of diagnosis based on the concepts by L. S. Vygotski, R. Case, and A. Bandura was described and developed. The model was tested on a group of non-disabled preschool children, and children with mild and moderate intellectual disability who were paired up accordingly to their mental age. Each pair was given a set of developmentally adapted tasks. The tool (44 tasks was reliable and valid. The task-support-task procedure significantly affected the level of the task performance in all the children and allowed to define the scope of potential abilities, especially in the children with mild and moderate intellectual disabilities. Most of the task they did fell into the zone of proximal development.

  20. Determining and Analyzing Public Support for Gifted Education.

    Science.gov (United States)

    Karnes, Frances A.; Riley, Tracy L.

    1997-01-01

    Statewide support for gifted education was assessed through a public opinion telephone survey with 400 respondents in one state. Results indicated general support for specialized programs, except residential schools, for gifted children. Appropriate public relations strategies utilizing such survey results are suggested. (DB)

  1. A Comparison of Two Methods for Recruiting Children with an Intellectual Disability

    Science.gov (United States)

    Adams, Dawn; Handley, Louise; Heald, Mary; Simkiss, Doug; Jones, Alison; Walls, Emily; Oliver, Chris

    2017-01-01

    Background: Recruitment is a widely cited barrier of representative intellectual disability research, yet it is rarely studied. This study aims to document the rates of recruiting children with intellectual disabilities using two methods and discuss the impact of such methods on sample characteristics. Methods: Questionnaire completion rates are…

  2. The system of training teachers to work with gifted children based on up-to-date information technologies

    Directory of Open Access Journals (Sweden)

    Станислав Александрович Филиппов

    2013-12-01

    Full Text Available The article contain developed by NRNU «MEPhI» jointly ANI «ITE» and SBFO MER MCPE multilevel model of teachers training (tutors, specialist teachers to organize work with gifted children.

  3. Parenting with Mild Intellectual Deficits: Parental Expectations and the Educational Attainment of their Children

    OpenAIRE

    Taylor, Julie Lounds; Hurd, Heather Doescher; Seltzer, Marsha Mailick; Greenberg, Jan S.; Floyd, Frank J.

    2010-01-01

    This study examined how educational expectations parents with mild intellectual deficits had for their children shaped their children’s attainment, and how parents’ own intellectual limitations affected this process. We identified 612 parents with mild intellectual deficits and 2712 comparison parents from the Wisconsin Longitudinal Study, a prospective longitudinal study that followed participants from ages 18 to 64. Compared to the norm, parents with mild intellectual deficits expected thei...

  4. Learning Disabilities and Intellectual Functioning in School-Aged Children With Prenatal Cocaine Exposure

    OpenAIRE

    Morrow, Connie E.; Culbertson, Jan L.; Accornero, Veronica H.; Xue, Lihua; Anthony, James C.; Bandstra, Emmalee S.

    2006-01-01

    Risk for developing a learning disability (LD) or impaired intellectual functioning by age 7 was assessed in full-term children with prenatal cocaine exposure drawn from a cohort of 476 children born full term and enrolled prospectively at birth. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children–Third Edition (Wechsler,1991) shortform, and academic functioning was assessed using the Wechsler Individual Achievement Test (WIAT; Wechsler,1993) Screener by e...

  5. Children's thoughts on the social exclusion of peers with intellectual or learning disabilities.

    Science.gov (United States)

    Nowicki, E A; Brown, J; Stepien, M

    2014-04-01

    Previous research has shown that children with intellectual or learning disabilities are at risk for social exclusion by their peers but little is known of children's views on this topic. In this study, we used concept mapping to investigate elementary school children's thoughts on why they believe their peers with intellectual or learning disabilities are sometimes socially excluded at school. Participants were 49 grade five and six children who attended inclusive classrooms. Interviews were digitally recorded and transcribed. We extracted 49 unique statements from the transcribed data, and then invited participants to sort the statements into meaningful categories. Sorted data were entered into matrices, which were summed and analysed with multi-dimensional scaling and cluster analysis. A four-cluster solution provided the best conceptual fit for the data. Clusters reflected themes on (1) the thoughts and actions of other children; (2) differences in learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours. The overarching reason for social exclusion focused on differences between children with and without disabilities. This study also provided evidence that children are effective, reliable and competent participants in concept mapping. Educational and research implications are discussed. © 2013 The Authors. Journal of Intellectual Disability Research © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.

  6. The Effectiveness of Colourful Semantics on Narrative Skills in Children with Intellectual Disabilities in Sri Lanka

    Science.gov (United States)

    Hettiarachchi, Shyamani

    2016-01-01

    Background: Children diagnosed with intellectual difficulties experience difficulties with narrative skills, due to limited syntactic knowledge. The Colourful Semantics approach with thematic roles and a colour coding system may encourage syntactic development in children experiencing intellectual disabilities. Aim: To evaluate the effectiveness…

  7. Ethnic Variation in Service Utilisation among Children with Intellectual Disability

    Science.gov (United States)

    Dura-Vila, G.; Hodes, M.

    2009-01-01

    Background: This study examined whether service utilisation among children with intellectual disability (ID) varied by ethnic cultural group. Method: Survey carried out in four special schools in London. Information was provided by school teachers using case files, and 242 children aged 7 to 17 years with mild and moderate ID were identified.…

  8. Serum Uric Acid, Hyperuricemia and Body Mass Index in Children and Adolescents with Intellectual Disabilities

    Science.gov (United States)

    Lin, Jin-Ding; Lin, Pei-Ying; Lin, Lan-Ping; Hsu, Shang-Wei; Yen, Chia-Feng; Fang, Wen-Hui; Wu, Sheng-Ru; Chien, Wu-Chien; Loh, Ching-Hui; Chu, Cordia M.

    2009-01-01

    The aims of the preset study were to describe the profile of serum uric acid, the prevalence of hyperuricemia and its risk factors among children and adolescents with intellectual disabilities. We conducted a cross-sectional study of 941 children and adolescents with intellectual disabilities (aged 4-18 years) who participated in annual health…

  9. The health-related quality of life of children with refractory epilepsy: a comparison of those with and without intellectual disability.

    Science.gov (United States)

    Sabaz, M; Cairns, D R; Lawson, J A; Bleasel, A F; Bye, A M

    2001-05-01

    To determine whether refractory epilepsy affects the health-related quality of life (HRQOL) of children with or without intellectual disability (ID), and if the presence of ID independently compromises HRQOL in children with refractory epilepsy. Subjects were parents of children with refractory epilepsy, whose syndrome had been defined using ILAE (International League Against Epilepsy) criteria and video-EEG monitoring. Children had the presence or absence of ID determined by formal neuropsychological or educational assessment. The relative effect of epilepsy on the two intellectual ability groups was determined using relevant clinical variables. Parents completed a valid epilepsy-specific HRQOL questionnaire for children, the Quality of Life in Childhood Epilepsy Questionnaire (QOLCE), and, depending on intellectual ability level, the Child Behaviour Checklist or Developmental Behaviour Checklist. Both intellectually normal children with epilepsy and children with epilepsy and ID were more likely to have psychosocial problems compared with their respective intellectual ability reference populations. The results also revealed that children with ID had reduced HRQOL compared with intellectually normal children; a result independent of epilepsy. Analysis of the relationship between epilepsy variables and HRQOL revealed that the QOLCE was the most sensitive in detecting variation in age at onset, seizure frequency, and medications taken. The HRQOL of children with refractory epilepsy is greatly affected, regardless of intellectual ability level. The presence of ID in children with epilepsy independently depresses HRQOL outcomes. Compared with two generic HRQOL measures, the QOLCE was the most sensitive measure to variation in epilepsy variables.

  10. A consideration of education programs for gifted primary school pupils in Masvingo, Zimbabwe

    Directory of Open Access Journals (Sweden)

    Manyowa, A.F.

    2013-06-01

    Full Text Available An exploratory study reported here sought to consider and obtain baseline information on educational programs for gifted pupils available in primary schools in the City of Masvingo, Zimbabwe. A sample of 40 regular class teachers, selected from 9 of the 13 primary schools completed questionnaires that sought to establish categories of giftedness and identification methods used in the schools. The teachers were then asked to nominate children they considered gifted who had received some educational program that could be deemed specific for gifted children. 198 pupils were selected from the different grades using this purposive sampling method. A questionnaire that sought information from children on the educational provisions available in the schools was administered. Teachers named children they considered gifted across all the categories. All methods of identification save achievement tests were found to be used in the schools. Nine forms of educational provision for gifted learners were identified from the children’s responses. It is suggested that further research focusing on content and sequence of knowledge and skills being taught in the various gifted education provisions be carried out so as to answer questions of appropriateness.

  11. Sibling Relationship Quality and Social Functioning of Children and Adolescents with Intellectual Disability

    Science.gov (United States)

    Floyd, Frank J.; Purcell, Susan E.; Richardson, Shana S.; Kupersmidt, Janis B.

    2009-01-01

    We examined sibling relationships for children and adolescents with intellectual disability and assessed implications for their social functioning. Targets (total N = 212) had either intellectual disability, a chronic illness/physical disability, or no disability. Nontarget siblings reported on relationship quality, sibling interactions were…

  12. Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities.

    Science.gov (United States)

    Nowicki, Elizabeth A; Brown, Jason D; Dare, Lynn

    2018-01-01

    Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed. © 2017 John Wiley & Sons Ltd.

  13. Poverty and Children with Intellectual Disabilities in the World's Richer Countries

    Science.gov (United States)

    Emerson, Eric

    2004-01-01

    The experience of poverty has a pervasive impact on the health (including mental health) of children and their parent(s), on family functioning and on the life course of children. The aim of this paper is to consider the relevance of poverty to our understanding of the health (and mental health) of children with intellectual disabilities in the…

  14. LEARNING PROBLEMS IN CHILDREN WITH MILD INTELLECTUAL DISABILITY

    Directory of Open Access Journals (Sweden)

    Keskinova Angelka

    2018-04-01

    Full Text Available School failure is one of the more complex, more difficult and unfortunately frequent problem that modern school meets. Many factors can cause school failure, such as: child development characteristics, family and school-originated factors. The purpose of the research is analysis of the specific learning problems in students with a mild intellectual disability. For our research we used ACADIA test, which contains 13 subtests for assessing the overall individual functioning. The research involved 144 students. We divided the sample into two groups, children with intellectual disability (our target group and control group. We found that generally all students with the intellectual disability have special learning problems. According to individual subtests analysis we concluded that the ability for visual association is best developed among these students while on the subtest for auditory memory they achieved worse results. With the analysis of the control group we found that 13.75% of the students have special learning problems.

  15. Attributions of Stability, Control and Responsibility: How Parents of Children with Intellectual Disabilities View Their Child's Problematic Behaviour and Its Causes

    Science.gov (United States)

    Jacobs, Myrthe; Woolfson, Lisa Marks; Hunter, Simon C.

    2016-01-01

    Background: Children with intellectual disabilities have high rates of behaviour problems. This study explored parents' causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Materials and Methods: Ten parents of children with intellectual disabilities…

  16. Relationship between gross motor and intellectual function in children with cerebral palsy: a cross-sectional study.

    Science.gov (United States)

    Dalvand, Hamid; Dehghan, Leila; Hadian, Mohammad Reza; Feizy, Awat; Hosseini, Seyed Ali

    2012-03-01

    To explore the relationship between gross motor and intellectual function in children with cerebral palsy (CP). A cross-sectional study. Occupational therapy clinic. Children with CP (N=662; 281 girls, 381 boys; age range, 3-14y). Not applicable. Intelligence testing was carried out by means of the Wechsler Preschool and Primary Scale of Intelligence and the Wechsler Intelligence Scale for Children-Revised. Gross motor function level was determined by the Gross Motor Function Classification System Expanded and Revised (GMFCS E&R). Of the children, 10.4% were at level I of the GMFCS E&R, 38% at levels II and III, and 51.5% at levels IV and V. The lowest level of intelligence or profound intellectual disability was found in children with spastic quadriplegia (n=28, 62.2%). Children at the lowest levels (I-IV, GMFCS E&R) obtained higher ratings in terms of intelligence in comparison with children at level V. Based on the present results, the diagnosis was statistically related to the intellectual level as dependent variable (Pintelligence, respectively. Sex and age were not statistically related to the dependent variable. The study results demonstrated a significant association between GMFCS E&R and intellectual function. Therefore, we suggest that particular attention should be paid to the intellectual level in terms of evaluations of gross motor function. These results, in respect, might be interested for occupational and physical therapists who are involved in rehabilitation programs for these children. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  17. Challenges Raising a Gifted Child: Stress and Resilience Factors within the Family

    Science.gov (United States)

    Renati, Roberta; Bonfiglio, Natale Salvatore; Pfeiffer, Steven

    2017-01-01

    The research on families of the gifted is extremely limited. In the past, families of the gifted have been studied mainly for two reasons: to discover how family life creates or supports giftedness or eminence, or to understand how one gifted child affects siblings. Few studies, however, have examined the impact of gifted children on the lives of…

  18. Searching Nearest Potential of Children with Intellectual Disability--Dynamic Assessment

    Science.gov (United States)

    Kulesza, Ewa Maria

    2015-01-01

    The article discussed the issue of the diagnosis with the use of task-support-task procedure. A theoretical model of diagnosis based on the concepts by L. S. Vygotski, R. Case, and A. Bandura was described and developed. The model was tested on a group of non-disabled preschool children, and children with mild and moderate intellectual disability…

  19. Prenatal Micronutrient Supplementation Is Not Associated with Intellectual Development of Young School-Aged Children.

    Science.gov (United States)

    Li, Chao; Zeng, Lingxia; Wang, Duolao; Yang, Wenfang; Dang, Shaonong; Zhou, Jing; Yan, Hong

    2015-08-01

    Micronutrient supplementation is often prescribed during pregnancy. The effects of prenatal iron and multimicronutrient supplementation on intellectual development in young school-aged children are less than clear. The aim of this study was to examine the long-term effects of prenatal iron plus folic acid or multiple micronutrient (including iron and folic acid) supplementation vs. folic acid supplementation on the intellectual development of young school-aged children in rural China. Young school-aged children (aged 7-10 y, n = 1744) of women who had participated in a trial of prenatal supplementation with various combinations of micronutrients and remained residents in 2 rural counties in China were followed. We measured their intellectual development by Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV). The WISC-IV generated the Full-Scale Intelligence Quotient (FSIQ), Verbal Comprehension Index (VCI), Working Memory Index (WMI), Perceptual Reasoning Index (PRI), and Processing Speed Index (PSI). Multilevel analyses were used to assess the effect of prenatal micronutrient supplementation on the intellectual development of children. The mean differences in FSIQ, VCI, WMI, PRI, and PSI, respectively, were not significant between prenatal folic acid supplementation and either iron plus folic acid [-0.34 (P = 0.65), -0.06 (P = 0.95), -0.22 (P = 0.76), -0.01 (P = 0.99), and -1.26 (P = 0.11)] or multimicronutrient [-0.39 (P = 0.60), -0.64 (P = 0.48), 0.11 (P = 0.87), -0.43 (P = 0.59), and -0.34; (P = 0.65)] supplementation after adjusting for confounders. There is no evidence to suggest a different effect on intellectual development between prenatal iron plus folic acid, multimicronutrient supplementation, and prenatal folic acid supplementation in children aged 7-10 y. This trial was registered at www.isrctn.com as ISRCTN08850194. © 2015 American Society for Nutrition.

  20. Social skills in children with intellectual disabilities with and without autism

    NARCIS (Netherlands)

    de Bildt, A; Serra, M; Luteijn, E; Kraijer, D; Sytema, S; Minderaa, R

    Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social

  1. Sleep problems and daytime problem behaviours in children with intellectual disablity

    NARCIS (Netherlands)

    Didden, H.C.M.; Korzilius, H.P.L.M.; Aperloo, B. van; Overloon, C. van; Vries, M. de

    2002-01-01

    BACKGROUND: Sleep problems are common among children with intellectual disability (ID). METHOD: The present study assessed the prevalence of severe sleep problems in a sample of children (n=286) with mild to profound ID who lived at home with their parents(s) in the Netherlands. It also

  2. Can Personal Goal Setting Tap the Potential of the Gifted Underachiever?

    Science.gov (United States)

    Morisano, Dominique; Shore, Bruce M.

    2010-01-01

    Although underachieving gifted students have been largely ignored in empirical research, there has been a modest surge of interest in describing and "treating" this population in recent years. It is estimated that nearly half of gifted youth achieve significantly below their potential. In the realm of school psychology, gifted children have…

  3. Parenting of children with borderline to mild intellectual disability

    NARCIS (Netherlands)

    Kleefman, Marijke

    2015-01-01

    Raising children with borderline to mild intellectual disability (BMID) may cause parenting stress, especially when the child with BMID has psychosocial problems. To improve support, it is important to have a better understanding of the effectiveness of interventions to reduce problems in raising

  4. Superior Students: Family Size, Birth Order and Intellectual Ability

    Science.gov (United States)

    Pulvino, Charles J.; Lupton, Paul E.

    1978-01-01

    Findings from a study of 380 gifted and talented high school students supported R. Zajonc's conclusion that there is an advantage for a child to be raised in a small family and to be first born if intellectual skills development is used as the sole criteria. (CL)

  5. Identifying and Nurturing the Gifted: An International Perspective.

    Science.gov (United States)

    Heller, Kurt A., Ed.; Feldhusen, John F., Ed.

    The volume consists of papers from the 1985 symposium "Identification of the Gifted" at the Sixth World Conference on Gifted and Talented Children in Hamburg (Federal Republic of Germany). Twelve chapters have the following titles and authors: (1) "Introduction" (J. F. Feldhusen and K. A. Heller); (2) "A Conception of…

  6. Emotional and Behavioural Problems in Children with Visual Impairment, Intellectual and Multiple Disabilities

    Science.gov (United States)

    Alimovic, S.

    2013-01-01

    Background: Children with multiple impairments have more complex developmental problems than children with a single impairment. Method: We compared children, aged 4 to 11 years, with intellectual disability (ID) and visual impairment to children with single ID, single visual impairment and typical development on "Child Behavior Check…

  7. Attributions of Stability, Control and Responsibility: How Parents of Children with Intellectual Disabilities View their Child's Problematic Behaviour and Its Causes.

    Science.gov (United States)

    Jacobs, Myrthe; Woolfson, Lisa Marks; Hunter, Simon C

    2016-01-01

    Children with intellectual disabilities have high rates of behaviour problems. This study explored parents' causal beliefs and attributions for general problematic child behaviour in children with different aetiologies of intellectual disabilities. Ten parents of children with intellectual disabilities participated in interviews about their child's problematic behaviour. Thematic analysis using NVivo revealed that parents viewed their child's problematic behaviour not only as caused by the child's intellectual disabilities but also by other causes unrelated to the intellectual disabilities, as well as by aspects of the social environmental context. Some causes were viewed as stable and uncontrollable and others as unstable and controllable. In addition, parents showed a strong sense of responsibility for child behaviour. Parents of children with intellectual disabilities do not solely interpret their child's problematic behaviour through the intellectual disabilities but incorporate the environment and causes and attributions that are not related to the intellectual disabilities, which may help to promote more effective parenting. © 2015 John Wiley & Sons Ltd.

  8. Classification of intellectual disability using the Wechsler Intelligence Scale for Children: Full Scale IQ or General Abilities Index?

    Science.gov (United States)

    Koriakin, Taylor A; McCurdy, Mark D; Papazoglou, Aimilia; Pritchard, Alison E; Zabel, T Andrew; Mahone, E Mark; Jacobson, Lisa A

    2013-09-01

    We examined the implications of using the Full Scale IQ (FSIQ) versus the General Abilities Index (GAI) for determination of intellectual disability using the Wechsler Intelligence Scales for Children, fourth edition (WISC-IV). Children referred for neuropsychological assessment (543 males, 290 females; mean age 10y 5mo, SD 2y 9mo, range 6-16y) were administered the WISC-IV and the Adaptive Behavior Assessment System, second edition (ABAS-II). GAI and FSIQ were highly correlated; however, fewer children were identified as having intellectual disability using GAI (n=159) than when using FSIQ (n=196). Although the 44 children classified as having intellectual disability based upon FSIQ (but not GAI) had significantly higher adaptive functioning scores than those meeting intellectual disability criteria based upon both FSIQ and GAI, mean adaptive scores still fell within the impaired range. FSIQ and GAI were comparable in predicting impairments in adaptive functioning. Using GAI rather than FSIQ in intellectual disability diagnostic decision-making resulted in fewer individuals being diagnosed with intellectual disability; however, the mean GAI of the disqualified individuals was at the upper end of criteria for intellectual impairment (standard score 75), and these individuals remained adaptively impaired. As GAI and FSIQ were similarly predictive of overall adaptive functioning, the use of GAI for intellectual disability diagnostic decision-making may be of limited value. © 2013 Mac Keith Press.

  9. Sources of Stress among Parents of Children with Intellectual Disabilities: A Preliminary Investigation in Saudi Arabia

    Science.gov (United States)

    Aldosari, Mubarak S.; Pufpaff, Lisa A.

    2014-01-01

    This study identified differences in sources of stress between parents of male children with intellectual disabilities in Saudi Arabia. Seventeen pairs of parents completed the Parent Stress Index (Abidin, 1995). Each pair of parents had a male child diagnosed with intellectual disability who either attended an institute for male children with…

  10. Diagnoses, Labels and Stereotypes: Supporting Children with Intellectual Disabilities in the Hospital

    Science.gov (United States)

    Aston, Megan; Breau, Lynn; MacLeod, Emily

    2014-01-01

    Children with intellectual disabilities (IDs) and their parents continue to experience stigma within health-care systems. Whilst some research studies have examined the stigma associated with children who have IDs, there continues to be a gap in understanding how the experiences of these children, their parents and nurses have been constructed…

  11. Immune Responses to "Helicobacter pylori" Infection in Children with Intellectual Disabilities

    Science.gov (United States)

    Douraghi, Masoumeh; Goudarzi, Hossein; Rostami, Mahmoud Nateghi; Nikmanesh, Bahram

    2012-01-01

    Infection with "Helicobacter pylori" was assessed through serum "H. pylori" IgG antibody in children with intellectual disabilities (ID). The sero-status of cytotoxin-associated gene A (CagA) was determined as a risk determinant for severe "H. pylori"-associated diseases. In total, 210 children with ID were included…

  12. Physical Punishment, Mental Health and Sense of Coherence among Parents of Children with Intellectual Disability in Japan

    Science.gov (United States)

    Kimura, Miyako; Yamazaki, Yoshihiko

    2016-01-01

    Background: Although sense of coherence (SOC) moderates parental stress, the relationship between SOC, parental mental health and physical punishment of children with intellectual disabilities remains uncertain. The present authors describe parental physical punishment towards children with intellectual disabilities and investigate its related…

  13. Learning disabilities and intellectual functioning in school-aged children with prenatal cocaine exposure.

    Science.gov (United States)

    Morrow, Connie E; Culbertson, Jan L; Accornero, Veronica H; Xue, Lihua; Anthony, James C; Bandstra, Emmalee S

    2006-01-01

    Risk for developing a learning disability (LD) or impaired intellectual functioning by age 7 was assessed in full-term children with prenatal cocaine exposure drawn from a cohort of 476 children born full term and enrolled prospectively at birth. Intellectual functioning was assessed using the Wechsler Intelligence Scale for Children-Third Edition (Wechsler, 1991) short form, and academic functioning was assessed using the Wechsler Individual Achievement Test (WIAT; Wechsler, 1993) Screener by examiners blind to exposure status. LDs were categorized based on ability-achievement discrepancy scores, using the regression-based predicted achievement method described in the WIAT manual. The sample in this report included 409 children (212 cocaine-exposed, 197 non-cocaine-exposed) from the birth cohort with available data. Cumulative incidence proportions and relative risk values were estimated using STATA software (Statacorp, 2003). No differences were found in the estimate of relative risk for impaired intellectual functioning (IQ below 70) between children with and without prenatal cocaine exposure (estimated relative risk = .95; 95% confidence interval [CI] = 0.65, 1.39; p = .79). The cocaine-exposed children had 2.8 times greater risk of developing a LD by age 7 than non-cocaine-exposed children (95% CI = 1.05, 7.67; p = .038; IQ >/= 70 cutoff). Results remained stable with adjustment for multiple child and caregiver covariates, suggesting that children with prenatal cocaine exposure are at increased risk for developing a learning disability by age 7 when compared to their non-cocaine-exposed peers.

  14. Strengths and Weaknesses in Executive Functioning in Children with Intellectual Disability

    Science.gov (United States)

    Danielsson, Henrik; Henry, Lucy; Messer, David; Ronnberg, Jerker

    2012-01-01

    Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in…

  15. Drawing out Understanding: Arts-Based Learning and Gifted Children

    Science.gov (United States)

    Eiserman, Jennifer; Lai, Heather; Rushton, Chelsea

    2017-01-01

    Dabrowski recognized that the creative process is important in the personality development of the gifted and talented. Given the intrinsically creative nature of learning in an arts-infused context, we hypothesize that interdisciplinary approaches to curriculum address the unique needs of the gifted. First, we will summarize Dabrowski's theory of…

  16. The effectiveness of psychosocial interventions for children with a psychiatric disorder and mild intellectual disability to borderline intellectual functioning: A systematic literature review and meta-analysis.

    Science.gov (United States)

    Kok, Lidwien; van der Waa, Anne; Klip, Helen; Staal, Wouter

    2016-01-01

    Children with intellectual disability frequently have difficulties in adapting to their environment. The extent of the experienced problems does not only depend on cognitive functioning but is influenced by other factors, such as the presence of a psychiatric disorder or other brain disorders, or adverse environmental factors. Several epidemiological studies show that children with intellectual disabilities are at an increased risk to develop psychiatric disorders. This is also true for youth with a mild intellectual disability and even those with borderline intellectual functioning (mild to borderline intellectual disability (MBID)). Psychiatric disorders are often overlooked because behavioral problems are rather attributed to the intellectual disability. Consequently, effective psychiatric interventions, which are needed to improve the level of functioning, are not applied. This review aimed to systematically evaluate the currently available, qualitatively sound research concerning the effectiveness of psychosocial interventions, specifically directed at psychiatric disorders in children with MBID. Assessed for eligibility were 1409 unique reports, and the review ultimately included only 12 reports. Review of the results and meta-analyses showed that the majority of studies suffer from multiple limitations and that methodological variations between studies are extensive. This possibly reflects the high variance of factors that may be involved in MBID. It will be important in future research to address multi-causality. © The Author(s) 2015.

  17. Working Memory Training in Children with Mild Intellectual Disability, Through Designed Computerized Program

    Directory of Open Access Journals (Sweden)

    Mona Delavarian

    2015-12-01

    Full Text Available Objectives: The aim of this research is designing a computerized program, in game format, for working memory training in mild intellectual disabled children. Methods: 24 students participated as test and control groups. The auditory and visual-spatial WM were assessed by primary test, which included computerized Wechsler numerical forward and backward sub- tests, and secondary tests, which contained three parts: dual visual-spatial test, auditory test, and a one-syllable word recalling test. Results: The results showed significant differnces between working memory capacity in the intellectually disabled children and normal ones (P-value<0.00001. After using the computerized working memory training, Visual-spatial WM, auditory WM, and speaking were improved in the trained group. The mentioned four tests showed significant differences between pre-test and post-test. The trained group showed more improvements in forward tasks. The trained participant’s processing speed increased with training. Discussion: According to the results, comprehensive human-computer interfaces and the aplication of computer in children training, especially in traing of intellectual disabled children with impairements in visual and auditory perceptions, could be more effective and vaulable.

  18. Intellectual development in preschool children with early treated congenital hypothyroidism.

    Science.gov (United States)

    Seo, Min Kyoung; Yoon, Jong Seo; So, Chul Hwan; Lee, Hae Sang; Hwang, Jin Soon

    2017-06-01

    Delayed treatment of congenital hypothyroidism (CH) is a common cause of mental retardation. The aim of the present study was to evaluate intellectual outcomes in preschool children with treated CH. We retrospectively reviewed the clinical records of 43 children (age range: 13 to 60 days of life; 22 girls and 21 boys) diagnosed with CH. Children aged 5 to 7 years were examined using the Korean Wechsler Intelligence Scale for Children or the Korean Wechsler Preschool and Primary Scale of Intelligence. The patients started treatment between 13 and 60 days of age. The mean intelligence quotient (IQ) of patients tested at age 5 to 7 years was 103.14±11.68 (IQ range: 76-126). None had intellectual disability (defined as an IQ scale IQ (FSIQ), verbal IQ (VIQ), and performance IQ (PIQ) scores between the 2 groups. FSIQ, PIQ, and VIQ scores were not significantly correlated with initial dose of L-T4, initial fT4, age at treatment in multivariate analysis. IQ scores of subjects with early treated CH diagnosed through a neonatal screening test were within normal range, regardless of etiology, thyroid function, initial dose of levothyroxine, and age at start of treatment.

  19. Intellectual, Adaptive, and Behavioral Functioning in Children with Urea Cycle Disorders

    Science.gov (United States)

    Krivitzky, Lauren; Babikian, Talin; Lee, HyeSeung; Thomas, Nina Hattiangadi; Burk-Paull, Karen L.; Batshaw, Mark L.

    2009-01-01

    Inborn errors of urea synthesis lead to an accumulation of ammonia in blood and brain, and result in high rates of mortality and neurodevelopmental disability. The current study seeks to characterize the cognitive, adaptive, and emotional/behavioral functioning of children with Urea Cycle Disorders (UCDs). These domains were measured through testing and parent questionnaires in 92 children with UCDs (33 neonatal onset, 59 late onset). Results indicate that children who present with neonatal onset have poorer outcome than those who present later in childhood. Approximately half of the children with neonatal onset performed in the range of intellectual disability (ID), including a substantial number (~30%) who were severely impaired. In comparison, only a quarter of the late onset group were in the range of ID. There is also evidence that the UCD group has difficulties in aspects of emotional/behavioral and executive skills domains. In conclusion, children with UCDs present with a wide spectrum of cognitive outcomes. Children with neonatal onset disease have a much higher likelihood of having an intellectual disability, which becomes even more evident with increasing age. However, even children with late onset UCDs demonstrate evidence of neurocognitive and behavioral impairment, particularly in aspects of attention and executive functioning. PMID:19287347

  20. Teacher Nomination of "Mathematically Gifted Children with Specific Learning Difficulties" at Three State Schools in Jordan

    Science.gov (United States)

    Al-Hroub, Anies; Whitebread, David

    2008-01-01

    In this article, Anies Al-Hroub, assistant professor of educational psychology and special educational needs at the American University of Beirut in Lebanon, and David Whitebread, senior lecturer in psychology and education in the University of Cambridge Faculty of Education, discuss the identification, by teachers, of children who are gifted in…

  1. Parenting of children with borderline to mild intellectual disability

    OpenAIRE

    Kleefman, Marijke

    2015-01-01

    Raising children with borderline to mild intellectual disability (BMID) may cause parenting stress, especially when the child with BMID has psychosocial problems. To improve support, it is important to have a better understanding of the effectiveness of interventions to reduce problems in raising such children and of the problems these parents are dealing with. Therefore, the aim of this thesis was to assess the effectiveness of the parenting support program Stepping Stones Triple P (SSTP). F...

  2. A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy.

    Science.gov (United States)

    Hronis, Anastasia; Roberts, Lynette; Kneebone, Ian I

    2017-06-01

    Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID. Narrative review of literature considering the neuropsychological profiles of children and adolescents with ID, with specific focus upon attention, memory, learning, executive functioning, and communication. Studies were identified through SCOPUS, PsycINFO, and PubMed databases, using combinations of the key words 'intellectual disability', 'learning disability', 'neuropsychology', 'attention', 'learning', 'memory', 'executive function', 'language', and 'reading'. Children with ID have significant deficits in attention, learning, memory, executive functions, and language. These deficits are likely to have a negative impact upon engagement in CBT. Suggestions for adapting therapy to accommodate these wide ranging deficits are proposed. There are multiple cognitive factors which need to be considered when modifying CBT for children who have ID. Furthermore, research is required to test whether CBT so modified is effective in this population. Clinical implications Effective ways of providing cognitive behavioural therapy (CBT) to children with intellectual disability (ID) is unclear. This study provides a framework of potential adaptations for clinical practice As rates of mental illness for children with intellectual disability are high, and rates of treatment provision low, it is hoped that the

  3. The pullout program day a week school for gifted children: Effects on social–emotional and academic functioning

    NARCIS (Netherlands)

    van der Meulen, R.T.; van der Bruggen, C.O.; Spilt, J.L.; Verouden, J; Berkhout, M; Bögels, S.M.

    2014-01-01

    Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was

  4. Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

    Science.gov (United States)

    Assouline, Susan G.; Colangelo, Nicholas; Ihrig, Damien; Forstadt, Leslie

    2006-01-01

    This study emerges from the lack of empirical research on gifted students' attributions about academic success and failure in multiple subject areas and school in general. We explored differences in top attributional choices between boys and girls for success and failure in general academics, language arts, science, and mathematics. Gifted…

  5. Perceived social acceptance, theory of mind and social adjustment in children with intellectual disabilities.

    Science.gov (United States)

    Fiasse, Catherine; Nader-Grosbois, Nathalie

    2012-01-01

    Perceived social acceptance, theory of mind (ToM) and social adjustment were investigated in 45 children with intellectual disabilities (ID) compared with 45 typically developing (TD) preschoolers, matched for developmental age assessed by means of the Differential Scales of Intellectual Efficiency-Revised edition (EDEI-R, Perron-Borelli, 1996). Children's understanding of beliefs and emotions was assessed by means of ToM belief tasks (Nader-Grosbois & Thirion-Marissiaux, 2011) and ToM emotion tasks (Nader-Grosbois & Thirion-Marissiaux, 2011). Seven items from the Pictorial Scale of Perceived Competence and Social Acceptance for children (PSPCSA, Harter & Pike, 1980) assessed children's perceived social acceptance. Their teachers completed the Social Adjustment for Children Scale (EASE, Hughes, Soares-Boucaud, Hochmann, & Frith, 1997). For both groups together, the results showed that perceived social acceptance mediates the relation between ToM skills and social adjustment. The presence or absence of intellectual disabilities does not moderate the relations either between ToM skills and perceived social acceptance, or between perceived social acceptance and social adjustment. The study did not confirm the difference hypothesis of structural and relational patterns between these three processes in children with ID, but instead supported the hypothesis of a similar structure that develops in a delayed manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Body experience in children with intellectual disabilities with and without externalising disorders

    NARCIS (Netherlands)

    Emck, C.; Plouvier, M; van Lee, M.

    2012-01-01

    Psychomotor therapy for children with mild intellectual disabilities (ID) often is aimed at improving body experiences. If children are able to recognise their bodily signals, they will be able to regulate emotions better and act more adequately. Because little is known about body experience in

  7. Mind the Gap: The Human Rights of Children with Intellectual Disabilities in Egypt

    Science.gov (United States)

    Gobrial, E.

    2012-01-01

    Background: Children with intellectual disabilities (IDs) have the same human value as other children and are entitled to their basic human rights. And yet, in developing countries they face many barriers to accessing these rights. This study focuses on children with IDs in Egypt. Method: A new measure, the Human Rights of children with…

  8. Variability of Self-Regulatory Strategies in Children with Intellectual Disability and Typically Developing Children in Pretend Play Situations

    Science.gov (United States)

    Nader-Grosbois, N.; Vieillevoye, S.

    2012-01-01

    Objective: This study has examined whether or not self-regulatory strategies vary depending on pretend play situations in 40 children with intellectual disability and 40 typically developing children. Method: Their cognitive, linguistic and individual symbolic play levels were assessed in order to match the children of the two groups. During two…

  9. Short-Term Memory Coding in Children with Intellectual Disabilities

    Science.gov (United States)

    Henry, Lucy

    2008-01-01

    To examine visual and verbal coding strategies, I asked children with intellectual disabilities and peers matched for MA and CA to perform picture memory span tasks with phonologically similar, visually similar, long, or nonsimilar named items. The CA group showed effects consistent with advanced verbal memory coding (phonological similarity and…

  10. Verbal Working Memory in Children with Mild Intellectual Disabilities

    Science.gov (United States)

    Van der Molen, M. J.; Van Luit, J. E. H.; Jongmans, M. J.; Van der Molen, M. W.

    2007-01-01

    Background: Previous research into working memory of individuals with intellectual disabilities (ID) has established clear deficits. The current study examined working memory in children with mild ID (IQ 55-85) within the framework of the Baddeley model, fractionating working memory into a central executive and two slave systems, the phonological…

  11. Psychological and School Functioning of Latino Siblings of Children with Intellectual Disability

    Science.gov (United States)

    Lobato, Debra; Kao, Barbara; Plante, Wendy; Seifer, Ronald; Grullon, Edicta; Cheas, Lydia; Canino, Glorisa

    2011-01-01

    Background: Siblings of children with disabilities are at risk for internalizing psychological disorders; however, little is known about how culture influences this effect. This study examined the psychological and school functioning of Latino siblings of children with intellectual disability (ID). Methods: Participants were 100 Latino (L) and…

  12. Working memory in children with mild intellectual disabilities: abilities and training potential

    NARCIS (Netherlands)

    van der Molen, M.J.

    2009-01-01

    The two main objectives of this thesis are a) to unravel working memory (WM) strengths and weaknesses in children with mild intellectual disabilities (MID), and b) to investigate if WM can be trained effectively in these children. Chapter 1 provides an introduction to the thesis and encompasses

  13. Longitudinal Changes in Intellectual Development in Children with Fragile X Syndrome

    Science.gov (United States)

    Hall, Scott S.; Burns, David D.; Lightbody, Amy A.; Reiss, Allan L.

    2008-01-01

    Structural equation modeling (SEM) was used to examine the development of intellectual functioning in 145 school-age pairs of siblings. Each pair included one child with Fragile X syndrome (FXS) and one unaffected sibling. All pairs of children were evaluated on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) at time 1 and 80…

  14. Stigma and restriction on the social life of families of children with intellectual disabilities in Vietnam.

    Science.gov (United States)

    Ngo, Hong; Shin, Jin Y; Nhan, Nguyen Viet; Yang, Lawrence H

    2012-07-01

    Intellectual disabilities are as prevalent in East Asian countries as in the West (0.06%-1.3%). Widespread discrimination against intellectual disabilities in Asia may initiate stigma that places unfair restrictions on the social life of these individuals and their caregivers. We utilised established stigma frameworks to assess the extent to which a child's intellectual disability contributes to the social exclusion of caregivers in Vietnam. A mixed quantitative and qualitative approach was employed to examine the experience of social life restriction among parents of children with intellectual disabilities. The child's disability level and restrictions on caregivers' social experiences were assessed among 70 mothers and fathers recruited from schools in Hue City, Vietnam. Qualitative responses describing social exclusion were also recorded. Caregivers reported elevated levels of social exclusion. As hypothesised, parents of children with greater intellectual disability experienced more restrictions on their social life (Beta = 0.79, 95% confidence interval 0.27-1.30, standard error = 0.26, p stigma, which in turn restricts key social interactions among caregivers. Psycho-educational interventions may address the social domains in which caregivers are impacted and encourage sustained help-seeking among caregivers for their children.

  15. Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders

    Directory of Open Access Journals (Sweden)

    Kauliņa Anda

    2017-12-01

    Full Text Available Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS were used: CPM/S2 (Raven's Coloured Progressive Matrices, B19 (Double Labyrinth Test and WAFF (Perception and Attention Functions: Focused Attention. VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

  16. Strengths and weaknesses in executive functioning in children with intellectual disability

    OpenAIRE

    Danielsson, H.; Henry, L.; Messer, D. J.; Ronnberg, J.

    2012-01-01

    Children with intellectual disability (ID) were given a comprehensive range of executive functioning measures, which systematically varied in terms of verbal and non-verbal demands. Their performance was compared to the performance of groups matched on mental age (MA) and chronological age (CA), respectively. Twenty-two children were included in each group. Children with ID performed on par with the MA group on switching, verbal executive-loaded working memory and most fluency tasks, but belo...

  17. Obesity in School Children with Intellectual Disabilities in France

    Science.gov (United States)

    Salaun, Laureline; Berthouze-Aranda, Sophie

    2011-01-01

    Background: The aims of this study were to assess the prevalence of obesity in school children with intellectual disabilities and to determine the most appropriate indicators of obesity measurement. Materials and Methods: The weight, height, body mass index (BMI), waist circumference, waist-to-height ratio and body fat percentage as measured by…

  18. Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities

    NARCIS (Netherlands)

    Wingerden-Fontein, E.G. van; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

    2014-01-01

    A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21

  19. ADAPTATIONS OF STRATEGIES AND RESOURCES AS ASSISTENCE TO THE PRACTICE OF BADMINTON FOR CHILDREN WITH INTELLECTUAL DEFICIENCY

    Directory of Open Access Journals (Sweden)

    Amália Rebouças de Paiva e Oliveira

    2013-07-01

    Full Text Available Children who have intellectual disability plenty of times are deprived from the same opportunities of those who don`t. Concerning sports, these opportunities are still just a few, and in many cases, scarce. In order to make the children learn a sport and use the benefits that it provides, the teacher needs to use teaching strategies and pedagogical resources that give support to the teaching process - learning of the children who have intellectual deficiencies. Having these ideas as the starting point, the project pursued to construct/adapt teaching strategies and pedagogical resources to teach badminton to children with intellectual disabilities. Once week-classes with duration of 50 minutes each (all of them having intellectual deficiency diagnosis have been applied at APAE in Presidente Prudente. Badminton has been developed through the division of its fundaments. Relating to the ability of holding the racquets,it has been observed that 71,4% of the students need an adaptation concerning the pedagogical resources. Relating to the service reception and ball hitting, it has been found out that 100% of the students need adaptation. It was concluded that teaching strategies and pedagogical resources are extremely precious to perfect the teaching/learning process of people with intellectual disabilities.

  20. Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

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    Bakare Muideen O

    2010-05-01

    Full Text Available Abstract Background School based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. Little is known about prevalence and pattern of behavioral problems existing co-morbidly among sub-Saharan African children with intellectual disability. This study assessed the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors. Method Teachers' rated Strengths and Difficulties Questionnaire (SDQ was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. Socio-demographic questionnaire was used to obtain socio-demographic information of the children. Results A total of forty four (44 children with intellectual disability were involved in the study. Twenty one (47.7% of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of SDQ using the cut-off point recommended by Goodman. Mild mental retardation as compared to moderate, severe and profound retardation was associated with highest total difficulties mean score. Males were more likely to exhibit conduct and hyperactivity behavioral problems compared to the females. The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha = 0.63. Conclusion Significant behavioral problems occur co-morbidly among Nigerian children with intellectual disability receiving special education instructions and this could impact negatively on educational learning and other areas of functioning. There is an urgent need for establishing school-based mental health program and appropriate

  1. Problem and pro-social behavior among Nigerian children with intellectual disability: the implication for developing policy for school based mental health programs

    Science.gov (United States)

    2010-01-01

    Background School based mental health programs are absent in most educational institutions for intellectually disabled children and adolescents in Nigeria and co-morbid behavioral problems often complicate intellectual disability in children and adolescents receiving special education instructions. Little is known about prevalence and pattern of behavioral problems existing co-morbidly among sub-Saharan African children with intellectual disability. This study assessed the prevalence and pattern of behavioral problems among Nigerian children with intellectual disability and also the associated factors. Method Teachers' rated Strengths and Difficulties Questionnaire (SDQ) was used to screen for behavioral problems among children with intellectual disability in a special education facility in south eastern Nigeria. Socio-demographic questionnaire was used to obtain socio-demographic information of the children. Results A total of forty four (44) children with intellectual disability were involved in the study. Twenty one (47.7%) of the children were classified as having behavioral problems in the borderline and abnormal categories on total difficulties clinical scale of SDQ using the cut-off point recommended by Goodman. Mild mental retardation as compared to moderate, severe and profound retardation was associated with highest total difficulties mean score. Males were more likely to exhibit conduct and hyperactivity behavioral problems compared to the females. The inter-clinical scales correlations of teachers' rated SDQ in the studied population also showed good internal consistency (Cronbach Alpha = 0.63). Conclusion Significant behavioral problems occur co-morbidly among Nigerian children with intellectual disability receiving special education instructions and this could impact negatively on educational learning and other areas of functioning. There is an urgent need for establishing school-based mental health program and appropriate screening measure in this

  2. Czech teachers’ attitudes toward typical characteristics of intellectually gifted learners with dyslexia and the issue of identifying and educating them

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    Šárka Portešová

    2010-06-01

    Full Text Available The presented study deals with the issue of basic school teachers’ attitudestowards selected behavioral and cognitive characteristics of intellectually gifted lear-ners with dyslexia and the issue of identifying and educating these learners. Researchis being conducted at the time as a Greek-Czech intercultural study. However, in thepresented contribution only Czech research data are analyzed and interpreted. In theresearch, we used Attitudes Toward Giftedness/Learning disability – Dyslexia Scale byGreek authors Gari, Panagiota, Nikolopoulou (2006. This method was administeredto 158 teachers from all over the Czech Republic. Based on statistical analysis, thepresented empirical examination reached some important conclusions. It became clearthat Czech teachers are good at identifying characteristics related to manifestations ofa “gifted learner” and a “learner with a learning disability”. Moreover, they are able toidentify also the so-called duality in learning abilities, i.e. the simultaneousness of abi-lity and handicap in the learning process manifested in a particular cognitive domain.However, they identify this duality especially within Czech language. The most proble-matic appears to be the accepting of the existence of this typical characteristic of thegiven population of learners in other academic subjects, for example in mathematics.It is here in particular where teachers tend to expect nothing but exceptional perfor-mance, without a possibility of partial failure (they derive it from giftedness. It seemsthat due to the refusal of the existence of duality in learning ability intervening in allacademic subjects, it can lead to a wrong identification of this minority group of thegifted. Nevertheless, this fact must be confirmed in further empiric research.

  3. Parenting children with intellectual disabilities in Malawi: the impact that reaches beyond coping?

    Science.gov (United States)

    Masulani-Mwale, C; Mathanga, D; Silungwe, D; Kauye, F; Gladstone, M

    2016-11-01

    Rates of disability are high in resource poor settings with 85% of children with disabilities living in these settings. Long-term caregiving for disabled children is associated with fatigue, financial difficulties, parenting distress and other psychological issues. While such parents of children have repeatedly highlighted their feelings of discrimination, stigma and exclusion, leading to mental health issues, there is little research from the developing world addressing these issues. This study aims to explore psychological experiences of parents caring for children with intellectual disabilities; understand their mechanisms of coping and their psychosocial needs in Malawi. This study used a qualitative phenomenological design. We purposively sampled parents who had children diagnosed with intellectual disability from two clinics in two cities in Malawi. Between January 2015 and March 2015, we conducted 10 focus group discussions and four in-depth interviews. All ethical study procedures were carefully followed. All interviews were tape-recorded, transcribed and translated from vernacular to English. Thematic approach of data analysis was adopted to understand the data. Caring for intellectually disabled children comes with a number of challenges. Parents have limited access to services for their children let alone for their own psychological issues; they experience stigma and discrimination, have mental health issues resulting from the caring role, have suicidal ideas and in some cases have even been coerced by neighbours to kill their disabled child. To manage these issues, most parents cope through their spirituality. Apart from suicide and filicide, the findings of this study are similar to those performed in other countries. It is recommended that parents' psychological issues be managed concurrently when providing services for their children. There is also a need to develop psychosocial training interventions to address the needs of the parents of these

  4. Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis.

    Science.gov (United States)

    Memisevic, Haris; Djordjevic, Mirjana

    2018-01-01

    Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.

  5. Desirable characteristics for teachers of High Ability/Gifted students

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    Alexandra da Costa Souza Martins

    2011-06-01

    Full Text Available This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability, as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.

  6. An algorithm for the diagnosis of X-linked intellectual disability in children

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    V. Yu. Voinova

    2016-01-01

    Full Text Available X-linked intellectual disability (XLID is a clinically and genetically heterogeneous group of hereditary diseases caused by mutations on the X chromosome, which lead to impaired intellectual development. The paper determines for the first time the proportion of X-linked diseases (6.54% in the pattern of intellectual disability in children. A system has been developed to quantify the clinical severity of fragile X mental retardation syndrome and Rett syndrome. A system has been scientifically justified to predict the clinical severity, which is based on an analysis of the impact of genetic and epigenetic factors (mutation type and location, X chromosome inactivation. The authors have determined the contribution of nonrandom X inactivation to the clinical polymorphism of various forms of XLID and established its role as an important diagnostic marker for pathology. It is shown that the study of X chromosome inactivation can identify asymptomatic female carriers of X-linked mutations to provide medical genetic counseling to families. An algorithm has been elaborated to diagnose XLID among the undifferentiated forms of mental developmental abnormalities in children

  7. Are gross motor skills and sports participation related in children with intellectual disabilities?

    NARCIS (Netherlands)

    Westendorp, Marieke; Houwen, Suzanne; Hartman, Esther; Visscher, Chris

    2011-01-01

    This study compared the specific gross motor skills of 156 children with intellectual disabilities (ID) (50 79) with that of 255 typically developing children, aged 7-12 years. Additionally, the relationship between the specific gross motor skills and organized sports participation was examined

  8. Mediating Haptic Exploratory Strategies in Children Who Have Visual Impairment and Intellectual Disabilities

    Science.gov (United States)

    McLinden, M.

    2012-01-01

    This article provides a synthesis of literature pertaining to the development of haptic exploratory strategies in children who have visual impairment and intellectual disabilities. The information received through such strategies assumes particular significance for these children, given the restricted information available through their visual…

  9. Internalizing forms of problem behavior in school-age children with mild intellectual disability

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    Brojčin Branislav

    2012-01-01

    Full Text Available Mood disorders are very frequent affective symptoms often found in children with disabilities. Even the nonclinical depression or depressive mood in children are characterized by social withdrawal and decline in self-confidence, anger or auto-destructive behavior, as well as decrease in academic achievement. The objective of this research is to determine the prevalence of elevated expression of internalizing behavior in children with mild intellectual disability and to perceive elevated expression association of this form of problem behavior with chronological age, gender, IQ, speech comprehension and speech production of the participants. Subscale used to assess level of internalizing types of problem behavior, which is part of the teacher's Problem Behavior Rating Scale, of the Social Skills Rating System was applied on 120 participants with mild intellectual disability, aged from 8 to 16. Increased level of internalizing problem behavior is found in 25% of the participants, whereas statistically significant correlation is detected only between this variable and IQ. The results obtained in this study indicate the necessity for children and youth with intellectual disability who have elevated level of problem internalization to be identified, for the purpose of undertaking proper measures to eliminate or alleviate those problems. Development of preventive programs directed to reinforce the skills, necessary for resolving emotional and social problems is advised as well.

  10. Hanna David`s Book: The Gifted Arab Child In Israel

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    Emre KOMEK

    2014-06-01

    Full Text Available In this article, it was examined Hanna David’s Book: The Gifted Arab Child in Israel. The book focuses on Arab gifted children living in Israel. In Israel three Arab groups are living: Muslim, Christian and Druze. This book contains 7 sections. First Section: A Brief History of Education of Arabs In The State of Israel, Second Section: Characteristics of the Arab Gifted Child in Israel, Third Section: Education of the Arab Gifted Child, Fourth Section: Enrichment Programs for the Gifted in the Arab Sector, Fifth section: Description of Various Kinds of Enrichment Program for the Arab Sector, Sixth section: A Minority within a Minority: Gifted Students in the Christian, Druze and Bedouin Sectors, Seventh Section: The talented Arab Girl: Between Tradition and Modernism. In this book, author gives some suggestions to reveal potential of Arab girls. Some of them are; family support, financial aid etc.

  11. Computerized training of non-verbal reasoning and working memory in children with intellectual disability

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    Stina eSöderqvist

    2012-10-01

    Full Text Available Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive training for improving WM and non-verbal reasoning (NVR ability in children with intellectual disability. Participants were randomized to a 5-week adaptive training program (intervention group or non-adaptive version of the program (active control group. Cognitive assessments were conducted prior to and directly after training, and one year later to examine effects of the training. Improvements during training varied largely and amount of progress during training predicted transfer to WM and comprehension of instructions, with higher training progress being associated with greater transfer effects. The strongest predictors for training progress were found to be gender, co-morbidity and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of training were observed at the one-year follow-up, suggesting that training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive training is feasible in children with intellectual disabilities and can help improve their cognitive capacities. However, a minimum cognitive capacity or training ability seems necessary for the training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive training should take into consideration how inter-individual differences in training progress influence transfer effects and further investigate how baseline capacities predict training outcome.

  12. How Do Children With Mild Intellectual Disabilities Perceive Loneliness?

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    Kalliopi Papoutsaki

    2013-02-01

    Full Text Available The present study examined 154 children with mild intellectual disability (MID attending special schools with regard to their reports of loneliness. Semi-structured interviews revealed that more than half of the students with MID reported feelings of loneliness. They tend to have as friends children from their neighborhood, friends of their siblings, children of their parents’ friends and from their school. Lonely children with MID tend to attribute their isolation to interpersonal deficits, lack of contact with peers and physical appearance, while one fourth cannot justify why they do not have any friends. Children with MID report that they withdraw from social interactions, engage in solitary activities and actively look for friends to cope with their feelings of loneliness and rejection, while very few resort to physical or verbal aggression. Moreover, boys and children living in smaller towns reported less feelings of loneliness than girls and children living in the capital.

  13. The Gift

    NARCIS (Netherlands)

    Komter, Aafke E.

    1996-01-01

    What moves us to give gifts to other people? The Gift brings together perspectives on gift exchange and reciprocity from different social scientific disciplines. The first part of this book contains anthropological and sociological 'classics' on gift giving and reciprocity. In the second part the

  14. Early language intervention for children with intellectual disabilities: A neurocognitive perspective

    NARCIS (Netherlands)

    Schuit, M. van der; Segers, P.C.J.; Balkom, L.J.M. van; Verhoeven, L.T.W.

    2011-01-01

    For children with intellectual disabilities (ID), stimulation of their language and communication is often not a priority. Advancements in brain research provide guidelines for early interventions aimed at the stimulation of language and communication skills. In the present study, the effectiveness

  15. Occupational Therapy Home Program for Children with Intellectual Disabilities: A Randomized, Controlled Trial

    Science.gov (United States)

    Wuang, Yee-Pay; Ho, Guang-Sheng; Su, Chwen-Yng

    2013-01-01

    This study aimed to investigate the effectiveness of a proposed occupational therapy home program (OTHP) for children with intellectual disabilities (ID). Children with ID were randomly and equally assigned to OTHP or to no OTHP groups. The primary outcome measures were Canadian Occupational Performance, Bruininks-Oseretsky Test of Motor…

  16. The World of Cross-Cultural Research: Insights for Gifted Education

    Science.gov (United States)

    VanTassel-Baska, Joyce

    2013-01-01

    As the world becomes smaller in a small field like gifted education, cross-cultural research gives us a unique opportunity to understand top students and academic interventions in a deeper way. In this article, the author describes the importance of cross-cultural research as a way to serve gifted children globally. A description of a…

  17. Human rights of children with intellectual disabilities: comparing self-ratings and proxy ratings.

    Science.gov (United States)

    Huus, K; Granlund, M; Bornman, J; Lygnegård, F

    2015-11-01

    A child rights-based approach to research articulates well with Article 12 of the United Nations Convention on the Rights of the Child (CRC) and highlights the importance and value of including children's own views about aspects that concern them. The aim of this study is to compare children with intellectual disability's own ratings (as self-raters) to those of their primary caregivers (as proxy raters) regarding human rights of children. The study also aims to establish whether there is an inter-rater agreement between the self-raters and proxy raters concerning Maslow's hierarchy of needs. This study is nested in a larger study examining the human rights of children with intellectual disability in South Africa. In total, 162 children with intellectual disability from 11 schools across three provinces and their primary caregivers participated by answering parts of a Children's Rights Questionnaire (CRQ) developed by the researchers based on the United Nation's CRC. We compared the answers for six questions in the questionnaire that were addressed to self-raters (children) and proxy raters (primary caregivers) in the same way. Questions regarding basic needs, such as access to clean water or whether the child had food to eat at home, were answered similarly by self-raters and proxy raters. Larger differences were found when self-raters and proxy raters were asked about whether the child had things or friends to play with at home. Socio-economic variables seemed to affect whether self-raters and proxy raters answered similarly. The results underscore the importance of promoting children's rights to express themselves by considering the opinions of both the children as self-raters and their primary caregivers as proxy raters - not only the latter. The results indicate that it is especially important to include children's own voices when more complex needs are surveyed. Agreement between self- and proxy ratings could be affected by socio-economic circumstances.

  18. Intellectual functioning in children with congenital heart defects treated with surgery or by catheter interventions

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    Carmen Ryberg

    2016-11-01

    Full Text Available Background: Studies suggest that children with congenital heart defects (CHD are at risk for adverse intellectual functioning. However, factors related to lower intellectual functioning in this group are largely unknown. This study describes intellectual functioning in children with CHD in relation to severity of the heart defect, the child´s age and the socioeconomic status of the family (SES.Methods: 228 children treated with surgery or by catheter technique were tested using the Wechsler intelligence scales to determine Full Scale IQ (FSIQ. FSIQ was then analyzed in relation to age (3- 5- , 9-, and 15-year-olds, severity of the diagnosis (mild, moderate, and severe, and SES (low, medium, and high. The median age was 70 months (5.8 years with a range of 162 months (30 months (2.5 years to 192 months (16.0 years. Results: The total mean score on FSIQ was 100.8 (SD = 14.5. Children with severe CHD had significantly lower FSIQ than children with mild and moderate CHD, and 9- and 15-year-olds had significantly lower FSIQ compared to the 3-year-olds. Children from families with low SES had significantly lower FSIQ than children from medium SES and high SES families. No interaction between severity of diagnosis, age, and SES was found for FSIQ.Conclusions: 83% of the children with CHD performed at or above average with respect to FSIQ. SES and severity of diagnosis had significant main effects on FSIQ. These factors should be considered when planning interventions and follow-up programs for children with CHD.

  19. THE PROGRAM SUPPORT SOCIAL AND PSYCHOLOGICAL SAFETY OF CHILDREN WITH INTELLECTUAL DISABILITIES

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    Pavel Aleksandrovich Kislyakov

    2018-04-01

    Full Text Available The article presents a description of the author’s program to support the social and psychological safety of children with intellectual disabilities enrolled in boarding school of VIII kind. The object of the study were children with intellectual disabilities. The subject of research – features of formation to children with intellectual disabilities the social and psychological safety. The methodological base are the special psychology (L.S. Vygotsky, S.L. Rubinstein, A. Speck. The results. Complex psychological and pedagogical support of social and psychological safety of children with intellectual disabilities reflects the content of psychological and pedagogical tasks (target function and technologies of their solution (instrumental function aimed at reducing internal and external risk factors. The target functions are: social and psychological adaptation, personal and developmental, the function of social support and psychological and pedagogical assistance, preventive and correctional function. Psycho-pedagogical objectives are the formation of skills of safe behavior and confront the dangers through the development of appropriate social skills, mental, physical and cognitive abilities, establishing a real and more comfortable with social contact (including municipal and educational environment, thereby ensuring individual protection and psychosocial well-being, support emotional balance, development of harmonious personality, to facilitate adaptation to the social environment, correction of risk factors of dysontogenesis. The program includes informative, technological and diagnostic modules. The basis for the construction of educational information in the field of security us based on the principle of integratively – interdisciplinary cooperation of academic subjects; a mix of mandatory core classes and extra-curricular and remedial work. Technological support included the following teaching methods: interactive (psychotechnical

  20. Mental health problems in children with intellectual disability: Use of the Strengths and Difficulties Questionnaire

    NARCIS (Netherlands)

    Kaptein, S.; Jansen, D.E.M.C.; Vogels, A.G.C.; Reijneveld, S.A.

    2008-01-01

    Background: The assessment of mental health problems in children with intellectual disability (ID) mostly occurs by filling out long questionnaires that are not always validated for children without ID. The aim of this study is to assess the differences in mental health problems between children

  1. The pros and cons of inclusive education for children with Profound Intellectual and Multiple Disabilities

    NARCIS (Netherlands)

    Everaarts, Sanne; de Boer, Anke; van der Putten, Annette; Minnaert, Alexander

    2016-01-01

    Aim: Although children with disabilities have the right to be included into the school system, children with Profound Intellectual and Multiple Disabilities (PIMD) are often not included. The aim of this study is to gather knowledge about inclusive education for children with PIMD by identifying

  2. Functional Communication Profiles in Children with Cerebral Palsy in Relation to Gross Motor Function and Manual and Intellectual Ability.

    Science.gov (United States)

    Choi, Ja Young; Park, Jieun; Choi, Yoon Seong; Goh, Yu Ra; Park, Eun Sook

    2018-07-01

    The aim of the present study was to investigate communication function using classification systems and its association with other functional profiles, including gross motor function, manual ability, intellectual functioning, and brain magnetic resonance imaging (MRI) characteristics in children with cerebral palsy (CP). This study recruited 117 individuals with CP aged from 4 to 16 years. The Communication Function Classification System (CFCS), Viking Speech Scale (VSS), Speech Language Profile Groups (SLPG), Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), and intellectual functioning were assessed in the children along with brain MRI categorization. Very strong relationships were noted among the VSS, CFCS, and SLPG, although these three communication systems provide complementary information, especially for children with mid-range communication impairment. These three communication classification systems were strongly related with the MACS, but moderately related with the GMFCS. Multiple logistic regression analysis indicated that manual ability and intellectual functioning were significantly related with VSS and CFCS function, whereas only intellectual functioning was significantly related with SLPG functioning in children with CP. Communication function in children with a periventricular white matter lesion (PVWL) varied widely. In the cases with a PVWL, poor functioning was more common on the SLPG, compared to the VSS and CFCS. Very strong relationships were noted among three communication classification systems that are closely related with intellectual ability. Compared to gross motor function, manual ability seemed more closely related with communication function in these children. © Copyright: Yonsei University College of Medicine 2018.

  3. Memory and linguistic/executive functions of children with borderline intellectual functioning.

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    Água Dias, Andrea B; Albuquerque, Cristina P; Simões, Mário R

    2017-11-08

    Children with Borderline Intellectual Functioning (BIF) have received a minimal amount of research attention and have been studied in conjunction with Intellectual and Developmental Disabilities. The present study intends to broaden the knowledge of BIF, by analyzing domains such as verbal memory and visual memory, as well as tasks that rely simultaneously on memory, executive functions, and language. A cross-sectional, comparison study was carried out between a group of 40 children with BIF (mean age = 10.03; 24 male and 16 female), and a control group of 40 normal children of the same age, gender, and socioeconomic level as the BIF group. The WISC-III Full Scale IQs of the BIF group ranged from 71 to 84. The following instruments were used: Word List, Narrative Memory, Rey Complex Figure, Face Memory, Rapid Naming (both RAN and RAS tests), and Verbal Fluency. The results showed deficits in children with BIF in verbal short-term memory, rapid naming, phonemic verbal fluency, and visual short-term memory, specifically in a visual recognition task, when compared with the control group. Long-term verbal memory was impaired only in older children with BIF and long-term visual memory showed no deficit. Verbal short-term memory stands out as a limitation and visual long-term memory as a strength. Correlations between the WISC-III and neuropsychological tests scores were predominantly low. The study expands the neuropsychological characterization of children with BIF and the implications of the deficits and strengths are stressed.

  4. Concept Acquisition in Children with Mild Intellectual Disability: Factors Affecting the Abstraction of Prototypical Information.

    Science.gov (United States)

    Hayes, Brett K.; Conway, Robert N.

    2000-01-01

    A study investigated effects of variations in the number of instances comprising a category on concept acquisition by 31 children (ages 9-14) with mild intellectual disability and 19 controls. Intellectual disability had little effect on ability to abstract a category prototype but did reduce use of exemplar-specific information for recognition.…

  5. An external focus of attention enhances motor learning in children with intellectual disabilities.

    Science.gov (United States)

    Chiviacowsky, S; Wulf, G; Avila, L T G

    2013-07-01

    The present study examined whether the learning benefits of an external focus of attention (i.e., on the movement effect) relative to an internal focus (i.e. on the movement), found previously in non-disabled children and adults would also be found in children with intellectual disabilities (IDs). Participants (n = 24; average age: 12.2 years) with mild intellectual deficiency (IQ = 51-69) practiced throwing beanbags at a target. In the external focus group, participants were instructed to direct their attention to the movement of the beanbag, while in the internal focus group, participants were asked to direct their attention to the movement of their hand. The practice phase consisted of 40 trials, and attentional focus reminders were given after every third trial. Learning was assessed 1 day later by retention and transfer (greater target distance) tests, each consisting of 10 trials. No focus reminders were given on that day. The external focus group demonstrated more effective learning than the internal focus group, as evidenced by more accurate tosses on the transfer test. The present findings show that instructions that induce an external focus of attention can enhance motor learning in children with IDs. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  6. The Direct and Indirect Effects of Environmental Factors on Nurturing Intellectual Giftedness

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    Al-Shabatat, Ahmad Mohammad; Abbas, Merza; Ismail, Hairul Nizam

    2011-01-01

    Many people believe that environmental factors promote giftedness and invest in many programs to adopt gifted students providing them with challenging activities. Intellectual giftedness is founded on fluid intelligence and extends to more specific abilities through the growth and inputs from the environment. Acknowledging the roles played by the…

  7. Early Mortality and Primary Causes of Death in Mothers of Children with Intellectual Disability or Autism Spectrum Disorder: A Retrospective Cohort Study

    Science.gov (United States)

    Fairthorne, Jenny; Hammond, Geoff; Bourke, Jenny; Jacoby, Peter; Leonard, Helen

    2014-01-01

    Introduction Mothers of children with intellectual disability or autism spectrum disorder (ASD) have poorer health than other mothers. Yet no research has explored whether this poorer health is reflected in mortality rates or whether certain causes of death are more likely. We aimed to calculate the hazard ratios for death and for the primary causes of death in mothers of children with intellectual disability or ASD compared to other mothers. Methods The study population comprised all mothers of live-born children in Western Australia from 1983–2005. We accessed state-wide databases which enabled us to link socio-demographic details, birth dates, diagnoses of intellectual disability or ASD in the children and dates and causes of death for all mothers who had died prior to 2011. Using Cox Regression with death by any cause and death by each of the three primary causes as the event of interest, we calculated hazard ratios for death for mothers of children intellectual disability or ASD compared to other mothers. Results and Discussion During the study period, mothers of children with intellectual disability or ASD had more than twice the risk of death. Mothers of children with intellectual disability were 40% more likely to die of cancer; 150% more likely to die of cardiovascular disease and nearly 200% more likely to die from misadventure than other mothers. Due to small numbers, only hazard ratios for cancer were calculated for mothers of children with ASD. These mothers were about 50% more likely to die from cancer than other mothers. Possible causes and implications of our results are discussed. Conclusion Similar studies, pooling data from registries elsewhere, would improve our understanding of factors increasing the mortality of mothers of children with intellectual disability or ASD. This would allow the implementation of informed services and interventions to improve these mothers' longevity. PMID:25535971

  8. Early mortality and primary causes of death in mothers of children with intellectual disability or autism spectrum disorder: a retrospective cohort study.

    Directory of Open Access Journals (Sweden)

    Jenny Fairthorne

    Full Text Available INTRODUCTION: Mothers of children with intellectual disability or autism spectrum disorder (ASD have poorer health than other mothers. Yet no research has explored whether this poorer health is reflected in mortality rates or whether certain causes of death are more likely. We aimed to calculate the hazard ratios for death and for the primary causes of death in mothers of children with intellectual disability or ASD compared to other mothers. METHODS: The study population comprised all mothers of live-born children in Western Australia from 1983-2005. We accessed state-wide databases which enabled us to link socio-demographic details, birth dates, diagnoses of intellectual disability or ASD in the children and dates and causes of death for all mothers who had died prior to 2011. Using Cox Regression with death by any cause and death by each of the three primary causes as the event of interest, we calculated hazard ratios for death for mothers of children intellectual disability or ASD compared to other mothers. RESULTS AND DISCUSSION: During the study period, mothers of children with intellectual disability or ASD had more than twice the risk of death. Mothers of children with intellectual disability were 40% more likely to die of cancer; 150% more likely to die of cardiovascular disease and nearly 200% more likely to die from misadventure than other mothers. Due to small numbers, only hazard ratios for cancer were calculated for mothers of children with ASD. These mothers were about 50% more likely to die from cancer than other mothers. Possible causes and implications of our results are discussed. CONCLUSION: Similar studies, pooling data from registries elsewhere, would improve our understanding of factors increasing the mortality of mothers of children with intellectual disability or ASD. This would allow the implementation of informed services and interventions to improve these mothers' longevity.

  9. Participation Patterns of Preschool Children With Intellectual Developmental Disabilities.

    Science.gov (United States)

    Gilboa, Yafit; Fuchs, Reut

    2018-04-01

    We aim to examine the pattern of participation of children with intellectual developmental disabilities (IDD) or global developmental delay (GDD) in comparison with typically developing preschoolers. In addition, to identify environmental and personal factors associated with their participation, 20 children with mild to moderate GDD or IDD, and 24 age- and gender-matched controls, aged 3 to 6 years, were assessed using the Assessment of Preschool Children's Participation and the Environmental Restriction Questionnaire. Significant differences were found between the groups, both for general scales of participation and for each activity area. For the IDD/GDD group, participation was significantly negatively correlated with environmental restrictions at home. For the control group, participation was correlated with demographic variables. Typically developing children participate at a higher frequency and in a more diverse range of activities compared with children with IDD/GDD. Associations between participation and contextual factors varied depending on the child's health condition.

  10. Mental health problems in children with intellectual disability : use of the Strengths and Difficulties Questionnaire

    NARCIS (Netherlands)

    Kaptein, S.; Jansen, D. E. M. C.; Vogels, A. G. C.; Reijneveld, S. A.

    Background The assessment of mental health problems in children with intellectual disability (ID) mostly occurs by filling out long questionnaires that are not always validated for children without ID. The aim of this study is to assess the differences in mental health problems between children with

  11. Family structure and upbringing as factors of intellectual development of preschool children

    OpenAIRE

    Golovey L.A.; Savenysheva S.S.; Engelgardt E.E.

    2016-01-01

    The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child rel...

  12. Overweight and obesity among children at risk of intellectual disability in 20 low and middle income countries.

    Science.gov (United States)

    Savage, A; Emerson, E

    2016-11-01

    Children with intellectual disability (ID) in high income countries are at significantly greater risk of obesity than their non-disabled peers. We aimed to estimate the prevalence of overweight and obesity in 3 to 4-year-old children who are/are not at risk of ID in low and middle income countries. Secondary analysis of Round 4 and 5 UNICEF Multiple Indicator Cluster Surveys (MICS) from 20 low and middle income countries that included a total of 83 597 3 to 4-year-old children. Few differences in risk of overweight or obesity were apparent between 3 and 4-year-old children identified as being at risk/not at risk of ID in 20 low and middle income countries. In the two countries where statistically significant differences were observed, prevalence of overweight/obesity was lower among children at risk of ID. These results stand in stark contrast to evidence from high income countries which suggest that children with ID are at significantly increased risk of obesity when compared to their non-intellectually disabled peers. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  13. Tales Gifted Children Tell: Exploring PTAT Responses as Pathways to Socio-Affective Concerns

    Science.gov (United States)

    Garces-Bacsal, Rhoda Myra

    2010-01-01

    The Philippine Thematic Apperception Test was administered to 22 intellectually superior Filipino children aged 4 to 9 years from private and public school settings as a means to explore their socio-emotional concerns. A grounded analysis of their narratives revealed the following themes: (a) importance of family relationships, (b) perceptions on…

  14. Cerebral Palsy and Intellectual Disability in the Children of Women With Chronic Kidney Disease.

    Science.gov (United States)

    Tsuchiyama, Fumika; Makino, Yasuo; Hirasawa, Kyoko; Nagata, Satoru; Matsui, Hideo

    2017-08-01

    This study examined the risk of adverse maternal and neonatal outcomes, especially cerebral palsy and intellectual disability, in pregnant women with and without chronic kidney disease and their children. In total, 156 pregnancies involving 139 women with chronic kidney disease who were treated at our center between 2001 and 2010 were identified. We also selected 3067 women without chronic kidney disease who delivered their infants without suffering any medical complications during the same period as control groups. Long-term neonatal prognosis was assessed based on the frequencies of cerebral palsy and/or intellectual disability. The pregnant women had the following types of chronic kidney disease: immunoglobulin A nephropathy (n = 54), glomerulonephritis (n = 17), chronic renal failure (n = 16), nephrotic syndrome (n = 12), nephritis (n = 11), diabetic nephropathy (n = 10), congenital malformations and deformations (n = 10), purpura nephritis (n = 7), and others (n = 19). Of the children who were born to mothers with chronic kidney disease, one developed cerebral palsy, and another developed cerebral palsy with intellectual disability. Seven of the children who were born to mothers without chronic kidney disease developed cerebral palsy. The posterior probability of these conditions was 0.01900 and 0.002610 in the children born to mothers with and without chronic kidney disease, respectively. A primiparous mother (odds ratio [OR]: 4.07, 95% confidence interval [CI]): 2.78 to 5.95), preeclampsia (OR: 6.44, 95% CI: 3.92 to 10.59), grade 1 to 4 intraventricular hemorrhaging (OR: 7.71, 95% CI: 2.05 to 28.92), and an Apgar score of less than 7 at five minutes (OR: 0.51, 95% CI: 0.27 to 0.96) were found to influence the risk of cerebral palsy and/or intellectual disability in children born to women with chronic kidney disease. We found that the incidence of cerebral palsy and/or intellectual disability is 7.2-fold higher in children born to women

  15. Mere Gifting: Liking a Gift More Because It Is Shared.

    Science.gov (United States)

    Polman, Evan; Maglio, Sam J

    2017-11-01

    We investigated a type of mere similarity that describes owning the same item as someone else. Moreover, we examined this mere similarity in a gift-giving context, whereby givers gift something that they also buy for themselves (a behavior we call "companionizing"). Using a Heiderian account of balancing unit-sentiment relations, we tested whether gift recipients like gifts more when gifts are companionized. Akin to mere ownership, which describes people liking their possessions more merely because they own them, we tested a complementary prediction: whether people like their possessions more merely because others own them too. Thus, in a departure from previous work, we examined a type of similarity based on two people sharing the same material item. We find that this type of sharing causes gift recipients to like their gifts more, and feel closer to gift givers.

  16. Functional Deficits in Phonological Working Memory in Children with Intellectual Disabilities

    Science.gov (United States)

    Schuchardt, Kirsten; Maehler, Claudia; Hasselhorn, Marcus

    2011-01-01

    Recent studies indicate that children with intellectual disabilities have functional limitations primarily in the phonological loop of working memory (Baddeley, 1986). These findings are indicative of a specific structural deficit. Building on this research, the present study examines whether it is possible to identify specific phonological…

  17. The Evaluation of a Pullout Program for Gifted Children in Israel.

    Science.gov (United States)

    Rosemarin, Shoshana

    2001-01-01

    Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

  18. Are Gross Motor Skills and Sports Participation Related in Children with Intellectual Disabilities?

    Science.gov (United States)

    Westendorp, Marieke; Houwen, Suzanne; Hartman, Esther; Visscher, Chris

    2011-01-01

    This study compared the specific gross motor skills of 156 children with intellectual disabilities (ID) (50 less than or equal to IQ greater than or equal to 79) with that of 255 typically developing children, aged 7-12 years. Additionally, the relationship between the specific gross motor skills and organized sports participation was examined in…

  19. Beyond misconceptions: Assessing pain in children with mild to moderate intellectual disability

    Directory of Open Access Journals (Sweden)

    Marc eZabalia

    2013-07-01

    Full Text Available To assess and manage pain in children and adolescents with mild to moderate intellectual disability, healthcare providers need access to updated tools and current knowledge. Recent studies show that these children can verbally express pain and use self-assessment tools accurately. Moreover, they know pain coping strategies. Finally, they show mental imaging skills and are able to recall autobiographical memories. These new data suggest that such children and adolescents could be candidates to for hypno-analgesia protocols and behavioral relaxation

  20. On the relationship between motor performance and executive functioning in children with intellectual disabilities.

    NARCIS (Netherlands)

    Hartman, E.; Houwen, S.; Scherder, E.J.A.; Visscher, C.

    2010-01-01

    Background: It has been suggested that children with intellectual disabilities (ID) have motor problems and higher-order cognitive deficits. The aim of this study was to examine the motor skills and executive functions in school-age children with borderline and mild ID. The second aim was to

  1. On the relationship between motor performance and executive functioning in children with intellectual disabilities

    NARCIS (Netherlands)

    Hartman, E.; Houwen, S.; Scherder, E.; Visscher, C.

    Background It has been suggested that children with intellectual disabilities (ID) have motor problems and higher-order cognitive deficits. The aim of this study was to examine the motor skills and executive functions in school-age children with borderline and mild ID. The second aim was to

  2. Creativity, Intelligence, and Ethics: Why Do Our Gifted Children Need Them?

    Science.gov (United States)

    Haensly, Patricia

    2001-01-01

    The potential for using giftedness for good or evil is explored. Parents are urged to steer gifted youth into multiple pay-it-forward channels as they develop, so they will apply their gifted potential in a wise and caring manner to problems of the here and now. (Contains four references.) (CR)

  3. Motor Deficits of Girls with Down Syndrome in Comparing with Girls with Intellectual Disability in the School Ages Children

    Directory of Open Access Journals (Sweden)

    Tahereh Daftari-Anbardan

    2014-03-01

    Full Text Available Objective: Motor function in children with Down syndrome is similar to mentally retarded children. But the movements are slower and have lower quality. The purpose of this study was to identify weaknesses in motor function in children with Down syndrome, by using Bruininks Oseretsky Test of Motor Proficiency (BOTMP. Materials & Methods: In this cross-sectional study, thirty six children with intellectual disability, 18 girls with Down syndrome and 18 girls without Down syndrome, with chronological aged 8-13 years were investigated. The subjects of Down syndrome were selected by available sampling. The subjects of intellectual disability were selected by simple random sampling. Two groups of participants were matched for chronological age and IQ level. The measurement was BOTMP. Statistical analysis was performed using the Mann-Whitney U rank sum test and t-test. Results: The children with Down syndrome scored significantly lower than the mentally retarded children in the areas of gross motor skill composite (P<0.014 balance (P<0.029, response time (P<0.034 and visual motor control (P<0.048, but the fine motor and overlay motor skill composite, and subtests of bilateral coordination, strength, upper limb coordination scores were no significantly different between two groups. Conclusion: Motor rehabilitation is appropriate for children with intellectual disability, especially for children with Down syndrome, in throughout their adolescence. Key words: Motor skill/ Intellectual Disability/ Down syndrome/ BOTMP

  4. INTELLECTUAL AND ACADEMIC PERFORMANCE OF CHILDREN WITH CONGENITAL HYPOTHYROIDISM IN RELATION TO TIME OF DIAGNOSIS

    Directory of Open Access Journals (Sweden)

    Madhava Vijaya Kumar

    2016-12-01

    Full Text Available BACKGROUND Context- Congenital hypothyroidism is an important cause of preventable mental retardation in children. Since, neonatal screening is not done routinely in India, many cases are diagnosed late. Earlier, the diagnosis and initiation of treatment, better will be the outcome. The aim of the study is to assess the effect of time of onset of treatment in intellectual and scholastic performances in children with congenital hypothyroidism. MATERIALS AND METHODS Children were classified into 3 groups. Group 1 were diagnosed and treatment initiated within one month of birth. Group 2, between 1 and 6 months and group 3 after 6 months. General intelligence and IQ were assessed by Malin’s intelligence scale for Indian children. Scholastic performance were evaluated by academic evaluation scale for slow learners and ADHD were diagnosed by DSM-IV criteria. Settings and Design- The study was done in the Paediatric Endocrinology Clinic of Institute of Maternal and Child Health, Department of Paediatrics, Government Medical College, Kozhikode. Study population included children of age group 6-9 years with congenital hypothyroidism. Statistical Methods Used- Statistical analysis was done with SPSS software version 16. The statistical analysis was done by ANOVA test. RESULTS IQ and intellectual outcomes were better in group 1 where treatment was initiated within one month. Similarly, poor academic abilities and increased incidence of ADHD were noted in children in whom diagnosis was made late. CONCLUSION Later the diagnosis more will be the intellectual and scholastic backwardness in children underscoring the importance of universal newborn screening.

  5. The Social-Emotional Well-Being of Children of Mothers with Intellectual Impairment: A Population-Based Analysis

    Science.gov (United States)

    Hindmarsh, Gabrielle; Llewellyn, Gwynnyth; Emerson, Eric

    2017-01-01

    Background: Children of parents with intellectual impairment are thought to be at risk for poor social-emotional well-being. This study investigated the relationship between maternal intellectual impairment and poor child social-emotional well-being. Method: Secondary analysis of data from waves 2-4 of the Millennium Cohort Study (UK).…

  6. Working memory development in children with mild to borderline intellectual disabilities

    NARCIS (Netherlands)

    Van der Molen, M. J.; Henry, L. A.; Van Luit, J. E H

    2014-01-01

    Background: The purpose of the current cross-sectional study was to examine the developmental progression in working memory (WM) between the ages of 9 and 16 years in a large sample of children with mild to borderline intellectual disabilities (MBID). Baddeley's influential WM model was used as a

  7. The Usefulness of the DBC-ASA as a Screening Instrument for Autism in Children with Intellectual Disabilities: A Pilot Study

    Science.gov (United States)

    Deb, Shoumitro; Dhaliwal, Akal-Joat; Roy, Meera

    2009-01-01

    Aims: To explore the validity of Developmental Behaviour Checklist-Autism Screening Algorithm (DBC-ASA) as a screening instrument for autism among children with intellectual disabilities. Method: Data were collected from the case notes of 109 children with intellectual disabilities attending a specialist clinic in the UK. Results: The mean score…

  8. The Efficacy of Cognitive Behavioral Play Therapy on Self Esteem of Children With Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Shaqayeq Bana

    2017-09-01

    Discussion: It seems that play therapy is an effective method to increase self esteem in children with intellectual disability. Therefore, educators and teachers are advised to use this method as an adjunctive therapy for such children in rehabilitation centers and schools.

  9. Measuring Physical Activity in Children and Youth Living with Intellectual Disabilities: A Systematic Review

    Science.gov (United States)

    Hinckson, Erica Aneke; Curtis, Amy

    2013-01-01

    Accurate assessment of physical activity is necessary in determining levels of physical activity in children living with intellectual disability (ID) and assessing effectiveness of intervention programmes. A systematic review of measures of physical activity in children with ID was undertaken using the PRISMA guidelines. MEDLINE-PubMed, Scopus,…

  10. Mental Attention in Gifted and Nongifted Children

    Science.gov (United States)

    Navarro, Jose I.; Ramiro, Pedro; Lopez, Jose M.; Aguilar, Manuel; Acosta, Manuel; Montero, Juan

    2006-01-01

    The relationship between the construct of mental attention and "giftedness" is not well established. Gifted individuals could make effective use of their executive functions and this could be related to their mental attentional capacity. The dialectic constructivist model developed by Pascual-Leone introduced the concept of mental…

  11. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    OpenAIRE

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this di...

  12. Age and Adaptive Functioning in Children and Adolescents with ASD: The Effects of Intellectual Functioning and ASD Symptom Severity.

    Science.gov (United States)

    Hill, Trenesha L; Gray, Sarah A O; Kamps, Jodi L; Enrique Varela, R

    2015-12-01

    The present study examined the moderating effects of intellectual functioning and ASD symptom severity on the relation between age and adaptive functioning in 220 youth with autism spectrum disorder (ASD). Regression analysis indicated that intellectual functioning and ASD symptom severity moderated the relation between age and adaptive functioning. For younger children with lower intellectual functioning, higher ASD symptom severity was associated with better adaptive functioning than that of those with lower ASD symptom severity. Similarly, for older children with higher intellectual functioning, higher ASD symptom severity was associated with better adaptive functioning than that of those with lower ASD symptom severity. Analyses by subscales suggest that this pattern is driven by the Conceptual subscale. Clinical and research implications are discussed.

  13. Education Creates Comfort and Challenges Stigma towards Children with Intellectual Disabilities

    Science.gov (United States)

    Breau, Lynn M.; Aston, Megan; MacLeod, Emily

    2018-01-01

    Children with intellectual disabilities (IDs) are frequent users of the healthcare system, yet nurses report they receive little education regarding specialized medical, social and relational needs of this population. Therefore, parents take on a greater burden of care while their child is in hospital than do parents of typically developing…

  14. Theory of Mind, Socio-Emotional Problem-Solving, Socio-Emotional Regulation in Children with Intellectual Disability and in Typically Developing Children

    Science.gov (United States)

    Baurain, Celine; Nader-Grosbois, Nathalie

    2013-01-01

    This study has examined the link between social information processing (SIP) and socio-emotional regulation (SER) in 45 children with intellectual disability (ID) and 45 typically developing (TD) children, matched on their developmental age. A Coding Grid of SER, focusing on Emotional Expression, Social Behaviour and Behaviours towards Social…

  15. 45 CFR 73.735-502 - Permissible acceptance of gifts, entertainment, and favors.

    Science.gov (United States)

    2010-10-01

    ... acceptance of gifts, entertainment, and favors. (a) An employee may accept a gift, gratuity, favor, entertainment, loan or similar favor of monetary value which stems from a family relationship such as that between the employee and his or her parents, spouse or children, if it is clear that the relationship is...

  16. Gifting from the Closet

    DEFF Research Database (Denmark)

    Uth Thomsen, Thyra; Zaichkowsky, Judith Lynne

    2015-01-01

    Purpose – This study aims to investigate the random collection of items for gifting which are stored in one’s home in a special place. Traditional gift-giving models suggest gift givers buy gifts for certain recipients on certain occasions. This study ' s journey into gift storage finds that some....../value – Due to the unexplored nature of gift storage, the results reported in this paper represent a first exploratory account of gift storage and its possible effects on the relationship-building capacity of gifts....

  17. Self-Concept Changes in Multiple Self-Concept Domains of Gifted Students Participating in a Summer Residential School

    Science.gov (United States)

    Preckel, Franzis; Rach, Hannah; Scherrer, Vsevolod

    2016-01-01

    The present study investigated changes in self-esteem, academic self-concept, intellectual self-concept, and social self-concepts of acceptance, assertion, relations with same-sex peers and relations with other-sex peers with 177 gifted students participating in a 16-day summer school in Germany. Students were assessed three times by self-report…

  18. Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities.

    Science.gov (United States)

    Dessemontet, R Sermier; Bless, G; Morin, D

    2012-06-01

    While an extensive body of research has examined the outcomes of inclusion for pupils with special needs, in particular learning disabilities, its effects on the development of children with intellectual disabilities (ID) have been less explored. As inclusive practices tend to be more common for this group of children, it is important to acquire more knowledge on this issue. A comparative study with an experimental group of 34 children with ID fully included in general education classrooms with support, and a control group of 34 comparable children in special schools has been conducted. The progress accomplished by these two groups in their academic achievement and adaptive behaviour has been compared over two school years. Included children made slightly more progress in literacy skills than children attending special schools. No differences were found between the progress of the two groups in mathematics and adaptive behaviour. Inclusive education is an appropriate educational option for primary pupils with ID who require extensive support in school. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

  19. Intellectual development in preschool children with early treated congenital hypothyroidism

    Directory of Open Access Journals (Sweden)

    Min Kyoung Seo

    2017-06-01

    Full Text Available PurposeDelayed treatment of congenital hypothyroidism (CH is a common cause of mental retardation. The aim of the present study was to evaluate intellectual outcomes in preschool children with treated CH.MethodsWe retrospectively reviewed the clinical records of 43 children (age range: 13 to 60 days of life; 22 girls and 21 boys diagnosed with CH. Children aged 5 to 7 years were examined using the Korean Wechsler Intelligence Scale for Children or the Korean Wechsler Preschool and Primary Scale of Intelligence.ResultsThe patients started treatment between 13 and 60 days of age. The mean intelligence quotient (IQ of patients tested at age 5 to 7 years was 103.14±11.68 (IQ range: 76–126. None had intellectual disability (defined as an IQ <70. Twenty-one subjects were treated with a low dose (6.0–9.9 µg/kg/day and 22 with a high dose of levothyroxine (10.0–16.0 µg/kg/day. There was no significant difference in the mean full-scale IQ (FSIQ, verbal IQ (VIQ, and performance IQ (PIQ scores between the 2 groups. FSIQ, PIQ, and VIQ scores were not significantly correlated with initial dose of L-T4, initial fT4, age at treatment in multivariate analysis.ConclusionIQ scores of subjects with early treated CH diagnosed through a neonatal screening test were within normal range, regardless of etiology, thyroid function, initial dose of levothyroxine, and age at start of treatment.

  20. Implementation of inclusive education for children with intellectual and developmental disabilities in African countries: a scoping review.

    Science.gov (United States)

    Okyere, Christiana; Aldersey, Heather Michelle; Lysaght, Rosemary; Sulaiman, Surajo Kamilu

    2018-04-25

    To advance understanding of practices that support inclusion of children with intellectual and developmental disabilities in inclusive education classrooms in Africa by conducting a review of the extant literature. Five academic databases were searched supplemented by a hand search of key journals and references of included studies. Two authors independently screened studies via a reference manager (Covidence) which allowed for blinding. A third author was consulted in cases of conflict. Thirty articles that provided empirical evidence of inclusive education implementation were included. Eight articles highlighted practices that support inclusion of children with intellectual and developmental disabilities. Using Bronfenbrenner's bioecological framework, findings revealed that inclusive education implementation is influenced by factors on the bio level, micro level, meso level, and macro level. Recommendations for promoting inclusive education implementation are provided. Inclusion goes beyond teachers and requires strong commitment of other stakeholders such as families and governments. To guarantee the smooth inclusion of children with special education needs and particularly with intellectual and developmental disabilities, a set of practices validated through rigorous research as supportive and unique and that can be universal to Africa is wise. Implications for rehabilitation A number of strategies were identified that can improve the classroom inclusion of children with intellectual and developmental disabilities. Development of policies that support such strategies could improve implementation. Inclusion goes beyond teachers. Rehabilitation professionals (i.e. occupational therapists) and educational professionals should partner to identify practical solutions to the challenges of creating inclusive environments for children with special education needs. Committing more resources and time towards the development and implementation of special education

  1. Teaching English Activities for the Gifted And Talented Students

    Directory of Open Access Journals (Sweden)

    Cigdem CELIK-SAHIN

    2014-06-01

    Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

  2. Are different soil metals near the homes of pregnant women associated with mild and severe intellectual disability in children?

    Science.gov (United States)

    MCDERMOTT, SUZANNE; BAO, WEICHAO; TONG, XIN; CAI, BO; LAWSON, ANDREW; AELION, CMARJORIE

    2014-01-01

    AIM We explored the association of relatively low concentrations of metals in the soil proximal to maternal residence during pregnancy, with intellectual disability. We hypothesized different metals would be associated with mild versus severe intellectual disability. METHOD We used a mixed methods design, starting with a retrospective cohort from 1996–2002, of 10 051 pregnant mothers, soil sampling in the areas where these mothers resided during pregnancy, and follow-up of their children to determine if there was an intellectual disability outcome. We tested the soil and then predicted the soil concentration at the maternal homes, and modeled the association with the severity of the child’s intellectual disability. RESULTS We found a significant positive association between mild intellectual disability and soil mercury (p=0.007). For severe intellectual disability, there was a significant positive association with the soil arsenic and lead (p=0.025). INTERPRETATION This is the first report of the differential impact of metals in soil and severity of intellectual disability in children. Soil mercury concentration in the area the mother lived during pregnancy is associated with significantly increased odds of mild intellectual disability; a combination of arsenic and lead is associated with significantly increased odds of severe intellectual disability. These associations are present when controlling for maternal, child, and neighborhood characteristics. PMID:24750016

  3. The Role of the External Personal Assistants for Children with Profound Intellectual and Multiple Disabilities Working in the Children's Home

    Science.gov (United States)

    Axelsson, Anna Karin

    2015-01-01

    Background: Children with profound intellectual and multiple disabilities need support to function in an optimal way. However, there is a limited knowledge about the role of external personal assistants working in the children's home. Materials and Methods: A mixed method study was performed including qualitative data from interviews with 11…

  4. Assessing potentially gifted students from lower socioeconomic status with nonverbal measures of intelligence.

    Science.gov (United States)

    Shaunessy, Elizabeth; Karnes, Frances A; Cobb, Yolanda

    2004-06-01

    The screening and identification of gifted students has historically been conducted using verbal measures of intelligence. However, the underrepresentation in gifted programs of culturally diverse children, who may have limited English proficiency or cultural values different from those measured in traditional intelligence tests, has prompted researchers to consider other measures. Nonverbal measures of intelligence have been utilized to increase the number of gifted children from diverse backgrounds. Researchers in the current study sought to increase the number of culturally diverse gifted students at a rural public school enrolling predominantly African-American students from low socioeconomic homes. 169 students in Grades 2 through 6 were assessed using three nonverbal measures of intelligence: the Culture-Fair Intelligence Test, the Naglieri Nonverbal Abilities Test, and the Raven Standard Progressive Matrices. The scores on these nonverbal measures indicated that the Culture-Fair Intelligence Test and the Raven Standard Progressive Matrices identified more students than the Naglieri Nonverbal Abilities Test. A discussion of the results and implications for research are presented.

  5. Test of gross motor development-2 for Filipino children with intellectual disability: validity and reliability.

    Science.gov (United States)

    Capio, Catherine M; Eguia, Kathlynne F; Simons, Johan

    2016-01-01

    This study aimed to examine aspects of validity and reliability of the Test of Gross Motor Development-2 (TGMD-2) in Filipino children with intellectual disability. Content and construct validity were verified, as well as inter-rater and intra-rater reliability. Two paediatric physiotherapists tested 81 children with intellectual disability (mean age = 9.29 ± 2.71 years) on locomotor and object control skills. Analysis of covariance, confirmatory factor analysis and analysis of variance were used to test validity, while Cronbach's alpha, intra-class correlation coefficients (ICC) and Bland-Altman plots were used to examine reliability. Age was a significant predictor of locomotor and object control scores (P = 0.004). The data fit the hypothesised two-factor model with fit indices as follows: χ(2) = 33.525, DF = 34, P = 0.491, χ(2)/DF = 0.986. As hypothesised, gender was a significant predictor for object control skills (P = 0.038). Participants' mean scores were significantly below mastery (locomotor, P intellectual disability.

  6. Adolescents with intellectual disability and suicidal behavior.

    Science.gov (United States)

    Merrick, Joav; Merrick, Efrat; Morad, Mohammed; Kandel, Isack

    2005-09-08

    It has been assumed that impaired intellectual capacity could act as a buffer to suicidality in the population of children and adolescents with intellectual disability. The few studies that have been conducted contest this assumption and in fact the findings showed that the characteristics of suicidality in the population of children and adolescents with intellectual disability are very similar to other adolescents without intellectual disability. This paper reviews the few studies conducted and describe the symptomatology in this population.

  7. Wandering in the Shadow of Egalitarianism and Equity: A Social and Cultural Explanation to the Underdeveloped Gifted Education in China

    Directory of Open Access Journals (Sweden)

    Tian Fu

    2017-04-01

    Full Text Available Today it is accepted that the development of gifted and talented children is important to enable a nation to compete successfully. In China, though the estimated number of gifted children reaches 20 million (Chu, 2012, gifted education has seldom received sufficient support. The objections to gifted education always suppress suggestions that support programs for gifted students when educational policy is drafted. Starting with a historical review of the gifted education programs and policies in China since 1978, this paper discusses the main reasons for lack of support for gifted education in China from social and cultural perspectives. I conclude that the long-lasting ideology of egalitarianism, the overwhelming pursuit of educational equity and the dominant ideology of socialism have significantly hindered the development of gifted education. Driven by such beliefs and ideologies, the concept of giftedness and gifted education, the relationship between egalitarianism and elitism, and between equity and equality, are often severely misunderstood, which not only harms existing gifted education programs, but suppresses the potential for open discussion about the implementation of gifted education. Finally, I propose how gifted education should be framed in the future educational reform scheme in China and other countries with similar cultural and social environments.

  8. Identifying Stressors and Reactions to Stressors in Gifted and Non-Gifted Students

    Science.gov (United States)

    Amini, Marzieh

    2005-01-01

    Using the Student Life Stress Inventory and the Coopersmith Self-Esteem Inventory, stressors and reactions to stressors were identified in gifted high school students and compared with non-gifted students. Altogether, 340 boys and girls (156 gifted and 184 non-gifted students) from four high schools in Shiraz (two high schools for gifted and two…

  9. Working Memory Development in Children with Mild to Borderline Intellectual Disabilities

    Science.gov (United States)

    Van der Molen, M. J.; Henry, L. A.; Van Luit, J. E. H.

    2014-01-01

    Background: The purpose of the current cross-sectional study was to examine the developmental progression in working memory (WM) between the ages of 9 and 16 years in a large sample of children with mild to borderline intellectual disabilities (MBID). Baddeley's influential WM model was used as a theoretical framework. Furthermore, the…

  10. Unsupportive parenting and internalising behaviour problems in children with or without intellectual disability.

    Science.gov (United States)

    Rodas, N V; Zeedyk, S M; Baker, B L

    2016-12-01

    Children with intellectual disability (ID) are at heightened risk for developing other psychological disorders, including internalising disorders. Anxiety and depression have been shown to be familial, and parenting is a contributing factor to the development of these disorders. To extend this research, we examined the extent to which mother and father depression and negative, unsupportive parenting related to child internalising behaviour problems, in children with ID or with typical development (TD). Participants were 156 mother and father dyads and their children, assessed at ages 4 and 5 years. We examined parent (mother and father) and child delay status (ID and TD) in relation to measures of both observed and self-reported unsupportive, negative parenting. Utilising moderation models, we examined the relationship between parental depression, unsupportive/negative parenting and child internalising behaviour problems. Unsupportive, negative parenting differed based on parent gender and child delay status. In addition, father depression was a significant moderator of the relationship between unsupportive parenting and child internalising behaviour problems. Children with ID were found to be at higher risk of experiencing unsupportive, negative parenting than children with TD. Children of depressed fathers were especially vulnerable to developing internalising behaviour problems in an unsupportive parenting context. © 2016 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  11. Effects of phonological awareness and naming speed on mathematics skills in children with mild intellectual disabilities.

    Science.gov (United States)

    Foster, Matthew E; Sevcik, Rose A; Romski, Maryann; Morris, Robin D

    2015-01-01

    Both phonological awareness (PA) and naming speed have been identified as two skills related to the development of mathematics skills for children with and without learning disabilities. The purpose of the present study was to investigate the relationships between PA and colour naming speed for 265 elementary school students with mild intellectual disabilities (MID). Participants were assessed using the Comprehensive Test of Phonological Processes and the KeyMath Revised Diagnostic Inventory of Essential Mathematics. Hierarchical regression analyses accounting for the effects of age indicated that children with MID rely on both PA and naming speed when solving mathematics problems, although PA was the more robust indicator of the two. As a whole, these results suggest that children with intellectual disabilities evidence the same types of reading and math relationships as shown for other populations of children.

  12. The Aurora-"a" Battery as an Assessment of Triarchic Intellectual Abilities in Upper Primary Grades

    Science.gov (United States)

    Gubbels, Joyce; Segers, Eliane; Keuning, Jos; Verhoeven, Ludo

    2016-01-01

    The theory of triarchic intelligence posits that, in addition to the widely acknowledged analytical reasoning abilities, creative and practical abilities should be included in the assessments of intellectual capacities and identification of gifted students. To find support for such an approach, the present study examined the psychometric…

  13. Effect of prenatal and postnatal malnutrition on intellectual functioning in early school-aged children in rural western China

    OpenAIRE

    Li, Chao; Zhu, Ni; Zeng, Lingxia; Dang, Shaonong; Zhou, Jing; Yan, Hong

    2016-01-01

    Abstract The aim of this study was to evaluate the effect of prenatal and postnatal malnutrition on the intellectual functioning of early school-aged children. We followed the offspring of women who had participated in a trial of prenatal supplementation with different combinations of micronutrients and who remained resident in the study field. We measured their intellectual functioning using the Wechsler intelligence scale for children (WISC-IV). Height-for-age, weight-for-age, and body mass...

  14. Benefits of extending and adjusting the level of difficulty on computerized cognitive training for children with intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Jon eOttersen

    2015-08-01

    Full Text Available Training on working memory (WM improves attention and working memory in children with attention-deficit hyperactivity disorder and memory impairments. However, for children with intellectual disabilities (ID, the results have been less encouraging. In this preliminary study it was hypothesized that children with ID would benefit from an extended amount of training and that the level of difficulty during training would affect the outcome. We included 21 children with mild or moderate intellectual disabilities aged 8–13 years. They went through between 37 and 50 training sessions with an adaptive computerized program on WM and non-verbal reasoning (NVR. The children were divided into two subgroups with different difficulty levels during training. The transfer to untrained cognitive tests was compared to the results of 22 children with intellectual disabilities training only 25 sessions, and to a control group. We found that the training group with the extended training program improved significantly on a block design task measuring NVR and on a WM task compared to the control group. There was also a significantly larger improvement on block design relative to the training group with the shorter training time. The children that received easier training tasks also improved significantly more on a verbal WM task compared to children with more demanding tasks.In conclusion, these preliminary data suggest that children with ID might benefit from cognitive training with longer training periods and less demanding tasks, compared to children without disabilities.

  15. Patterns of Obesity among Children and Adolescents with Intellectual Disabilities in Taiwan

    Science.gov (United States)

    Lin, Jin-Ding; Yen, Chia-Feng; Li, Chi-Wei; Wu, Jia-Ling

    2005-01-01

    Background: Obesity and the health problems associated with it have substantial economic consequences for health care systems. Little information is available concerning obesity-related problems among people with intellectual disabilities. The aims of this study were to analyse patterns of obesity among children and adolescents with intellectual…

  16. Verbal fluency in children with intellectual disability: Influence of basic executive components

    Directory of Open Access Journals (Sweden)

    Gligorović Milica

    2014-01-01

    Full Text Available Phonemic and semantic fluency tasks are frequently used to differentiate executive control roles and the integrity of lexical-semantic representation. The main goal of this study is to determine the influence of basic executive components on phonemic and semantic productivity in children with mild intellectual disability. The sample consisted of 95 children with unspecified mild intellectual disability (MID, ages 10-13.11. Phonemic fluency was assessed by the Controlled Oral Word Association Test (COWAT, while semantic fluency was assessed by the Category Naming Test (CNT. Cognitive flexibility was assessed by Wisconsin Card Sorting Test (WCST and Trail Making Test (TMT. Number Manipulation Task (NMT was used for the verbal working memory assessment, while Day/Night Stroop Task was used for the assessment of inhibitory control. The results analysis showed that all of the assessed EF components significantly affect phonemic productivity. Semantic productivity significantly depends on WCST and TMT performance. Verbal working memory and inhibitory control do not significantly contribute to semantic productivity. The results of our study indicate that the discrepancy between phonemic and semantic productivity in children with MID could be directly associated with the basic executive functions components.

  17. A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children.

    Science.gov (United States)

    Park, Daeun; Tsukayama, Eli; Goodwin, Geoffrey P; Patrick, Sarah; Duckworth, Angela L

    2017-01-01

    Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students' daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by

  18. Creativity in the regular classroom: perceptions of gifted and non-gifted students

    Directory of Open Access Journals (Sweden)

    Fernanda do Carmo Gonçalves

    2013-06-01

    Full Text Available This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.

  19. Impact of resective epilepsy surgery on health-related quality of life in children with and without low intellectual ability.

    Science.gov (United States)

    Conway, Lauryn; Widjaja, Elysa; Smith, Mary Lou

    2018-06-01

    The current study examined pre- and postoperative health-related quality of life (HRQL) across children with and without low intellectual ability. We also aimed to clarify the literature on postsurgical change by assessing domain-specific HRQL pre- and postoperatively in children with drug-resistant epilepsy. All patients (n=111) underwent resective epilepsy surgery between 1996 and 2016 at the Hospital for Sick Children in Toronto, comparing baseline and 1-year follow-up HRQL with the Quality of Life in Childhood Epilepsy Questionnaire (QOLCE-76). At the group-level, postsurgical change in HRQL was examined through linear mixed-effects modeling. Clinically important change in HRQL at the individual level was quantified using a standard error of measurement (SEM)-based criterion, and estimates were stratified by intellectual ability. Children with epilepsy and low intellectual ability had lower overall HRQL compared with those with normal intelligence (b=-10.45, SE=4.89, p=.035). No differences in change in HRQL related to intellectual level were found. In the broader sample, significant postoperative improvements were found for HRQL related to physical activity (b=8.28, SE=1.79, p<.001), social activity (b=15.81, SE=2.76, p<.001), and behavior (b=4.34, SE=1.35, p=.001). Postoperative improvements in physical and social HRQL were associated with better seizure control (p=.011). Conversely, cognitive and emotional domains of HRQL did not improve one year postoperatively, even in the presence of improved seizure control. Results suggest that children with low intellectual ability can expect to achieve similar improvements in HRQL after epilepsy surgery compared with those with normal intelligence. Further, while overall HRQL is shown to improve in children following epilepsy surgery, domain-specific change is nuanced and has important implications for health practitioners aiming to monitor treatment progress of patients. Copyright © 2018 Elsevier Inc. All rights

  20. The Lived Experience of Spirituality by the Elderly Parents of Children with Intellectual Disability: A Phenomenological Study

    Directory of Open Access Journals (Sweden)

    Arya Hamedanchi

    2013-07-01

    Full Text Available Objectives: Over the next 30 years there will be a considerable increase in the number of elderly parents of children with intellectual disability. The present article is a part of a phenomenological study on the lived experience of elderly parents of children with intellectual disability which focuses on the issue of spirituality. There is insufficient scientific evidences related to this important phenomenon. Methods & Materials: Based on a purposeful sampling, ten elderly parents of children with intellectual disability (5 mothers and 5 fathers took part in the un-structured deep interviews. The data were analyzed using a Colaizzi phenomenological approach. Results: “Spirituality” was one of the four identified emergent themes. The other emergent themes were “Bitterness” ,”Emotional attachment”, ”Support satisfaction”. Despite of having difficulties in caregiving to the child with disability, the parents appreciate God and consider the child as his will. They also trust in God when facing problems. Conclusion: In the current study, spirituality was emerged as an important theme. The participants do believe that having a child with disability is God's will and even his bless. In this way of thinking, suffering and sorrows become tolerable, less painful and even valuable. Spirituality could be considered as a part of care plans for the elderly parents of children with intellectual disability. Since this phenomenon is a process it would be better to investigate that by Grounded Theory approach.

  1. Markets: Gift Cards

    OpenAIRE

    Jennifer Pate Offenberg

    2007-01-01

    The Mobil Oil Company introduced the first retail gift card that recorded value on a magnetic strip in 1995. In under a decade, such gift cards replaced apparel as the number one item sold during the Christmas season. This study will discuss the reasons for the strong surge in the gift card market. It will then consider the value of gift cards as an intermediate option between two alternatives: purchasing a physical gift, which could possibly be returned or exchanged, versus giving cash. Empi...

  2. Effect of severe kwashiorkor on intellectual development among Nigerian children.

    Science.gov (United States)

    Nwuga, V C

    1977-09-01

    A study was conducted to investigated the intellectual sequelae of severe kwashiorkor among Nigerian children of school age. The design for the study had an experimental urban kwashiorkor (index) group and four control groups, namely, a sibling group, a lower class group, an upper class group, and a rural kwashiorkor group. Various psychological tests measuring specific intellectual abilities were administered to all of the subjects taking part in the study. The findings showed that the index group had lower levels of certain types of intellectual skill-specifically the higher cognitive skills-at school age than their siblings, and more so than other controls except their rural counterparts; males showed a tendency to be more affected by severe kwashiorkor with regard to mental development than their female counterparts; there was no relationship between scores in the psychological tests and the ages at which the index cases were admitted into hospital; the upper class was clearly superior in performance of the tests and also in measures of weight and head measurements when compared to all of the other groups; there was no relationship between head circumference and scores in the tests among subjects in the five groups.

  3. Adolescents with Intellectual Disability and Suicidal Behavior

    Directory of Open Access Journals (Sweden)

    Joav Merrick

    2005-01-01

    Full Text Available It has been assumed that impaired intellectual capacity could act as a buffer to suicidality in the population of children and adolescents with intellectual disability. The few studies that have been conducted contest this assumption, and in fact, the findings showed that the characteristics of suicidality in the population of children and adolescents with intellectual disability are very similar to other adolescents without intellectual disability. This paper reviews the few studies conducted and describe the symptomatology in this population.

  4. Consideration of children with intellectual disability as candidates for solid organ transplantation-A practice in evolution.

    Science.gov (United States)

    Wightman, Aaron; Diekema, Douglas; Goldberg, Aviva

    2018-02-01

    Children with intellectual disability were historically excluded from consideration as recipients of solid organ transplants. In light of an evolution in provider practices, this commentary will define intellectual disability and review the relevant provider attitudes and guidelines and known outcomes of solid organ transplant in this population. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  5. A Study Related to the Investigation of Multiple Intelligence Profiles of Gifted and Talented Children across Turkey

    Directory of Open Access Journals (Sweden)

    Gamze DOLU

    2014-12-01

    Full Text Available Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socio-economic development index (SEDI of Turkey as declared by Ministry of Development (MD which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155. Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants.

  6. Reconsidering the Education of Gifted Young Children with the Reggio Emilia Approach

    Science.gov (United States)

    Lai, Yuan

    2009-01-01

    While conceptualizations of giftedness have been broadened to include many forms of giftedness, a reconceptualization of gifted programs has not followed. The paper argues that the Reggio Emilia approach to early childhood education, combining important features of the fields of early childhood education and gifted education, is a good fit for…

  7. Mindful Parenting and Care Involvement of Fathers of Children with Intellectual Disabilities

    Science.gov (United States)

    MacDonald, Elaine E.; Hastings, Richard P.

    2010-01-01

    There are few data addressing psychological variables that may explain some variation in parenting by fathers of children with intellectual disabilities. In the present study, we hypothesized that fathers who were more mindful in their parenting role (specifically, fathers who reported more present-centered attention in their relationship with…

  8. High Prevalence of Obesity in Ambulatory Children and Adolescents with Intellectual Disability

    Science.gov (United States)

    Stewart, L.; Van de Ven, L.; Katsarou, V.; Rentziou, E.; Doran, M.; Jackson, P.; Reilly, J. J.; Wilson, D.

    2009-01-01

    Background: Obesity prevalence is unusually high among adults with intellectual disability (ID). There is limited and conflicting evidence on obesity prevalence among ambulatory children and adolescents with ID. The present study aimed to estimate obesity prevalence in this group and to compare with population prevalence. Methods: Survey of nine…

  9. Identifying Children with Intellectual Disabilities in the Tribal Population of Barwani District in State of Madhya Pradesh, India

    Science.gov (United States)

    Lakhan, Ram; Mawson, Anthony R.

    2016-01-01

    Background: Low-and middle-income countries (LAMI) lack an integrated and systematic approach to identify people with intellectual disabilities. Screening surveys are considered resource-intensive; therefore, alternative approaches are needed. This study attempted to identify children up to age 18 years with intellectual disabilities through a…

  10. DSM-IV disorders in children with borderline to moderate intellectual disability. I: Prevalence and impact. [IF 3.6

    NARCIS (Netherlands)

    Dekker, M.C.; Koot, H.M.

    2003-01-01

    Objective: To assess the prevalence, comorbidity, and impact of DSM-IV disorders in 7- to 20-year-olds with intellectual disability. Method: A total of 474 children (response 86.8%) were randomly selected from a sample of students from Dutch schools for the intellectually disabled. Parents completed

  11. Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability

    Science.gov (United States)

    Moskowitz, Lauren J.; Walsh, Caitlin E.; Mulder, Emile; McLaughlin, Darlene Magito; Hajcak, Greg; Carr, Edward G.; Zarcone, Jennifer R.

    2017-01-01

    There is little research on the functional assessment and treatment of anxiety and related problem behavior in children with autism spectrum disorder (ASD), particularly those with intellectual and developmental disability (IDD). In a recent study, we evaluated a multimethod strategy for assessing anxiety in children with ASD and IDD ("Am J…

  12. Reduction of Errors during Practice Facilitates Fundamental Movement Skill Learning in Children with Intellectual Disabilities

    Science.gov (United States)

    Capio, C. M.; Poolton, J. M.; Sit, C. H. P.; Eguia, K. F.; Masters, R. S. W.

    2013-01-01

    Background: Children with intellectual disabilities (ID) have been found to have inferior motor proficiencies in fundamental movement skills (FMS). This study examined the effects of training the FMS of overhand throwing by manipulating the amount of practice errors. Methods: Participants included 39 children with ID aged 4-11 years who were…

  13. The Longitudinal Course of Depression in Adoptive and Birth Mothers of Children with Intellectual Disabilities

    Science.gov (United States)

    Glidden, Laraine M.; Jobe, Brian M.

    2006-01-01

    This report extends by an additional 6 years the longitudinal research of Glidden and Schoolcraft, who found that adoptive mothers of children with intellectual disabilities displayed low depression at the initial time of adoption and thereafter, whereas birth mothers reported significantly higher levels when their children were first diagnosed,…

  14. Parental Beliefs Concerning Development and Education, Family Educational Practices and Children's Intellectual and Academic Performances

    Science.gov (United States)

    Tazouti, Youssef; Malarde, Amelie; Michea, Aurelie

    2010-01-01

    The present study examines the relationships between parental beliefs relating to development and education, parenting practices, and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second or third year of primary school. Investigations of the factors affecting the children's…

  15. Methodological Adaptations for the Discourse Analysis of Children with Intellectual Disability: Narrating Without a Language

    OpenAIRE

    Manghi Haquin, Dominique; Pontificia Universidad Católica de Valparaíso; Otálora Cornejo, Fabiola; Pontificia Universidad Católica de Valparaíso; Arancibia M., Marianela; Pontificia Universidad Católica de Valparaíso

    2017-01-01

    Given the need to understand the forms of communication of people with intellectual disability, as to favor their social participation, this study deals with narration as a self-managed instance of discourse beyond language. The purpose is to standardize a methodology which allows us to explore their narrative discourse using a multi-modal perspective. The description corresponds to narrations of fifteen Chilean children of school age with intellectual disability and low development of oral l...

  16. The assessment of static balance in children with hearing, visual and intellectual disabilities

    Directory of Open Access Journals (Sweden)

    Aija Klavina

    2017-10-01

    Full Text Available Background: Balance is a fundamental part of many movement tasks a child performs. Maintaining upright posture is a complex process involving multiple body parts and functional systems. Objective: This study aimed to explore the mean amplitude and velocity of the center of pressure (COP displacements during static balance tests in children with and without disabilities. Methods: Participants were 34 children (age 8.5 to 10.8 years including 6 typically developed children, 8 children with hearing, 8 children with visual and 12 children with intellectual disabilities. Static balance data were obtained in 15 s bipedal stance with eyes open and eyes closed, and also in 10 s unipedal stance. A force plate was used to collect data of COP amplitude in anterior-posterior (COPA-P, medio-lateral (COPM-L directions and COP velocity (COPV. Results: Study outcomes revealed that all subgroups presented larger COP displacement and velocity with eyes closed (p < .001. During bipedal stance with eyes open for results of COPM-L and COPV no significant differences were found between children with and without disabilities (p > .05. Children with intellectual and visual impairments presented significantly larger displacement in COPA-P and COPM-L in comparison with children with hearing impairment and without disability (p < .05. Conclusions: This study provided evidence of comparative outcomes on static stability assessment in elementary school children with and without disability. While in many test items children with disability did not demonstrate a significantly decreased level of postural control outcomes comparing to their peers without disability, the balance assessment should be used for early detection of dysfunction in children, so as to guide the application of appropriate intervention.

  17. The Museum and the Gifted Child.

    Science.gov (United States)

    Rogers, Karen B.

    1985-01-01

    The article presents questioning strategies that can be used when introducing gifted children to the art museum. The strategies utilize eight creative processes and seventeen content, process, and product modifications, based on the differentiation models of Frank Williams and June Maker. A single work of art is used and examples of questions…

  18. Do children do what they say? Responses to hypothetical and real-life social problems in children with mild intellectual disabilities and behaviour problems

    NARCIS (Netherlands)

    van Nieuwenhuijzen, M; Bijman, ER; Lamberix, ICW; Wijnroks, L; de Castro, BO; Vermeer, A; Matthys, W

    Background Most research on children's social problem-solving skills is based on responses to hypothetical vignettes. Just how these responses relate to actual behaviour in real-life social situations is, however, unclear, particularly for children with mild intellectual disabilities (MID). Method

  19. Expressive Vocabulary Acquisition in Children with Intellectual Disability: Speech or Manual Signs?

    Science.gov (United States)

    Vandereet, Joke; Maes, Bea; Lembrechts, Dirk; Zink, Inge

    2011-01-01

    Background: The aim of this study was to examine the degree to which children with intellectual disability (ID) depend on manual signs during their expressive vocabulary acquisition, in relation to child and social-environmental characteristics. Method: Expressive vocabulary acquisition in speech and manual signs was monitored over a 2-year period…

  20. Universal Hepatitis B Vaccination Coverage in Children and Adolescents with Intellectual Disabilities

    Science.gov (United States)

    Lin, Jin-Ding; Lin, Pei-Ying; Lin, Lan-Ping

    2010-01-01

    There is little information of hepatitis B vaccination coverage for people with intellectual disabilities (ID). The present paper aims to examine the completed hepatitis B vaccination coverage rate and its determinants of children and adolescents with ID in Taiwan. A cross-sectional questionnaire survey, with the entire response participants was…

  1. Child Maltreatment among Children with Intellectual Disability in the Canadian Incidence Study

    Science.gov (United States)

    Dion, Jacinthe; Paquette, Geneviève; Tremblay, Karine-N.; Collin-Vézina, Delphine; Chabot, Martin

    2018-01-01

    This study aims to compare, among a representative sample of substantiated child maltreatment cases, the characteristics of those with intellectual disability (ID) from those without ID. Using the 2008 Canadian Incidence Study of Reported Child Abuse and Neglect, 5,797 cases of substantiated maltreatment that involved children aged between 0 and…

  2. Effects of hippotherapy on the thickness of deep abdominal muscles and activity of daily living in children with intellectual disabilities.

    Science.gov (United States)

    Lee, JiHyun; Yun, Chang-Kyo

    2017-04-01

    [Purpose] The purpose of this study is to investigate the effect of hippotherapy exercise on the thickness of deep abdominal muscles and daily activities of children with intellectual disabilities. [Subjects and Methods] Seven children with intellectual disabilities were treated with hippotherapy for 30 minutes twice a week for 6 weeks. The thickness of deep abdominal muscles and Functional Independence Measure (FIM) of the subjects were measured by ultrasonography before and after the experiment. [Results] There was no significant change in the thickness of the External Oblique and Internal Oblique muscles, but there was a statistically significant change in Transverse Adbominis thickness and FIM score after treatment compared to before treatment. [Conclusion] Hippotherapy exercise has a positive effect on the improvement of Transverse Abdominis (TrA) and activity of daily livings of children with intellectual disabilities.

  3. Executive functions as predictors of visual-motor integration in children with intellectual disability.

    Science.gov (United States)

    Memisevic, Haris; Sinanovic, Osman

    2013-12-01

    The goal of this study was to assess the relationship between visual-motor integration and executive functions, and in particular, the extent to which executive functions can predict visual-motor integration skills in children with intellectual disability. The sample consisted of 90 children (54 boys, 36 girls; M age = 11.3 yr., SD = 2.7, range 7-15) with intellectual disabilities of various etiologies. The measure of executive functions were 8 subscales of the Behavioral Rating Inventory of Executive Function (BRIEF) consisting of Inhibition, Shifting, Emotional Control, Initiating, Working memory, Planning, Organization of material, and Monitoring. Visual-motor integration was measured with the Acadia test of visual-motor integration (VMI). Regression analysis revealed that BRIEF subscales explained 38% of the variance in VMI scores. Of all the BRIEF subscales, only two were statistically significant predictors of visual-motor integration: Working memory and Monitoring. Possible implications of this finding are further elaborated.

  4. Extracurricular Activities and the Development of Social Skills in Children with Intellectual and Specific Learning Disabilities

    Science.gov (United States)

    Brooks, B. A.; Floyd, F.; Robins, D. L.; Chan, W. Y.

    2015-01-01

    Background: Children with intellectual disability and specific learning disabilities often lack age-appropriate social skills, which disrupts their social functioning. Because of the limited effectiveness of classroom mainstreaming and social skills training for these children, it is important to explore alternative opportunities for social skill…

  5. Parent-child problem solving in families of children with or without intellectual disability.

    Science.gov (United States)

    Wieland, N; Green, S; Ellingsen, R; Baker, B L

    2014-01-01

    To examine differences in child social competence and parent-child interactions involving children with intellectual disability (ID) or typical development (TD) during a Parent-Child Problem-Solving Task. Mothers and their 9-year-old children (n = 122) participated in a problem-solving task in which they discussed and tried to resolve an issue they disagreed about. The interactions were coded on child and mother problem solving and affect behaviours, as well as the dyad's problem resolution. Children with ID (n = 35) were rated lower on expression/negotiation skills and higher on resistance to the task than children with TD (n = 87). Mothers in the ID group (vs. TD group) were more likely to direct the conversation. However, there were no group differences on maternal feeling acknowledgement, engagement, warmth or antagonism. The ID dyads were less likely to come to a resolution and to compromise in doing so than the TD dyads. These group differences were not attributable to differences in children's behaviour problems. Children with ID and their mothers had more difficulty resolving problems, and this increased difficulty was not explained by greater behaviour problems. Additionally, with the exception of directiveness, mothers of children with ID displayed similar behaviours and affect towards their children during problem solving as mothers of children with TD. Results suggest that the Parent-Child Problem-Solving Task is a useful way to assess social skills and associated parental behaviours in middle childhood beyond self-report. Implications for future research and intervention are discussed. © 2013 The Authors. Journal of Intellectual Disability Research © 2013 John Wiley & Sons Ltd, MENCAP & IASSIDD.

  6. Intelligence and Neurophysiological Markers of Error Monitoring Relate to Children's Intellectual Humility.

    Science.gov (United States)

    Danovitch, Judith H; Fisher, Megan; Schroder, Hans; Hambrick, David Z; Moser, Jason

    2017-09-18

    This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  7. Impact of Oral Health Behaviors on Dental Caries in Children with Intellectual Disabilities in Guangzhou, China

    Directory of Open Access Journals (Sweden)

    Zifeng Liu

    2014-10-01

    Full Text Available Dental care is consistently reported as one of the primary medical needs of children with disabilities (IDC. The aim of the present study was to explore the influence of oral health behaviors on the caries experience in children with intellectual disabilities in Guangzhou, China. A cross-sectional study was carried out in 477 intellectually disabled children, 12 to 17 years old, who were randomly selected from special educational schools in Guangzhou. A self-administered parental questionnaire was used to collect data on socio-demographic characteristics and oral health behavior variables, and 450 valid questionnaires were returned. Multiple regression analysis was used to examine the factors associated with dental caries. The average age of those in the sample was 14.6 years (SD = 1.3, 68.4% of whom were male, and the caries prevalence rate was 53.5% (DMFT = 1.5 ± 2.0. The factors significantly affecting the development of dental caries in IDC included gender, the presence or absence of cerebral palsy, and the frequency of dental visits and toothbrushing. In conclusion, the presence of cerebral palsy contributed to an increase risk of caries experience in intellectually disabled children, while toothbrushing more than twice a day and routine dental visits were caries-protective factors. Oral health promotion action may lead to a reduction in dental caries levels in IDC.

  8. Provision for Mathematically Able Children in Primary Schools: A Review of Practice Five Years after England Dropped the Gifted and Talented Initiative

    Science.gov (United States)

    Dimitriadis, Christos; Georgeson, Jan

    2018-01-01

    After the abandonment of the Gifted and Talented initiative and the recent developments in mathematics educational policy (i.e. the new national curriculum and the "mastery" initiative), this research project aimed to explore the current primary school situation regarding educating the "most able" children in mathematics, along…

  9. Paediatric palliative care and intellectual disability-A unique context.

    Science.gov (United States)

    Duc, Jacqueline K; Herbert, Anthony Robert; Heussler, Helen S

    2017-11-01

    Paediatric palliative care is a nuanced area of practice with additional complexities in the context of intellectual disability. There is currently minimal research to guide clinicians working in this challenging area of care. This study describes the complex care of children with life-limiting conditions and intellectual disability by means of a literature synthesis and commentary with "best-practice" guide. As few articles concerning children with intellectual disability and palliative care needs were identified by formal systematic review, our expert consensus group has drawn from the paediatric palliative, oncology and adult intellectual disability literature to highlight common clinical challenges encountered in the day-to-day care of children with intellectual disability and life-limiting conditions. A longitudinal child- and family-centred approach is key to ensuring best-practice care for families of children with life-limiting conditions and intellectual disability. As highlighted by the great absence of literature addressing this important patient population, further research in this area is urgently required. © 2017 John Wiley & Sons Ltd.

  10. Investigating of Memory - Colours of Intellectually Disabled Children and Virtual Game Addict Students

    Science.gov (United States)

    Sik Lányi, Cecília

    We describe an investigation of memory colours. For this investigation Flash test software was developed. 75 observers used this test software in 4 groups: average elementary school children (aged: 8-9 years), intellectually disabled children (age: 9-15), virtual game addict university students (average age: 20) and university students who play with VR games rarely or never (average age: 20). In this pilot test we investigated the difference of memory colours of these 4 groups.

  11. Developmental and Communication Disorders in Children with Intellectual Disability: The Place Early Intervention for Effective Inclusion

    Science.gov (United States)

    Jacob, Udeme Samuel; Olisaemeka, Angela Nneka; Edozie, Isioma Sitamalife

    2015-01-01

    The paper attempts to discuss the place of intervention in the developmental and communication disorders of children with intellectual disability for the purpose of providing effective inclusion programme. The definition of early intervention was stated, areas affected by children communication disorder such as language comprehension, fluency,…

  12. Parents of children with and without intellectual disability: couple relationship and individual well-being.

    Science.gov (United States)

    Norlin, D; Broberg, M

    2013-06-01

    Research on parents of children with intellectual disability (ID) has identified a range of risk and protective factors for parental well-being. In family research, the association between marital quality and depression is a vital field of investigation. Still little research has addressed how aspects of the couple relationship affect the adaptation of parents of children with ID. The present study examined predictive links between couple relationship factors (marital quality and coparenting quality) and individual well-being. Data were obtained through self-report questionnaires completed by parents of children with ID (mothers, n = 58; and fathers, n = 46) and control children (mothers, n = 178; and fathers, n = 141). To test the hypothesis that couple relationship factors predicted individual well-being, multiple regression analyses were performed controlling for the following risk factors identified by previous research: child self-injury/stereotypic behaviour, parenting stress, and economic risk. Marital quality predicted concurrent well-being, and coparenting quality predicted prospective well-being. Mothers of children with ID reported lower well-being than other parents. There is a continued need for investigation of the details of the links between couple relationship and individual well-being in parents of children with ID. Couple relationship factors should be given consideration in clinical interventions. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

  13. Measurement of perceived competence in Dutch children with mild intellectual disabilities.

    Science.gov (United States)

    Elias, C; Vermeer, A; 't Hart, H

    2005-04-01

    Little research has been conducted on the perceived competence of children with mild intellectual disabilities (MID). One of the reasons for the marked absence of research appears to be the lack of reliable and clearly valid measurement instruments for this particular group of children. In the present study, it was examined whether a pictorial scale originally designed to measure perceived competence in typically developing children could successfully be used with children with MID. The pictorial scale was administered to a group of 106 children with MID. The construct validity, reliability and stability of the scale were investigated. The results of the exploratory factor analyses and the confirmatory factor analyses supported the conceptual framework proposed. The construct validity was also supported by the pattern of intercorrelations between the subscales. The scale had adequate internal consistency and the stability analyses showed sufficient stability across a 4-month period. The findings show the psychometric properties of the pictorial scale to justify its use with children with MID.

  14. Rare diseases and intellectual disability: assessment of quality of life of children and adolescents

    Directory of Open Access Journals (Sweden)

    Erica GONZÁLEZ MARTÍN

    2017-02-01

    Full Text Available Antecedents. The main objective of this study was to evaluate the quality of life in children and young people with rare diseases and intellectual disability, as well as to determine the incidence of certain predictors (i. e., gender, age, level of intellectual disability, type of school, type of illness and autonomous community in the criterion variable. Method. The KidsLife Scale was applied, a questionnaire based on the eight domain model of quality of life by Schalock and Verdugo. The sample comprised 103 participants with rare diseases and intellectual disability, aged between 3 and 21, who received supports in any organization providing educational, social, or health services. Results. The best scores were found in physical wellbeing, while the lowest were in social inclusion. The level of intellectual disability and support needs resulted in significant differences for the total score of the scale. Analyses by domains showed differences by gender, intellectual disability level, and type of schooling. Conclusions. The results argue for designing practices aimed to improve quality of life-related personal outcomes with regard to self-determination, inclusion, and interpersonal relationships.

  15. Executive and intellectual functioning in school-aged children with specific language impairment.

    Science.gov (United States)

    Kuusisto, Marika A; Nieminen, Pirkko E; Helminen, Mika T; Kleemola, Leenamaija

    2017-03-01

    Earlier research and clinical practice show that specific language impairment (SLI) is often associated with nonverbal cognitive deficits and weakened skills in executive functions (EFs). Executive deficits may have a remarkable influence on a child's everyday activities in the home and school environments. However, research information is still limited on EFs in school-aged children with SLI, mostly conducted among English- and Dutch-speaking children. To study whether there are differences in EFs between Finnish-speaking children with SLI and typically developing (TD) peers at school age. EFs are compared between the groups with and without controlling for nonverbal intelligence. Parents and teachers of children with SLI (n = 22) and age- and gender-matched TD peers (n = 22) completed The Behavior Rating Inventory of Executive Functions (BRIEF). The mean age of the children was 8,2 years. BRIEF ratings of parents and teachers were compared between the children with SLI and with TD peers by paired analysis using conditional logistic regression models with and without controlling for nonverbal IQ. Intellectual functioning was assessed with the Wechsler Intelligence Scale for Children. Children with SLI had weaker scores in all parent and teacher BRIEF scales compared with TD peers. Statistically significant differences between the groups were found in BRIEF scales Shift, Emotional Control, Initiate, Working Memory, Plan/Organize and Monitor. Differences between the groups were statistically significant also in intellectual functioning. On BRIEF scales some group differences remained statistically significant after controlling for nonverbal IQ. This study provides additional evidence that also Finnish-speaking school-aged children with SLI are at risk of having deficits in EFs in daily life. EFs have been proposed to have an impact on developmental outcomes later in life. In clinical practice it is important to pay attention to EFs in school-aged children with SLI

  16. Education creates comfort and challenges stigma towards children with intellectual disabilities.

    Science.gov (United States)

    Breau, Lynn M; Aston, Megan; MacLeod, Emily

    2018-03-01

    Children with intellectual disabilities (IDs) are frequent users of the healthcare system, yet nurses report they receive little education regarding specialized medical, social and relational needs of this population. Therefore, parents take on a greater burden of care while their child is in hospital than do parents of typically developing children. This article reports findings from a qualitative study that used feminist poststructuralism to examine the hospital experiences of eight children with IDs, 17 mothers and 12 nurses. Nurses and mothers reported a lack of knowledge and education regarding the healthcare of children with ID and identified a need for more education. Participants noted that physical care of children with ID was prioritized as more important than communication and relationships. This unintentional prioritization was socially and institutionally constructed through stigma and stereotypes about people with IDs. Nurses and parents offered suggestions to access and increase ID education for healthcare professionals.

  17. The Effectiveness of the Quality of Life Therapy on Parental Stress and its Dimensions among Mothers with Intellectually Disabled Children

    Directory of Open Access Journals (Sweden)

    صدیقه آقائی

    2017-09-01

    Full Text Available The purpose of this research was to examine the effectiveness of quality of life therapy on reducing parental stress and its dimensions among mothers who have children with intellectual disability. The research was designed as semi-experimental pretest-posttest with a control group. The statistical population was all mothers who had school children with intellectual disability in Semirom town. The statistical sample contained 30 mothers with intellectually disabled children who were voluntary selected. They were randomly assigned in experimental (15 mothers and control (15 mothers groups. While the control group was in waiting list, the experimental group received eight 90-minutes sessions of quality of life therapy. The measurement was the short form of Parental Stress Questionnaire (Abedin, 1983. Both groups were evaluated in pre-test and post-test. Collected data were analyzed by descriptive (means and standard deviations and inferential statistic (multivariate covariate analysis methods. The results showed that the scores of control group in posttest parental stress was higher in comparison to experimental group. As regard to the results it can be said that the quality of life therapy training is significantly effective on improving parental stress and its dimensions among mothers with Intellectually Disabled Children.

  18. 30 CFR 705.18 - Gifts and gratuities.

    Science.gov (United States)

    2010-07-01

    ... the context of obvious family or personal relationships, such as those between the parents, children... relationships rather than the business of the persons concerned which are the motivating factors. An employee... RESTRICTION ON FINANCIAL INTERESTS OF STATE EMPLOYEES § 705.18 Gifts and gratuities. (a) Except as provided in...

  19. 30 CFR 706.18 - Gifts and gratuities.

    Science.gov (United States)

    2010-07-01

    ... the context of obvious family or personal relationships, such as those between the parents, children... relationships rather than the business of the persons concerned which are the motivating factors. An employee... RESTRICTION ON FINANCIAL INTERESTS OF FEDERAL EMPLOYEES § 706.18 Gifts and gratuities. (a) Except as provided...

  20. Intellectual Assessment of Children and Youth in Japan: Past, Present, and Future

    Science.gov (United States)

    Ishikuma, Toshinori; Matsuda, Osamu; Fujita, Kazuhiro; Ueno, Kazuhiko

    2016-01-01

    This article briefly reviews the history of intellectual assessment with children and youth in Japan, as well as current practices and future directions. The history of intelligence test use in Japan began in the early 20th century. Since the 21st century, three major intelligence tests, namely, the Wechsler Intelligence Scales, the Kaufman…

  1. The Application of CSCL Scripts to Support Teaching and Learning for Children with Intellectual Disabilities.

    Science.gov (United States)

    Boyle, Bryan; Arnedillo-Sánchez, Inmaculada

    2017-01-01

    This paper describes the application of collaboration scripts to guide social interaction behaviours of children with intellectual disabilities. The use of such scripts demonstrate potential as a means of creating CSCL environments that can be used to provide children with communication and social interaction impairments with a platform for learning and practicing such skills in a meaningful social context.

  2. DSM-IV disorders in children with borderline to moderate intellectual disability. II: Child and family predictors. [IF 3.6

    NARCIS (Netherlands)

    Dekker, M.C.; Koot, H.M.

    2003-01-01

    Objective: To identify child and family factors that predict DSM-IV disorders in children with intellectual disability. Method: In 1997, a total of 968 6- to 18-year-olds were randomly selected from Dutch schools for intellectual disability (response 69.3%). Parents completed the Child Behavior

  3. Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective

    Science.gov (United States)

    Garn, Alex C.; Matthews, Michael S.; Jolly, Jennifer L.

    2010-01-01

    The home environment that parents provide their gifted children can have a significant impact on academic motivation, yet limited research has focused on this topic. Self-determination theory, a comprehensive framework of motivation, was used in the current study to explore two research questions: (a) What attitudes do parents of gifted students…

  4. Looking beyond Maternal Sensitivity: Mother-Child Correlates of Attachment Security among Children with Intellectual Disabilities in Urban India

    Science.gov (United States)

    John, Aesha; Morris, Amanda Sheffield; Halliburton, Amy L.

    2012-01-01

    This study examined correlates of attachment security among children with intellectual disabilities in urban India. Survey and observational data were gathered from 47 children, mothers, and teachers on children's attachment security, adaptive functioning, and mother-child emotional availability. The data were analyzed to examine whether child…

  5. Crianças Sobredotadas, Posição da familia e comunidade no plano educativo / Gifted children development - Family and Community position

    Directory of Open Access Journals (Sweden)

    Zenita Guenther

    2017-12-01

    Full Text Available Crianças sobredotadas mostram desempenho notavelmente superior em relação ao grupo comparável, como indicação da maior capacidade de aprender. Sustentam esse processo: a Família, onde a criança nasce e é criada; a Escola, instituição social encarregada de prover educação; e a Comunidade, como o terreno onde forças culturais e ideológicas atuam, influenciando a vida das pessoas; portanto, a comunidade oferece as bases de um programa para desenvolver o potencial de suas crianças e jovens sobredotados. Ressaltam na comunidade 1º. A influência das instituições educacionais, mormente universidades, e 2º. A ação de pessoas ali reconhecidas e produtivas, sob a forma de voluntariado. O presente artigo discute maneiras como essas duas fontes podem ser recrutadas para atuar em um programa sistematizado de educação para desenvolver estudantes sobredotados e talentosos. Gifted children show significantly higher performance than their peers, what is an indication of their increased capacity to learn. Support this process: the family, where the child is born and raised; the School, a social institution in charge of providing education; and the community, where cultural and ideological forces act to influence people's lives; Therefore, the community offers basis for a program to develop the potential of their gifted children. The major forces within the community are: 1st. educational institutions, especially universities; and 2nd. voluntary action of acknowledged and productive persons. The present article discusses how these two sources can be recruited to act in a systematic program of education for gifted and talented students.Gifted; talent development; community talent centers

  6. Nutritional status and intellectual development in children: A community-based study from rural Southern India.

    Science.gov (United States)

    Jacob, Amita; Thomas, Leah; Stephen, Kezia; Marconi, Sam; Noel, J; Jacob, K S; Prasad, Jasmin

    2016-01-01

    There is a dearth of recent data on the relationship between nutritional status and intellectual development among children in India. To determine whether such a relationship exists, we studied children in a rural area of Tamil Nadu. We stratified villages in Kaniyambadi block, Tamil Nadu, and recruited consecutive children who satisfied the study criteria. We assessed nutritional status by measuring height and weight and recording chronological age, and calculated indices weight-for-age, height-for-age, weight-forheight and their Z scores. We assessed intellectual development using the Indian adaptation of the Vineland Social Maturity Scale. We used a case-control framework to determine the relationship and logistic regression to adjust for common confounders. We recruited 114 children between the ages of 12 and 72 months. Z score means (weight-for-age -1.36; height-for-age -1.42; weight-for-height -0.78) were much less than 0 and indicate undernutrition. Z score standard deviations (weight-for-age 1.04; height-for-age 1.18; weightfor- height 1.06) were within the WHO recommended range for good quality of nutrition data suggesting reduced measurement errors and incorrect reporting of age. The frequency distributions of population Z scores suggest high undernutrition, wasting and medium stunting. A tenth of the population (9.6%) had values to suggest borderline/below average intelligence (social quotient social quotient. These relationships remained statistically significant after adjusting for sex and socioeconomic status using logistic regression. Chronic undernutrition, wasting and stunting and their association with lower intellectual development demand an urgent re-assessment of national food policies and programmes.

  7. 228 THE INTELLECTUAL DISABLED (MENTALLY IMPAIRED) IN ...

    African Journals Online (AJOL)

    Elizabeth

    The Intellectual disabled child is characterized by significantly sub average general intellectual ... by abnormal development, learning difficulties, and problem in social ... softened and classifications redefined some what to mild (IQ of 55 –70) moderate .... parents do not like the isolation of their children from normal children.

  8. Caregiving Perceptions of Chinese Mothers of Children with Intellectual Disability in Hong Kong

    Science.gov (United States)

    Mak, Winnie W. S.; Ho, Gladys S. M.

    2007-01-01

    Background: In this study, we tested the effects of three different coping strategies (i.e. problem-focused, emotion-focused and relationship-focused coping) on both positive and negative caregiving perceptions. Materials and Methods: Two hundred and twelve Chinese mothers of children with intellectual disability from a major non-governmental…

  9. Protein-energy malnutrition and intellectual abilities : a study of teen-age Ugandan children

    NARCIS (Netherlands)

    Hoorweg, J.C.

    1976-01-01

    This study is concerned with the relation between protein-energy malnutrition and the intellectual abilities of children in Uganda. The findings are based on the investigation of a group of 60 Ugandan boys and girls who became severely malnourished during the first 27 months of their life, resulting

  10. Why Try? Factors that Differentiate Underachieving Gifted Students from High Achieving Gifted Students.

    Science.gov (United States)

    McCoach, D. Betsy; Siegle, Del

    This report discusses the outcomes of a study that investigated the relationship between student scores on the five sub-scales of the School Attitude Assessment Survey-Revised (SAAS-R) and the academic achievement of known groups of gifted achievers and gifted underachievers. The study examined whether gifted achievers and gifted underachievers…

  11. Do Children Do What They Say? Responses to Hypothetical and Real-Life Social Problems in Children with Mild Intellectual Disabilities and Behaviour Problems

    Science.gov (United States)

    van Nieuwenhuijzen, M.; Bijman, E. R.; Lamberix, I. C. W.; Wijnroks, L.; de Castro, B. Orobio; Vermeer, A.; Matthys, W.

    2005-01-01

    Abstract: Background Most research on children's social problem-solving skills is based on responses to hypothetical vignettes. Just how these responses relate to actual behaviour in real-life social situations is, however, unclear, particularly for children with mild intellectual disabilities (MID). Method: In the present study, the spontaneous…

  12. Nurturing young gifted and talented children: Teachers generating ...

    African Journals Online (AJOL)

    The project was funded by the Department of Education and Skills as part of the government's gifted and talented programme in the United Kingdom (UK). Two specific outcomes of the project are presented in this article. The project helped to develop teachers' understanding of both the identification of and provision for ...

  13. KEMANDIRIAN ANAK INTELLECTUAL DISABILITY TERKAIT DENGAN TINGKAT KEMATANGAN SOSIAL

    Directory of Open Access Journals (Sweden)

    Muh Khoironi Fadli

    2014-04-01

    Full Text Available Background:Intellectual disability is disorder of intellectual function that is significantly below averagewith various deficits in adaptive function, such as taking care of oneself or occupational activities thatemerge before the age of 18 years old. One characteristic of intellectuallydisabled children in adaptivefunction is social maturity disorder. Children with intellectual disability haveproblem in social maturityandlimitation in fulfilling needs in daily activities.Objective:To identify correlation between social maturity and self-reliance of children with intellectualdisability.Methods:The study was non experimental. It used cross sectional design and quantitative approach.Samples were taken throughproportionate stratified random samplingtechnique. Research instrumentused to assess social maturity was Vineland Social Maturity Scale (VSMS and self-reliance wasFunctional Independence Measure for Children (WeeFIM. Subject of the study were children withintellectual disability in SLB Bakti Siwithat met inclusion and exclusion criteria as many as 61children.The study usednon parametricSpearman’s Rank Correlationtestat significancep<0.05.Result:Social maturity was high in 9 children (14.8%, medium in 23 children (37.7%, and low in 29children (47.9%. Self-reliance of children with intellectual disability showed average score (mean105.36with deviation standard15.43and range56-126.Score of correlation between social maturity andself-reliance of children with intellectual disability inSLB Bakti Siwishowedpvalue 0.000 (p<0.05.Conclusion: There was significant correlation between social maturity and sel-reliance of children withintellectual disability in SLB Bakti Siwi with score of correlation in strong category.

  14. The effects of prophylactic treatment of the central nervous system on the intellectual functioning of children with acute lymphocytic leukemia

    International Nuclear Information System (INIS)

    Moss, H.A.; Nannis, E.D.; Poplack, D.G.

    1981-01-01

    The effect of central nervous system prophylaxis (cranial radiation and intrathecal chemotherapy) on intellectual function was studied in 24 children with acute lymphocytic leukemia. The Wechsler Intelligence tests were administered to these children and to a sample of their healthy siblings, who served as a comparison group. The mean Full Scale lQ was 98.6 for the patients and 112.5 for the sibling controls (p less than 0.001 level). Those patients who received central nervous system preventive treatment at a young age exhibited a greater decrement in intellectual abilities than did patients who were older when they received this treatment. In contrast, leukemia patients who had not received central nervous system prophylaxis had IQs that did not differ statistically from those of their siblings. These data suggest that central nervous system prophylaxis may have an adverse effect on the intellectual capability of children with acute lymphocytic leukemia

  15. Effectiveness of low intensity behavioral treatment for children with autism spectrum disorder and intellectual disability

    NARCIS (Netherlands)

    Peters-Scheffer, N.C.; Didden, H.C.M.; Mulders, M.; Korzilius, H.P.L.M.

    2013-01-01

    To determine the effectiveness of low intensity behavioral treatment (LIBT) supplementing regular treatment in young children with autism spectrum disorder (ASD) and intellectual disability (ID) standardized tests of cognition, adaptive behavior, interpersonal relations, play, language,

  16. Mastery Motivation in Children with Intellectual Disability: Is There Evidence for a Down Syndrome Behavioural Phenotype?

    Science.gov (United States)

    Gilmore, Linda; Cuskelly, Monica; Browning, Melissa

    2015-01-01

    The main purpose of the current study was to provide empirical evidence to support or refute assumptions of phenotypic deficits in motivation for children with Down syndrome (DS). Children with moderate intellectual disability (MID) associated with etiologies other than DS were recruited in an extension of a previous study that involved children…

  17. Computerised Attention Training for Children with Intellectual and Developmental Disabilities: A Randomised Controlled Trial

    Science.gov (United States)

    Kirk, Hannah E.; Gray, Kylie M.; Ellis, Kirsten; Taffe, John; Cornish, Kim M.

    2016-01-01

    Background: Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of computerised cognitive training in reducing attention problems, limited studies have…

  18. Intercorrelation of the WISC-R and the Renzulli-Hartman Scale for Determination of Gifted Placement.

    Science.gov (United States)

    Lowrance, Dan; Anderson, Howard N.

    In order to compare the Wechsler Intelligence Scale for Children--Revised (WISC-R) and the Renzulli-Hartman Scale for Determination of Gifted Placement, 192 potentially gifted elementary students were rated on both tests. A correlation matrix indicated that one of the four subscales of the Renzulli-Hartman Scale, the Learning Characteristics…

  19. Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

    Science.gov (United States)

    Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Guérios, Ettiène; de Freitas, Samarah Perszel

    2016-01-01

    This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and…

  20. Prospective study of intellectual development, mental and behavioral disorders in children in uteroexposed to radioecological and psychosocial factors associated with the Chernobyl accident

    International Nuclear Information System (INIS)

    Igumnov, S.A.; Drozdovich, V.V.

    1999-01-01

    Prospective study of the parameters characterizing the mental status of children in utero exposed to radioecological factors associated with the Chernobyl accident. 197 children born from May 1986 to February 1987 whose mothers lived in the period of pregnancy at contaminated territory were examined. Control group was formed by random sampling. It is shown that the children of the group under study aged 6-7 years were characterized by relative predominance of cases with border-line level of intellectual functioning (13.2 % vs. 9.2 % in the control group). By 10-12 years this difference practically smoothed over. Average group intellectual parameters of children aged 6-7 and 10-12 years in the main group were similar and did not depend on pregnancy term at the moment of exposure. Unfavorable physiological and social-demographic factors were mainly responsible for the intellectual development and emotional disordered in prenatally exposed children [ru

  1. Effect of prenatal and postnatal malnutrition on intellectual functioning in early school-aged children in rural western China.

    Science.gov (United States)

    Li, Chao; Zhu, Ni; Zeng, Lingxia; Dang, Shaonong; Zhou, Jing; Yan, Hong

    2016-08-01

    The aim of this study was to evaluate the effect of prenatal and postnatal malnutrition on the intellectual functioning of early school-aged children. We followed the offspring of women who had participated in a trial of prenatal supplementation with different combinations of micronutrients and who remained resident in the study field. We measured their intellectual functioning using the Wechsler intelligence scale for children (WISC-IV). Height-for-age, weight-for-age, and body mass index (BMI)-for-age were used as anthropometric nutritional status indices. Four of the 5 composite scores derived from the WISC-IV, except for working memory index (WMI), were significantly lower in low birth weight children after adjusting for confounds. All 5 composite scores, including full-scale intelligence quotient (FSIQ), verbal comprehension index (VCI), WMI, perceptual reasoning index (PRI), and processing speed index (PSI) were significant lower in stunted and underweight children. The differences in the means of WISC-IV test scores were greatest between stunted and nonstunted children. The means for FSIQ, VCI, WMI, PRI, and PSI were as follows: 5.88 (95% confidence interval [CI]: 2.84-8.92), 5.08 (95% CI: 1.12-8.41), 4.71 (95% CI: 1.78-7.66), 6.13 (95% CI: 2.83-9.44), and 5.81 (95% CI: 2.61-9.00). These means were lower in stunted children after adjusting for confounds. Our results suggest the important influences of low birth weight and postnatal malnutrition (stunting, low body weight) on intellectual functioning in early school-aged children.

  2. Computers in Education of Children with Intellectual and Related Developmental Disorders

    Directory of Open Access Journals (Sweden)

    Valentina Kirinic

    2010-03-01

    Full Text Available Children suffering from intellectual deficiency and disorders arising from such a condition tend to be provided with a specific form of education, depending on the deficiency type and degree. Apart from the disorder itself, the acquisition of knowledge, skills and learning habits depends on the children’s motivation for learning, as well as the accessibility of the computer. When used in conformance with pedagogical, didactic and clinical standards, the computer as an educational aid may prove helpful for education and training of children with developmental disorders. Using computers also enables communication and fosters communication skills resulting in the development of self-confidence.

  3. Prevalence of overweight and obesity among children and adolescents with intellectual disabilities: a systematic review and meta-analysis.

    Science.gov (United States)

    Maïano, C; Hue, O; Morin, A J S; Moullec, G

    2016-07-01

    Although there have been numerous studies examining the prevalence of overweight and obesity among children and adolescents with intellectual disabilities, they have not yet been integrated and synthesized through a systematic quantitative review process. The purpose of this systematic review and meta-analysis was to determine: (i) the prevalence of overweight/obesity among children and adolescents with intellectual disabilities; (ii) the sources of heterogeneity in studies reporting the prevalence of overweight/obesity in this population; and (iii) the risk of overweight/obesity in this population compared with their typically developing peers. A systematic literature search was performed and 16 studies, published between 1985 and 2015, met the inclusion criteria. The resulting pooled prevalence estimates for overweight, overweight-obesity and obesity were respectively: (i) 15%, 30%, and 13%, in children; and (ii) 18%, 33%, and 15% in adolescents. Subgroup analyses showed significant variations in the pooled prevalence estimates as a function of geographical region, recruitment setting, additional diagnoses, and norms used to define overweight or obesity. The findings also showed adolescents with intellectual disabilities to be respectively 1.54 and 1.80 times more at risk of overweight-obesity and obesity than typically developing adolescents. Unfortunately, no such comparison is available for children. © 2016 World Obesity. © 2016 World Obesity.

  4. The Effects of Psychopathology on the Pain Expression of Children and Youth with Intellectual and Developmental Disabilities

    Science.gov (United States)

    Breau, Lynn M.; Camfield, Carol S.

    2011-01-01

    Behavioral pain assessment is possible for children and youth with intellectual and developmental disabilities (IDD). However, pain behavior is often misinterpreted as reflecting psychopathology. We examined whether psychopathology alters pain behavior. Caregivers of 123 children (56 girls ages 40 to 258 months) completed the Non-Communicating…

  5. Gender stereotypes about intellectual ability emerge early and influence children's interests.

    Science.gov (United States)

    Bian, Lin; Leslie, Sarah-Jane; Cimpian, Andrei

    2017-01-27

    Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women's pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are "really, really smart." Also at age 6, girls begin to avoid activities said to be for children who are "really, really smart." These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children's interests. Copyright © 2017, American Association for the Advancement of Science.

  6. The Impact of Behavioural Executive Functioning and Intelligence on Math Abilities in Children with Intellectual Disabilities

    Science.gov (United States)

    Dekker, M. C.; Ziermans, T. B.; Swaab, H.

    2016-01-01

    Background: Little is known about the role of behavioural executive functioning (EF) skills and level of intelligence (IQ) on math abilities in children with mild to borderline intellectual disabilities. Method: Teachers of 63 children attending a school for special education (age: 10 to 13 years; IQ: 50 to 85) filled out a Behaviour Rating…

  7. An Imperative: Programming for the Young Gifted/Talented.

    Science.gov (United States)

    Karnes, Merle B.; Johnson, Lawrence J.

    1987-01-01

    Different populations of young gifted/talented children are being served by three programs at the University of Illinois: The University Primary School, the "Retrieval and Acceleration of Promising Handicapped Talented" model program, and the "Bringing Out Head Start Talents" program. Research on the effectiveness of these…

  8. [Effects of Montessori education on the intellectual development in children aged 2 to 4 years].

    Science.gov (United States)

    He, Hong-Ling; Yan, Hong; Zuo, Ling; Liu, Ling; Zhang, Xi-Ping

    2009-12-01

    To compare the effects of Montessori education and traditional education on the intellectual development in children aged 2 to 4 years. Children aged between 2 to 3 years who were enrolled in a kindergarten in September 2006 were randomly assigned to the Montessori education and the traditional education groups. In addition to receiving the traditional education, the Montessori education group participated in the two-hour Montessori pedagogical activities every day. The intellectual development was evaluated by the Neuropsychological Development Examination Format for Children Aged 0~6 years published by Capital Pediatrics Research Institute at enrollment and one year after the trial. There were no significant differences in the intelligence growth level between the Montessori education and the traditional education groups at enrollment. After one year, the levels of fine movements, adaptation ability, language, and social behavior developments in the Montessori education group were significantly higher than those in the traditional education group (pdevelopment quotient in the Montessori education group were also higher than those in the traditional education group (peducation can promote the development of large motor ability, fine movements, language, and social behavior in children.

  9. Prevalence of Overweight and Mothers' Perception of Weight Status of Their Children with Intellectual Disabilities in South Korea

    Science.gov (United States)

    Ha, Yeongmi; Jacobson Vann, Julie C.; Choi, Eunsook

    2010-01-01

    The purpose of this study was to estimate the prevalence of overweight and examine relationships between weight status of children with intellectual disabilities (IDs), mothers' perceived weight status of children, and socioeconomic status (SES). A cross-sectional study of 206 mothers of children with IDs in six special schools in Seoul, South…

  10. Predicting Expressive Vocabulary Acquisition in Children with Intellectual Disabilities: A 2-Year Longitudinal Study

    Science.gov (United States)

    Vandereet, Joke; Maes, Bea; Lembrechts, Dirk; Zink, Inge

    2010-01-01

    Purpose: This study's objectives were to describe expressive vocabulary acquisition in children with intellectual disabilities (ID) and to examine specific pre- and early linguistic behaviors used to request and comment, chronological age, cognitive skills, and vocabulary comprehension as predictors of expressive vocabulary. Method: This study…

  11. Maternal stress predicted by characteristics of children with autism spectrum disorder and intellectual disability

    NARCIS (Netherlands)

    Peters-Scheffer, N.C.; Didden, H.C.M.; Korzilius, H.P.L.M.

    2012-01-01

    To determine maternal stress and child variables predicting maternal stress, 104 mothers of children with autism spectrum disorder (ASD) and intellectual disability (ID) completed the Dutch version of the Parental Stress Index (PSI; De Brock, Vermulst, Gerris, & Abidin, 1992) every six months over a

  12. Examining the Permanence of the Effect of an Empathy Program for the Acquisition of Empathy Skills on Gifted Adolescents

    Science.gov (United States)

    Nedim Bal, Pervin

    2015-01-01

    This study aimed to examine the permanence of the effect of an Empathy Training Program, administered 8 months ago on gifted adolescents studying in 6th and 7th grades. The sample of this study consisted of 60 students with IQ scores of above 130 and studied in Enderun Gifted Children Center. Bryant's Empathy Scale for Children was administered to…

  13. Intellectual and behavioral impairment after chemotherapy and radiotherapy among children with cancer in Iran.

    Science.gov (United States)

    Parsay, Susan; Mosavi-Jarrahi, Alireza; Arabgol, Fariba; Kiomarcy, Azadeh

    2011-01-01

    It is well established that treatment modalities against cancer have psychosocial and serious medical side effects especially neurologic, learning, and intellectual disorders among children with cancer. The aim of this study was to evaluate the behavioral change specially the effect of chemotherapy and cranial radiotherapy on the development of attention deficit hyperactivity disorder (ADHD) in children with cancer. The children diagnosed with cancer and referred to Mahak Hospital (a well funded charity organization helping children with cancer in Iran) participated in this study. To assess the post treatment behavior, the Conner's Rating Scales (CRS) questionnaire, which its reliability and validity has been well established was administrated by trained interviewer in a two hour sessions to mother or attending nurses of the cases. The relationship between attention deficits, hyperactivity disorder were assessed with different categories of treatment, socio-economic status, age at diagnosis, sex, as well as duration since treatment. During periods of six months, 30 subjects (16 male and 14 female) were studied and participated in the study. Fifteen cases had both radiotherapy as well as chemotherapy and 15 cases just had chemotherapy as their treatment regiment. The mean Conner's Rating Score (total score of ADHD) were higher among those who received both chemotherapy and radiotherapy compared with those who had just chemotherapy but it was not statistically significant (34.7∓12.6 for just chemotherapy and 39.3∓9.0 for chemo and radiotherapy together). The total Conner's Rating Score was higher among girls compared to boys (mean ∓ standard deviation was 39.8∓9.4 for girls and 33.7∓12 for boys). Duration since treatment, age diagnosis, and mother's level of education had effect in post treatment intellectual capacity and behavioral aspect of patients. In the light of dramatic improvement of survival among children with cancer the intellectual and

  14. The effects of birth interval on intellectual development of Saudi school children in Eastern Saudi Arabia.

    Science.gov (United States)

    Bella, Hassan; Khalil, Mohamed S; Al-Almaie, Sameeh M; Kurashi, Nabil Y; Wahas, Saeed

    2005-05-01

    The primary aim of this study was to investigate the effect of birth intervals on some aspects of intellectual ability of Saudi primary school boys. This is a cross-sectional study of Saudi school children comparing their intellectual ability (general intelligence) in relation to the length of the birth interval before and after the birth of the index child. The study area comprised 3 townships in the eastern province; Khobar, Thogba and Dhahran. The study was conducted in 2000/2001 and the study population comprised Saudi primary school boys aged 9-10 years from a middle class background. A 2 stage random sampling technique was adopted. Data were collected using student data sheet, a family questionnaire and the Standard Progressive Raven Matrices Test of intellectual ability, standardized for use in Saudi Arabia. Data were analyzed using SPSS software. More than 90% of children born after a birth interval greater than 35 months were classified as average and above according to the Raven Matrices Test, compared to 79% of children born after a birth interval of less than 19 months (pRaven Matrices Test to be family income and height. Longer birth intervals were shown to be associated with higher general intelligence levels in the 9-10 year olds. These results confirm those obtained in a previous study in Singapore conducted more than 2 decades ago. Our results have also shown that the succeeding birth interval is more significant than the preceding interval in relation to perceptive ability of children. The findings enable us to advise parents that by observing a birth interval between 2-3 years would make their children grow and do better at school.

  15. What’s in Your Gift Closet?

    DEFF Research Database (Denmark)

    Uth Thomsen, Thyra; Zaichkowsky, Judith

    Gift closets are a dedicated space in one’s home in which potential gifts are stored, for which either the recipient or the exact timing of the gift giving is not known at the time the item is stored or acquired. Based on a questionnaire (n=111), including a free elicitation process of words...... associated with gift closets, we describe the content of gift closets, the intended recipients of the stored potential gifts, and perception of gift closet owners actions. Finally, we theorize how the perception of gift closets may affect the value creation process in gift giving rituals....

  16. Relationship between working memory and intellectual functioning in children with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Buha Nataša

    2012-01-01

    Full Text Available The research was aimed to determine the relationship between working memory and intelligence in children with mild intellectual disability (MID, ages 10 to 14. The sample encompassed 53 children with MID, 47.2% of girls and 52.8% of boys. Their IQ ranges from 50 to 70 (AS=63.17; SD=6.56. The tasks that assess the Central Executive aspect of the working memory system, namely in verbal and non-verbal modality, have been selected. The obtained results indicate that working memory ('central executor' and intelligence are the constructs that significantly correlate in the range of 0.29 to 0.41, depending upon the working memory modality. It was determined that IQ category explains about 19% of the variability of the verbal and non-verbal working memory results, grouped in the unified model (p<0.05. However, the statistically significant relation was determined by means of the individual variables analysis only between IQ and non-verbal working memory (p<0.01. The statistically significant differences have also been determined in the non-verbal working memory development in the participants belonging to lower and higher IQ categories (p<0.05.

  17. KEMANDIRIAN ANAK INTELLECTUAL DISABILITY TERKAIT DENGAN TINGKAT KEMATANGAN SOSIAL

    OpenAIRE

    Muh Khoironi Fadli; Dewi Retno Pamungkas; Retno Sumiyarini

    2014-01-01

    Background:Intellectual disability is disorder of intellectual function that is significantly below averagewith various deficits in adaptive function, such as taking care of oneself or occupational activities thatemerge before the age of 18 years old. One characteristic of intellectuallydisabled children in adaptivefunction is social maturity disorder. Children with intellectual disability haveproblem in social maturityandlimitation in fulfilling needs in daily activities.Objective:To identif...

  18. Measuring body composition and energy expenditure in children with severe neurologic impairment and intellectual disability

    NARCIS (Netherlands)

    Rieken, Rob; van Goudoever, Johannes B.; Schierbeek, Henk; Willemsen, Sten P.; Calis, Elsbeth A. C.; Tibboel, Dick; Evenhuis, Heleen M.; Penning, Corine

    2011-01-01

    Accurate prediction equations for estimating body composition and total energy expenditure (TEE) in children with severe neurologic impairment and intellectual disability are currently lacking. The objective was to develop group-specific equations to predict body composition by using

  19. A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

    LENUS (Irish Health Repository)

    Hardiman, Sharon

    2009-03-01

    This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

  20. A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.

    Science.gov (United States)

    Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine

    2009-01-01

    This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.

  1. Friendship at Any Cost: Parent Perspectives on Cyberbullying Children with Intellectual and Developmental Disabilities

    Science.gov (United States)

    McHugh, Meaghan C.; Howard, Donna E.

    2017-01-01

    Bullying affects approximately 40% of individuals with intellectual and developmental disabilities (IDD). Cyberbullying, a type of bullying facilitated by electronic devices, may be particularly worrisome for parents of children with IDD as constant monitoring is difficult. In this study, ten parents of Special Olympics Maryland athletes completed…

  2. Minor Neurological Dysfunctions (MNDs in Autistic Children without Intellectual Disability

    Directory of Open Access Journals (Sweden)

    Gabriele Tripi

    2018-04-01

    Full Text Available Background: Children with autism spectrum disorder (ASD require neurological evaluation to detect sensory-motor impairment. This will improve understanding of brain function in children with ASD, in terms of minor neurological dysfunctions (MNDs. Methods: We compared 32 ASD children without intellectual disability (IQ ≥ 70 with 32 healthy controls. A standardized and age-specific neurological examination according to Touwen was used to detect the presence of MNDs. Particular attention was paid to severity and type of MNDs. Results: Children with ASD had significantly higher rates of MNDs compared to controls (96.9% versus 15.6%: 81.3% had simple MNDs (p < 0.0001 and 15.6% had complex MNDs (p = 0.053. The prevalence of MNDs in the ASD group was significantly higher (p < 0.0001 than controls. With respect to specific types of MNDs, children with ASD showed a wide range of fine manipulative disability, sensory deficits and choreiform dyskinesia. We also found an excess of associated movements and anomalies in coordination and balance. Conclusions: Results replicate previous findings which found delays in sensory-motor behavior in ASD pointing towards a role for prenatal, natal and neonatal risk factors in the neurodevelopmental theory of autism.

  3. Intellectual Pursuits of Young Children through Picture Book Literacy, Focusing on Italian Preschools

    Science.gov (United States)

    Beltchenko, Laura

    2016-01-01

    In this article, I will examine the use of picture books as a means of supporting the intellectual pursuits of young children. Theoretical frameworks will be discussed as they pertain to the integration of these books in the Municipal Infant Toddler Centers and Preschools of Reggio Emilia and Pistoia, Italy. The pedagogical framework of these…

  4. Reduction of errors during practice facilitates fundamental movement skill learning in children with intellectual disabilities.

    Science.gov (United States)

    Capio, C M; Poolton, J M; Sit, C H P; Eguia, K F; Masters, R S W

    2013-04-01

    Children with intellectual disabilities (ID) have been found to have inferior motor proficiencies in fundamental movement skills (FMS). This study examined the effects of training the FMS of overhand throwing by manipulating the amount of practice errors. Participants included 39 children with ID aged 4-11 years who were allocated into either an error-reduced (ER) training programme or a more typical programme in which errors were frequent (error-strewn, ES). Throwing movement form, throwing accuracy, and throwing frequency during free play were evaluated. The ER programme improved movement form, and increased throwing activity during free play to a greater extent than the ES programme. Furthermore, ER learners were found to be capable of engaging in a secondary cognitive task while manifesting robust throwing accuracy performance. The findings support the use of movement skills training programmes that constrain practice errors in children with ID, suggesting that such approach results in improved performance and heightened movement engagement in free play. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd.

  5. Do Social Information-Processing Models Explain Aggressive Behaviour by Children with Mild Intellectual Disabilities in Residential Care?

    Science.gov (United States)

    van Nieuwenhuijzen, M.; de Castro, B. O.; van der Valk, I.; Wijnroks, L.; Vermeer, A.; Matthys, W.

    2006-01-01

    Background: This study aimed to examine whether the social information-processing model (SIP model) applies to aggressive behaviour by children with mild intellectual disabilities (MID). The response-decision element of SIP was expected to be unnecessary to explain aggressive behaviour in these children, and SIP was expected to mediate the…

  6. Quality of Life in Caregivers of Children and Adolescents with Intellectual Disabilities: Use of WHOQOL-BREF Survey

    Science.gov (United States)

    Lin, Jin-Ding; Hu, Jung; Yen, Chia-Feng; Hsu, Shang-Wei; Lin, Lan-Ping; Loh, Ching-Hui; Chen, Mei-Hua; Wu, Sheng-Ru; Chu, Cordia M.; Wu, Jia-Ling

    2009-01-01

    The present study based on World Health Organization quality of life (WHOQOL-BREF) scale to examine quality of life of the caregivers caring for their children/adolescents with intellectual disabilities in Taiwan, and the factors contributing to their quality of life. Structured interviews were conducted with 597 caregivers of children/adolescents…

  7. Intellectual disability in children with attention deficit hyperactivity disorder.

    Science.gov (United States)

    Ahuja, Alka; Martin, Joanna; Langley, Kate; Thapar, Anita

    2013-09-01

    To determine whether children with attention deficit hyperactivity disorder (ADHD) and mild intellectual disability (ID) are a clinically distinct ADHD subgroup. This was a cross-sectional study comparing clinical characteristics (ADHD subtypes, total number of symptoms, and rates of common comorbidities) between children with ADHD and mild ID and those with ADHD and IQ test scores >70, and also between children with ADHD and ID and a general population sample of children with ID alone. The sample comprised a clinical sample of children with ADHD with ID (n = 97) and without ID (n = 874) and a general population sample of children with ID and without ADHD (n = 58). After correcting for multiple statistical tests, no differences were found between the 2 ADHD groups on any measure except the presence of conduct disorder (CD) symptoms and diagnoses. Children with ADHD and ID had higher rates of both (OR, 2.38; 95% CI, 1.71-3.32 and OR, 2.69; 95% CI, 1.69-4.28, respectively). Furthermore, children with ADHD and ID had significantly higher rates of oppositional defiant disorder (OR, 5.54; 95% CI, 2.86-10.75) and CD (OR, 13.66; 95% CI, 3.25-57.42) symptoms and a higher incidence of oppositional defiant disorder diagnoses (OR, 30.99; 95% CI, 6.38-150.39) compared with children with ID without ADHD. Children with ADHD and mild ID appear to be clinically typical of children with ADHD except for more conduct problems. This finding has implications for clinicians treating these children in terms of acknowledging the presence and impact of ADHD symptoms above and beyond ID and dealing with a comorbid CD. Copyright © 2013 Mosby, Inc. All rights reserved.

  8. Effectiveness of an Intervention for Children with Externalizing Behavior and Mild to Borderline Intellectual Disabilities: A Randomized Trial

    NARCIS (Netherlands)

    Schuiringa, Hilde; Van Nieuwenhuijzen, Maroesjka; Orobio De Castro, Bram; Lochman, John E.; Matthys, Walter

    2017-01-01

    This study evaluated the effectiveness of Standing Strong Together (SST), a combined group based parent and child intervention for externalizing behavior in 9–16 year-old children with mild to borderline intellectual disabilities (MBID). Children with externalizing behavior and MBID (IQ from 55 to

  9. Development of an intervention for children with a mild intellectual disability of parents with a mental illness (COPMI)

    NARCIS (Netherlands)

    Riemersma, I.; Santvoort, F. van; Vermaes, I.P.R.

    2014-01-01

    Aim: To date no intervention is available for children with mild intellectual disabilities (ID) of parents with a mental illness or substance use disorder, despite the strong relation between parental psychopathology and ID in children. Moreover, research has shown that mild ID combined with

  10. Social Service Utilisation Patterns among Children with Mild Intellectual Disability--Differences between Children Integrated into Mainstream Classes and Children in Self-Contained Classes

    Science.gov (United States)

    Olsson, Lena M.; Elgmark Andersson, Elisabeth; Granlund, Mats; Huus, Karina

    2015-01-01

    Background: Children with a mild intellectual disability (ID) and their families often require social services; however, because of the characteristics of the formal service system, these families may be at risk of not receiving necessary services. The aim of this study was to obtain knowledge regarding the types and number of services that…

  11. Comorbidity of Intellectual Disability and Mental Disorder in Children and Adolescents: A Systematic Review

    Science.gov (United States)

    Einfeld, Stewart L.; Ellis, Louise A.; Emerson, Eric

    2011-01-01

    Background: Mental disorder and intellectual disability each accounts for substantial burden of disease. However, the extent of this co-occurrence varies substantially between reports. We sought to determine whether studies in children and/or adolescents with acceptably rigorous methods can be distinguished from existing reports, and whether key…

  12. Reading, Writing, and "Rhythmetics" for the Verbally Gifted.

    Science.gov (United States)

    Pilon, A. Barbara

    The monograph presents a variety of language arts teaching ideas for use with gifted students. Teachers are encouraged to expose children to much literature including poetry, folk tales, riddles, fairy tales, "pourquoi" tales, myths and legends, fantasy, science fiction, and biographies and autobiographies. The document offers the SIMMER theory of…

  13. Attention deficits in children with intellectual and developmental disabilities: evaluating the potential of computerised cognitive training

    OpenAIRE

    Kirk, Hannah

    2017-01-01

    Attention skills are strongly associated with academic attainment, social inclusion, peer relationships and mental health. Attention difficulties are commonly reported in children with intellectual and developmental disabilities (IDD), consequently increasing the already heightened risk of cognitive difficulties, behavioural problems and learning impairments. Despite acknowledgement of the core deficits in attention that characterise children with IDD, limited research has attempted to stre...

  14. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    NARCIS (Netherlands)

    Van Viersen, Sietske; De Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; De Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

  15. Foreign language reading and spelling in gifted students with dyslexia in secondary education

    NARCIS (Netherlands)

    van Viersen, S.; de Bree, E.H.; Kalee, L.; Kroesbergen, E.H.; de Jong, P.F.

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the

  16. 1981-82 Project Evaluation for Encendiendo Una Llama: A Program for Bilingual Gifted and Talented Students.

    Science.gov (United States)

    Roby, Wallace

    The operation of "Encendiendo Una Llama," Hartford, Connecticut's program for bilingual gifted students, was evaluated for the 1981-82 school year. A total of 173 gifted children of limited English proficiency in grades 3 through 6 were served by the program at four locations. The program, staff, objectives, and target population are…

  17. Half a Gift Is Not Half-Hearted: A Giver-Receiver Asymmetry in the Thoughtfulness of Partial Gifts.

    Science.gov (United States)

    Kupor, Daniella; Flynn, Frank; Norton, Michael I

    2017-12-01

    Four studies document an asymmetry in givers' and receivers' evaluations of gifts: Givers underestimate the extent to which receivers perceive partial (but more desirable) gifts to be thoughtful, valuable, and worthy of appreciation. Study 1 documents this asymmetry and suggests that givers underestimate the extent to which partial gifts signal thoughtfulness to receivers. Study 2 replicates this asymmetry in the context of a real gift exchange among friends. Study 3 shows that this asymmetry arises because givers believe that purchasing partial gifts is a greater violation of gift-giving norms than do receivers, leading givers to expect that partial gifts will damage receivers' perceptions of a gift's value. Study 4 offers an intervention that induces givers to select the (partial) gifts that receivers prefer more than givers expect: framing a gift's separate components as complete units.

  18. Analysis on the effectiveness of gifted education by studying perceptions of science gifted education recipients

    Science.gov (United States)

    Jung, Hyun-Chul; Ryu, Chun-Ryol; Choi, Jinsu; Park, Kyeong-Jin

    2016-04-01

    The necessity of science gifted education is persistently emphasized in the aspect of developing individuals' potential abilities and enhancing national competitiveness. In the case of Korea, gifted education has been conducted on a national level ever since the country established legal and institutional strategies for gifted education in 2000. Even though 15 years has passed since a full-scale implementation of gifted education has started, there are few researches on the effectiveness of gifted education. Therefore, considering the splashdown effect, that a long period of time is needed to obtain reliable assessments on education effectiveness, this research surveyed gifted education recipients to study the effectiveness of gifted education. For this cause, we developed an questionnaire and conducted a survey of university students who had experience of receiving science gifted education. We deduced the following from the analysis. First, generally the recipients were satisfied with their gifted education experiences, but thought that not enough opportunities were provided on problem solving ability enhancement and career related aspects. Second, schools considered 'experiments' as the most effective teaching method, regardless to the stage of education. In addition, they perceived 'discussions and presentations' as effective education methods for elementary school students; 'theme investigating classes' for middle school students; and lectures for high school students. It could be seen that various experiences were held important for elementary school students and as students went into high school education, more emphasis was placed on the importance of understanding mathematical and scientific facts. Third, on gifted education teaching staffs, satisfaction of professionalism on specialities were high but satisfaction of variety of teaching methods were relatively low. In this research, to encourage science gifted students to meet their potentials, we propose

  19. A Factor-Analytic Study of Adaptive Behavior and Intellectual Functioning in Learning Disabled Children.

    Science.gov (United States)

    Yeargan, Dollye R.

    The factorial structure of intellectual functioning and adaptive behavior was examined in 160 learning disabled students (6 to 16 years old). Ss were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Coping Inventory (CI). Factor analysis of WISC-R scores revealed three factors: verbal comprehenson, perceptual…

  20. Medicaid Personal Care Services for Children with Intellectual Disabilities: What Assistance Is Provided? When Is Assistance Provided?

    Science.gov (United States)

    Elliot, Timothy R.; Patnaik, Ashweeta; Naiser, Emily; Fournier, Constance J.; McMaughan, Darcy K.; Dyer, James A.; Phillips, Charles D.

    2014-01-01

    We report on the nature and timing of services provided to children with an intellectual disability (ID) identified by a new comprehensive assessment and care planning tool used to evaluate children's needs for Medicaid Personal Care Services (PCS) in Texas. The new assessment procedure resulted from a legal settlement with the advocacy community.…

  1. Presence of the gift

    Directory of Open Access Journals (Sweden)

    Game, Ann

    2010-01-01

    Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

  2. Presence of the Gift

    Directory of Open Access Journals (Sweden)

    Ann Game

    2010-03-01

    Full Text Available Philosophers, social theorists and cultural theorists have generally followed Mauss in assuming that gifts entail obligatory exchanges between distinct parties who give, receive and reciprocate, and, that the social emerges through this sequence of obligations. It is the obligation to reciprocate, for example, that led Derrida to claim that the gift is impossible. We consider the alternative ideas that non-exchange gifts are not only possible but the basis of social life: that the social arises from the nonsequential giving-and-receiving of a gift relation. To develop this claim, we draw on a research project on the phenomenology of teaching. While many interviewees, teachers and students, spoke of the gift in exchange terms, many also spoke of classroom experiences in which there is a giving and receiving that is neither sequential nor locatable. Through the resonances of the concept of presence, we draw out the time, space and ontology of the gift.

  3. Talent Development as a Framework for Gifted Education

    Science.gov (United States)

    Olszewski-Kubilius, Paula; Thomson, Dana

    2015-01-01

    When used informally, talent development refers to the deliberate cultivation of ability or giftedness in a specific domain. However, recent discussions have used talent development to refer to a particular framework for viewing giftedness and the education of gifted children. In this article, the authors will present their views on the meaning of…

  4. Birthdate Effects and Gifted Program Participation in Kindergarten

    Science.gov (United States)

    Huang, Francis L.

    2015-01-01

    Research has suggested that relatively older children are more likely to be identified as gifted and talented students compared with their younger peers. Such a phenomenon disadvantages the youngest students while at the same time confers additional advantages to the older students as a result of receiving specialized and/or extra instruction. The…

  5. Gifted and Talented Education in the Soviet Union.

    Science.gov (United States)

    Fetterman, David M.

    1987-01-01

    Focusing on the Young Pioneer Palace system in Moscow, this brief article reviews the Soviet Union's educational approach to gifted and talented children. Noted is the elaborate network of after-school programs with such activities at the Young Pioneer Palace as technical circles, naturalists' circles, song and dance ensembles, and a sports…

  6. [Nutritional status in children with intellectual disabilities based on anthropometric profile].

    Science.gov (United States)

    Cossio-Bolaños, Marco; Vidal-Espinoza, Rubén; Lagos-Luciano, Juan; Gómez-Campos, Rossana

    2015-01-01

    Anthropometric variables such as weight, height and body length in children and adolescents with and without intellectual disabilities should be studied in connection with nutritional status, physical growth and biological maturation. a) to analyze the anthropometric profile based on nutritional status, b) to determine the prevalence of overweight and short stature c) to propose equations for predicting height from anthropometric variables. A total of 49 children and adolescents with intellectual disabilities, and from a special education school were studied (30 boys and 19 girls). Weight, height, trunk-cephalic height, forearm and foot length were evaluated. The calculation of nutritional status resulted in the establishment of nutritional categories: underweight, normal and overweight. The anthropometric profile of males varies significantly when classified according to nutritional categories (P.05). Also, high values of overweight prevalence were observed in both genders (43% of boys and 26% of girls). Variables such as age, weight, length of the forearm in females, and foot length in males are good predictors of height (R(2) = 91-94% males and R(2) = 87% females). A high percentage of overweight cases were observed; therefore, rigorous control and monitoring of nutritional status are suggested. The proposed regression equations could be an option in schools to easily and simply predict height. Copyright © 2015. Publicado por Elsevier España, S.L.U.

  7. Are gross motor skills and sports participation related in children with intellectual disabilities?

    Science.gov (United States)

    Westendorp, Marieke; Houwen, Suzanne; Hartman, Esther; Visscher, Chris

    2011-01-01

    This study compared the specific gross motor skills of 156 children with intellectual disabilities (ID) (50 ≤ IQ ≥ 79) with that of 255 typically developing children, aged 7-12 years. Additionally, the relationship between the specific gross motor skills and organized sports participation was examined in both groups. The Test of Gross Motor Development-2 and a self-report measure were used to assess children's gross motor skills and sports participation, respectively. The children with ID scored significantly lower on almost all specific motor skill items than the typically developing children. Children with mild ID scored lower on the locomotor skills than children with borderline ID. Furthermore, we found in all groups that children with higher object-control scores participated more in organized sports than children with lower object-control scores. Our results support the importance of attention for well-developed gross motor skills in children with borderline and mild ID, especially to object-control skills, which might contribute positively to their sports participation. Copyright © 2011 Elsevier Ltd. All rights reserved.

  8. Parenting Styles and Mental Health of Arab Gifted Adolescents

    Science.gov (United States)

    Dwairy, Marwan

    2004-01-01

    This study examined the parental styles and psychosocial adjustment of adolescents and the relationship between them in gifted as compared to nongifted Arab adolescents. Five scales --The Parental Authority Questionnaire, Child Attitude Toward Parents. Lipsitt's Self-Concept Scale for Children, Rosenberg Self-Esteem Scale, and The Psychological…

  9. Opinions of Artistically Talented Eminent Adults on Supports Provided by the State for Gifted Children in the Arts

    Directory of Open Access Journals (Sweden)

    Faruk Levent

    2017-12-01

    Full Text Available The purpose of the study was to examine opinions of artists in music about state supports for students talented in music. Participants had state sup-ports in music when they were young. A phenomenological study was undertaken to interview the participants. They were interviewed face to face. Data was coded and content-analyzed and categorized by themes. The findings showed that all of the participants expressed that policies related to the education of gifted children in the field of arts in Turkey did not work anymore, losing functionality and effects and special services to be provided for artistically gifted students depended upon individuals who were in charge, showing that the policies were no longer useful. In addition, the participants stated that policies and practices have changed constantly as a result of changes in perceptions of educational politics and decision makers. Therefore, it is reasonable to claim that the greatest challenge in the education of students highly talented in the arts is the lack of a consistent and sustainable national policy

  10. Comparison of Peer and Self-Video Modeling in Teaching First Aid Skills to Children with Intellectual Disability

    Science.gov (United States)

    Ozkan, Serife Yucesoy

    2013-01-01

    The purposes of this study were to (1) compare peer and self-video modeling in terms of effectiveness and efficiency in teaching first aid skills to children with intellectual disability and (2) analyze the error patterns made in probe sessions to determine whether the children who took the role of sufferers during the first aid skill sessions…

  11. Maternal Stress Predicted by Characteristics of Children with Autism Spectrum Disorder and Intellectual Disability

    Science.gov (United States)

    Peters-Scheffer, Nienke; Didden, Robert; Korzilius, Hubert

    2012-01-01

    To determine maternal stress and child variables predicting maternal stress, 104 mothers of children with autism spectrum disorder (ASD) and intellectual disability (ID) completed the Dutch version of the Parental Stress Index (PSI; De Brock, Vermulst, Gerris, & Abidin, 1992) every six months over a period of two years. The level of maternal…

  12. Analysis of Seasonal Influenza Vaccine Uptake among Children and Adolescents with an Intellectual Disability

    Science.gov (United States)

    Yen, Chia-Feng; Hsu, Shang-Wei; Loh, Ching-Hui; Fang, Wen-Hui; Wu, Chia-Ling; Chu, Cordia M.; Lin, Jin-Ding

    2012-01-01

    The aim of the present study was to describe the seasonal influenza vaccination rate and to examine its determinants for children and adolescents with intellectual disabilities (ID) living in the community. A cross-sectional survey was conducted to analyze the data on seasonal influenza vaccination rate among 1055 ID individuals between the ages…

  13. Prevalence and Associated Risk Factors of Anemia in Children and Adolescents with Intellectual Disabilities

    Science.gov (United States)

    Lin, Jin-Ding; Lin, Pei-Ying; Lin, Lan-Ping; Hsu, Shang-Wei; Loh, Ching-Hui; Yen, Chia-Feng; Fang, Wen-Hui; Chien, Wu-Chien; Tang, Chi-Chieh; Wu, Chia-Ling

    2010-01-01

    Anemia is known to be a significant public health problem in many countries. Most of the available information is incomplete or limited to special groups such as people with intellectual disability. The present study aims to provide the information of anemia prevalence and associated risk factors of children and adolescents with intellectual…

  14. Inhibitory control as a factor of adaptive functioning of children with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Gligorović Milica

    2012-01-01

    Full Text Available Bearing in mind that the adaptive behaviour is one of the defining parameters of intellectual disability, determining of the influence of inhibitory control on adaptive functioning in children with mild intellectual disability was defined as a basic aim of this research. The sample covered 95 children with mild intellectual disability (MID, of both genders, from 10 to 14 years of age. By analysis of the data of schools' pedagogical-psychological departments, data on age and intellectual abilities of participants were collected. Inhibitory control was estimated by Go no Go task, consisted of Conflict Response and Response Delay sets. Adaptive skills data were gained on the basis of a standardized interview with special education teachers, by applying of AAMR Scale of adaptive functioning. On the basis of factor analysis, Scale scores were grouped in five factors: Personal independence, Social Independence, Personal and Social Responsibility, Social Adaptability and Personal Adaptability. Significance of relations among the observed variables was established by Pearson's correlation coefficient, by partial correlation coefficient and multifactorial variance analysis. Based on the analysis of results a statistically significant relationship between errors in the execution of tasks that belong to the set of conflict motor responses and adaptive functioning (p≤0.000 was established. The relationship between errors that belong to the set of the response delay, and adaptive functioning is not statistically significant (p=0.324. Inhibition of the interference response is a significant factor of practical (partial η2=0.227, conceptual (partial η2=0.341 and social (partial η2=0.131 adaptive skills, while the response delay is significantly associated with the conceptual skills (p=0.029 only. Inhibitory control did not prove itself a significant factor in behaviour problems of externalizing and internalized type.

  15. Parental social support, coping strategies, resilience factors, stress, anxiety and depression levels in parents of children with MPS III (Sanfilippo syndrome) or children with intellectual disabilities (ID).

    Science.gov (United States)

    Grant, Sheena; Cross, Elaine; Wraith, James Edmond; Jones, Simon; Mahon, Louise; Lomax, Michelle; Bigger, Brian; Hare, Dougal

    2013-03-01

    Mucopolysaccharidosis type III (MPS III, Sanfilippo syndrome) is a lysosomal storage disorder, caused by a deficiency in one of four enzymes involved in the catabolism of the glycosaminoglycan heparan sulphate. It is a degenerative disorder, with a progressive decline in children's intellectual and physical functioning. There is currently no cure for the disorder. To date there is a paucity of research on how this disorder impacts parents psychological functioning. Specifically, research in the area has failed to employ adequate control groups to assess if the impact of this disorder on parents psychological functioning differs from parenting a child with intellectual disability (ID). The current study examined child behaviour and parental psychological functioning in 23 parents of children with MPS III and 23 parents of children with ID. Parents completed postal questionnaires about their child's behaviour and abilities and their own psychological functioning. Parents of children with MPS III reported fewer behavioural difficulties as their child aged, more severe level of intellectual disability, and similar levels of perceived social support, coping techniques, stress, anxiety and depression levels as parents of children with ID. Both groups of parents scored above the clinical cut off for anxiety and depression. Parents of children with MPS III rated themselves as significantly less future-orientated and goal directed than parents of children with ID. Services should develop support packages for parents of children with MPS III that incorporate an understanding of the unique stressors and current-difficulty approach of this population. Future research should examine gender differences between parental psychological functioning, using mixed qualitative and quantitative approaches, and utilise matched developmental level and typically developing control groups.

  16. The effect of an attachment-based intervention on challenging behaviour: visually and severe intellectually impaired children

    NARCIS (Netherlands)

    Sterkenburg, P.S.; Janssen, C.G.C.; Schuengel, C.

    2008-01-01

    Background A combination of an attachment-based therapy and behaviour modification was investigated for children with persistent challenging behaviour. Method Six clients with visual and severe intellectual disabilities, severe challenging behaviour and with a background of pathogenic care were

  17. Is Giftedness Truly a Gift?

    Science.gov (United States)

    Davidson, Janet E.

    2012-01-01

    This article examines whether giftedness is actually a gift for those who receive it. The following attributes of a true gift are described as: (1) an understanding of what the gift is and who owns it; (2) realizing that it needs maintenance; (3) knowing what to do with the gift; (4) the giver expects nothing in return; and (5) the receiver…

  18. ACHIEVEMENT IDENTIFICATION AND EVALUATION OF MUSICALLY GIFTED CHILDREN IN LOWER MUSIC SCHOOL

    Directory of Open Access Journals (Sweden)

    Anica Arsic

    2016-06-01

    Full Text Available Music schools are specific educational institutions which teach children to understand musical language, the rules of musical writing and how to play an instrument. It is assumed that children who enroll in music school have a certain level of “musicality”, i.e. possess musical ability. Starting from this premise, in this paper we wanted to identify the number of musically gifted children, from the total number of children enrolled in the first year of lower music school. The research was conducted on 125 learners who enrolled the first year of Music school Josif Marinkovic in 2014/2015. The paper was organized as a linear study which followed the achievement of learners during the aforementioned school year. The study was conducted by solfeggio and musical instrument teachers. The identification of musical giftedness was followed through the following criteria: recognition and reproduction of tones and intervals, reproduction of rhythmic models and reproduction of short music units. Solfeggio teachers monitored the first two criteria (recognition and reproduction of tones and intervals and reproduction of rhythmic models while musical instrument teachers monitored the other two (reproduction of melody phrases and reproduction of short music units. Achievements were assessed four times during the school year and a comparison of results gathered by solfeggio and musical instrument teacher was conducted. At the end of the school year a result analysis was conducted; the results of which showed that 13 learners who were monitored by solfeggio teachers and 9 learners who were monitored by music instrument teachers successfully completed the criteria. Methods for evaluating the proposed criteria and analysis of the gathered results will be presented in this paper.

  19. An Exploration of the Psychosocial Characteristics of High Achieving Students and Identified Gifted Students: Implications for Practice

    Science.gov (United States)

    Ritchotte, Jennifer A.; Suhr, Diana; Alfurayh, Naif F.; Graefe, Amy K.

    2016-01-01

    High achieving students or "bright children" are often denied access to gifted services because they do not meet "gifted" criteria. Although psychosocial factors play an integral role in academic success, and can be useful in providing a clearer picture of student need, they are seldom considered in the decision to identify a…

  20. Preventable visual impairment in children 
with nonprofound intellectual disability.

    Science.gov (United States)

    Aslan, Lokman; Aslankurt, Murat; Aksoy, Adnan; Altun, Hatice

    2013-01-01

    To assess the preventable visual impairment in children with nonprofound intellectual disability (ID). 
 A total of 215 children with IDs (90 Down syndrome [DS], 125 nonprofound ID) and 116 age- and sex-matched healthy subjects were enrolled in this study. All participants underwent ophthalmologic examinations including cycloplegic refraction measurements, ocular movement evaluation, screening for strabismus (Hirschberg, Krimsky, or prism cover test), slit-lamp biomicroscopy, funduscopy, and intraocular pressure measurements. All data were recorded for statistical analysis.
 Ocular findings in decreasing prevalence were as follows: refractive errors 55 (61.1%), strabismus 30 (33.2%), cataract 7 (7.8%), and nystagmus 7 (7.8%) in children with DS; refractive errors 57 (45.6%), strabismus 19 (15.2%), cataract 7 (6.4%), nystagmus 5 (4%), and glaucoma 1 (0.8%) in children with other ID; and refractive errors 13 (11.2%) and strabismus 4 (3.5%) in controls. Cataracts, glaucoma, and nystagmus were not observed in the control group. The most common ophthalmic findings in children with DS compared with other ID and controls were with hyperopia (pvisual impairments, refractive errors, strabismus, and cataracts. The prevalence of strabismus and refractive errors was more frequent in children with DS. The importance of further health screenings including ophthalmic examinations should be utilized to implement appropriate care management and improve quality of life.

  1. The awareness of primary caregivers in South Africa of the human rights of their children with intellectual disabilities.

    Science.gov (United States)

    Huus, K; Dada, S; Bornman, J; Lygnegård, F

    2016-11-01

    Besides the right to freedom, human rights can be seen as a basic requirement also for the maintenance of human dignity and the opportunity to thrive - particularly in the case of children with disabilities. It is imperative to explore primary caregivers' awareness of the human rights of their children with intellectual disabilities in view of the role they may play in either facilitating or restricting these rights. This paper explores the awareness of 219 primary caregivers of the human rights of their children with intellectual disabilities. A descriptive survey design was used with a custom-designed questionnaire that employed a deductive content analysis based on the articles of the United Nations Convention on the Rights of a Child. Comparisons were drawn between the awareness of primary caregivers from urban and those from rural areas. The majority (85.5%) of participants agreed that their child with intellectual disability had rights. Three broad kinds of right were mentioned (in descending order): provision rights, protection rights and participation rights. Participants from both urban and rural areas mentioned education (a provision right) most frequently. However, participants from urban areas were more aware of the different rights that existed than were their counterparts from rural areas. Primary caregivers in both rural and urban areas are aware of the rights of their children with disabilities, although there are significant differences between them. © 2016 John Wiley & Sons Ltd.

  2. Parents' emotion expression as a predictor of child's social competence: children with or without intellectual disability.

    Science.gov (United States)

    Green, S; Baker, B

    2011-03-01

    Parents' expression of positive emotion towards children who are typically developing (TD) is generally associated with better social development. However, the association between parents' negative emotion expression and social development can be positive or negative depending upon a number of factors, including the child's emotion regulation abilities. Given the lower emotion regulation capabilities of children with intellectual disability (ID), we hypothesised that parents' negative emotion expression would be associated with lower social development in children with ID compared to those with TD. Participants were 180 families of children with or without ID enrolled in a longitudinal study. Parents' positive and negative affect were coded live from naturalistic home interactions at child ages 5-8 years, and child's social skills were measured by using mother report at child ages 6-9 years. We examined mothers' and fathers' emotion expression as a time-varying predictor of social skills across ages 5-9 years. Mothers, but not fathers, expressed less positive affect and more negative affect with ID group children. Parents' positive affect expression was related to social skills only for TD children, with mothers' positive affect predicting higher social skills. Contrary to expectations, fathers' positive affect predicted lower social skills. Parents' negative affect predicted significantly lower social skills for children with ID than for children with TD. Findings support the theory that low to moderate levels of negative expression may be less beneficial or detrimental for children with ID compared to children with TD. Implications for further research and intervention are discussed. © 2011 The Authors. Journal of Intellectual Disability Research © 2011 Blackwell Publishing Ltd.

  3. Suggestions for Christmas gifts.

    CERN Document Server

    Connie Potter; Markus Nordberg

    Have you been working long hours lately? Stuck in meetings too long to make it in time before the shops close? No need to worry. The ATLAS secretariat has plenty of items that will make great Christmas gifts for friends and family. Here are some of the items in stock. Note that you can negotiate a good price for bulk order. ATLAS caps (new item), 12 chf ATLAS t-shirts designed by Alan Alda, 20 chf ATLAS fleece jackets in several sizes and colors, 30 chf grey or dark blue in men's sizes pale blue for women's sizes (limited quantity) red for children (limited quantity) ATLAS puzzles with 500 pieces made by the Ravensburger company 15 chf for 1 box (price is less when purchasing more boxes) 50 chf for 5 boxes or more can also be purchased in boxes of 24, ready to ship to your institute ATLAS 3-D viewers, 5 chf ATLAS DVD, 5 chf CERN playing cards, 2 chf Make sure to get several boxes of the ATLAS puzzle for Christmas gifts. Offer hours of entertainement to friends and family! We tak...

  4. Gift-giving and network structure in rural China: utilizing long-term spontaneous gift records.

    Science.gov (United States)

    Chen, Xi

    2014-01-01

    The tradition of keeping written records of gift received during household ceremonies in many countries offers researchers an underutilized means of data collection for social network analysis. This paper first summarizes unique features of the gift record data that circumvent five prevailing sampling and measurement issues in the literature, and we discuss their advantages over existing studies at both the individual level and the dyadic link level using previous data sources. We then document our research project in rural China that implements a multiple wave census-type household survey and a long-term gift record collection. The pattern of gift-giving in major household social events and its recent escalation is analyzed. There are significantly positive correlations between gift network centrality and various forms of informal insurance. Finally, economic inequality and competitive marriage market are among the main demographic and socioeconomic determinants of the observed gift network structure.

  5. The Role of E-Mentoring in Distinguishing Pedagogic Experiences of Gifted and Talented Pupils in Physical Education

    Science.gov (United States)

    Lamb, Penny; Aldous, David

    2014-01-01

    Background: Programmes to support children identified as gifted and talented in physical education in the UK have evolved as a result of the work of the Youth Sports Trust and the Excellence in Cities (EiC) scheme. However, beyond insights regarding Gifted and Talented (G&T) Policy, there remains little understanding of the pupil experiences…

  6. Impulse control and aggressive response generation as predictors of aggressive behaviour in children with mild intellectual disabilities and borderline intelligence

    NARCIS (Netherlands)

    van Nieuwenhuijzen, M.; de Castro, B. Orobio; van Aken, M. A. G.; Matthys, W.

    A growing interest exists in mechanisms involved in behaviour problems in children with mild intellectual disabilities and borderline intelligence (MID/BI). Social problem solving difficulties have been found to be an explanatory mechanism for aggressive behaviour in these children. However,

  7. Opening the gift: social inclusion, professional codes and gift-giving in long-term mental healthcare.

    Science.gov (United States)

    Ootes, S T C; Pols, A J; Tonkens, E H; Willems, D L

    2013-03-01

    Deinstitutionalisation has not only made the social inclusion of clients a key objective in long-term mental healthcare, it may also affect the role of the care professional. This article investigates whether the social inclusion objective clashes with other long-standing professional values, specifically when clients give gifts to care professionals. In making a typology of gifts, we compare the literature on gift-giving with professional codes for gifts and relate both to the objective of social inclusion of clients. Our typology draws on an analysis of ethnographic fieldwork carried out in 2007/2008 at a Dutch mental healthcare centre. We identify four types of gifts for professionals in long-term mental healthcare, each relating individually to professional codes and the objective of social inclusion of clients. Only the 'personal gift' directly supports social inclusion, by fostering personal relationships between professionals and clients. Acceptance of this type of gift is advocated only for long-term care professionals. We suggest that professional codes need to consider this typology of gifts, and we advocate promoting reflexivity as a means of accounting for professional behaviour in deinstitutionalised care settings.

  8. Exploratory and Confirmatory Factor Analyses of the WISC-IV with Gifted Students

    Science.gov (United States)

    Rowe, Ellen W.; Dandridge, Jessica; Pawlush, Alexandra; Thompson, Dawna F.; Ferrier, David E.

    2014-01-01

    These 2 studies investigated the factor structure of the Wechsler Intelligence Scale for Children-4th edition (WISC-IV; Wechsler, 2003a) with exploratory factor analysis (EFA; Study 1) and confirmatory factor analysis (CFA; Study 2) among 2 independent samples of gifted students. The EFA sample consisted of 225 children who were referred for a…

  9. (Social) Cognitive Skills and Social Information Processing in Children with Mild to Borderline Intellectual Disabilities

    Science.gov (United States)

    van Nieuwenhuijzen, M.; Vriens, A.

    2012-01-01

    The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline intellectual disabilities. Respondents were 79…

  10. Compliance of Children with Moderate to Severe Intellectual Disability to Treadmill Walking: A Pilot Study

    Science.gov (United States)

    Vashdi, E.; Hutzler, Y.; Roth, D.

    2008-01-01

    Background: Individuals with Intellectual Disability (ID) exhibit reduced levels of compliance to exercise, including treadmill walking. The purpose of this study was to measure the effects of several training conditions on compliance to participation in treadmill walking of children with moderate to severe ID. Method: Criteria for compliance were…

  11. Meeting the gifted

    DEFF Research Database (Denmark)

    Mogensen, Arne; Westphael, Henning

    2013-01-01

    In the article we give a presentation of different understandings of the notion of being a gifted mathematics student.......In the article we give a presentation of different understandings of the notion of being a gifted mathematics student....

  12. Global initiative of the special olympics movement for people with intellectual disabilities.

    Science.gov (United States)

    Myśliwiec, Andrzej; Damentko, Mariusz

    2015-03-29

    The mission of the Special Olympics is to provide year-round sports training and competition in a variety (33) of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in sharing of gifts and friendship with their families, other athletes, and their communities. The Special Olympics movement often goes beyond the sports competition formula. During the last few years, the movement has developed many new global initiatives, which expand its former sports activities. They include: Coaching excellence and the coaching modelPartnerships with international (regional) sports federationsSports Resources Teams (SRT)Extended quota for high level athletesAthletes Leadership Program (ALPS)Young Athletes ProgramYouth volunteer initiativesUnified Sports ProgramMotor Activity Training ProgramHealthy Athletes Program These initiatives fulfill and expand the existing program, which was launched in 1968 and is the largest sports organization for people with disabilities worldwide, with very important new social, marketing, and developmental aspects of life, going far beyond activities met in other sports organizations.

  13. Global Initiative of the Special Olympics Movement for People with Intellectual Disabilities

    Science.gov (United States)

    Myśliwiec, Andrzej; Damentko, Mariusz

    2015-01-01

    The mission of the Special Olympics is to provide year-round sports training and competition in a variety (33) of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy, and participate in sharing of gifts and friendship with their families, other athletes, and their communities. The Special Olympics movement often goes beyond the sports competition formula. During the last few years, the movement has developed many new global initiatives, which expand its former sports activities. They include: Coaching excellence and the coaching modelPartnerships with international (regional) sports federationsSports Resources Teams (SRT)Extended quota for high level athletesAthletes Leadership Program (ALPS)Young Athletes ProgramYouth volunteer initiativesUnified Sports ProgramMotor Activity Training ProgramHealthy Athletes Program These initiatives fulfill and expand the existing program, which was launched in 1968 and is the largest sports organization for people with disabilities worldwide, with very important new social, marketing, and developmental aspects of life, going far beyond activities met in other sports organizations. PMID:25964828

  14. Foreign Language Reading and Spelling in Gifted Students with Dyslexia in Secondary Education

    Science.gov (United States)

    van Viersen, Sietske; de Bree, Elise H.; Kalee, Lilian; Kroesbergen, Evelyn H.; de Jong, Peter F.

    2017-01-01

    A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language…

  15. Parental Locus of Control and Psychological Well-Being in Mothers of Children with Intellectual Disability

    Science.gov (United States)

    Lloyd, Tracey; Hastings, Richard P.

    2009-01-01

    Background: Psychological mechanisms may help to explain the variance observed in parental psychological adjustment in parents of children with intellectual disability (ID). In this study, parental locus of control and its role in relation to maternal psychological well-being was explored. Method: Questionnaires were sent to 91 mothers of children…

  16. 26 CFR 301.7477-1 - Declaratory judgments relating to the value of certain gifts for gift tax purposes.

    Science.gov (United States)

    2010-04-01

    ... certain gifts for gift tax purposes. 301.7477-1 Section 301.7477-1 Internal Revenue INTERNAL REVENUE... value of certain gifts for gift tax purposes. (a) In general. If the adjustment(s) proposed by the Internal Revenue Service (IRS) will not result in any deficiency in or refund of the donor's gift tax...

  17. Expanding Worldwide Awareness of Gifted and Talented Children and Youth.

    Science.gov (United States)

    Sisk, Dorothy A.

    1990-01-01

    This article documents the growing worldwide concern for identifying and serving gifted students, primarily via curriculum and instructional differentiation through special classes, enrichment, and acceleration. Programs in Brazil, Canada, Australia, the Middle East, Israel, the Philippines, the Soviet Union, Bulgaria, Poland, Indonesia, Taiwan,…

  18. The Effect of an Attachment-Based Behaviour Therapy for Children with Visual and Severe Intellectual Disabilities

    Science.gov (United States)

    Sterkenburg, P. S.; Janssen, C. G. C.; Schuengel, C.

    2008-01-01

    Background: A combination of an attachment-based therapy and behaviour modification was investigated for children with persistent challenging behaviour. Method: Six clients with visual and severe intellectual disabilities, severe challenging behaviour and with a background of pathogenic care were treated. Challenging behaviour was recorded…

  19. Gifted Programs Cannot Be Successful without Gifted Research and Theory: Evidence From Practice With Gifted Students of Mathematics

    Science.gov (United States)

    Dimitriadis, Christos

    2016-01-01

    This study investigated the educational provision for mathematically gifted students offered in primary (elementary) schools in England (United Kingdom) just before the abandonment of the government's Gifted and Talented (G&T) program. Through a questionnaire within five Educational Authorities and four in-depth case studies in different…

  20. Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.

    Science.gov (United States)

    van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

    2014-11-01

    A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. The Effect of an Attachment-Based Behaviour Therapy for Children with Visual and Severe Intellectual Disabilities. [Article

    NARCIS (Netherlands)

    Sterkenburg, P S; Janssen, C G C; Schuengel, C

    2008-01-01

    Background: A combination of an attachment-based therapy and behaviour modification was investigated for children with persistent challenging behaviour., Method: Six clients with visual and severe intellectual disabilities, severe challenging behaviour and with a background of pathogenic care were

  2. PEDAGOGICAL CONDITIONS OF THE INTELLECTUAL DEVELOPMENT OF PRESCHOOL CHILDREN BY MEANS OF FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    V N Kartashova

    2015-12-01

    Full Text Available The article describes the conditions of intellectual development of preschool children during foreign language teaching in the developmental subject-spatial environment of a preschool educational institution. The creation of developing educational and subject-spatial environment gives the opportunity to implement different programs. When creating the developing educational environment a particular emphasis is given to the foreign language. Teaching a foreign language helps reach the goals not only of the formation of foreign language communicative skills of preschool children, of introduction to a foreign culture, but also solve challenges of his intellectual development. Several types of interaction of the child with objects of the surrounding world are identified. They are latent, real and mediated. The main ways to stimulate intellectual development of the preschool child are described (the creation of a favorable psychological environment; ensuring the opportunity to actively ask questions of divergent type due to the enrichment of meaningful context of a child’s life; the widespread use of questions relating to the most diverse areas with the aim of developing children’s observation. These methods can be considered as pedagogical conditions which will allow us to create the environment for the personal development of the child. The article presents the experience of their implementation. The main approach is integrative-game. This approach supposes the inclusion the integration of different types of children’s activities (visual, musical-rhythmic, theatrical for the joint execution of tasks focused on the development of the child in the process of foreign language teaching.

  3. Emotional and behavioural adjustment in siblings of children with intellectual disability with and without autism.

    Science.gov (United States)

    Petalas, Michael A; Hastings, Richard P; Nash, Susie; Lloyd, Tracey; Dowey, Alan

    2009-09-01

    Siblings of children with autism may be at greater risk for psychological problems than siblings of children with another disability or of typically developing (TD) children. However, it is difficult to establish whether autism or the presence of intellectual disability (ID) explains the findings in previous research. Mothers rated the emotional and behavioural adjustment of siblings of children with ID with (N = 25) or without (N = 24) autism. Data were also available 18 months later for siblings of children with autism and ID (N = 15). Siblings of children with autism and ID had more emotional problems compared with siblings of children with ID only and with normative data. Three variables were pertinent: increasing age of the child with autism, having a brother with autism, and being younger than the child with autism. Behavioural and emotional difficulties of siblings of children with autism and ID were relatively stable over 18 months.

  4. Transformation of a Former Advocate for Gifted and Talented.

    Science.gov (United States)

    Sandoval, Pamela A.

    1995-01-01

    Challenges the Social Darwinism behind special programming for gifted and talented students, that is the notion that some are innately smarter and can learn better than others. The author argues that critical thinking can be developed in all children and discusses the importance of teachers, parents, and the learning environment in a child's…

  5. Working memory structure in 10- and 15-year old children with mild to borderline intellectual disabilities.

    NARCIS (Netherlands)

    van der Molen, M.J.

    2010-01-01

    The validity of Baddeley's working memory model within the typically developing population, was tested. However, it is not clear if this model also holds in children and adolescents with mild to, borderline intellectual disabilities (ID; IQ score 55-85). The main purpose of this study was therefore,

  6. Parent Adaptation to and Parenting Satisfaction with Children with Intellectual Disability in the United Arab Emirates

    Science.gov (United States)

    Dukmak, Samir

    2009-01-01

    Background: This research investigated the impact that children with intellectual disability in the United Arab Emirates (UAE) may have on their families. Method: Sixty-three parents completed three scales related to parent stress, ways of coping, and parenting satisfaction. Results: There were significant relationships between emotional-focused…

  7. SEAGULL: A Project for Releasing the Potential of the Gifted.

    Science.gov (United States)

    Robinson, Michael L.

    1980-01-01

    Describes a program to heighten self-esteem, interest in school, and creativity of gifted/talented children. Identity, inquiry, and interaction are presented as primary motivations to learning. The curriculum includes group sessions to foster self-image development, a media center to stimulate inquiry and eliminate boredom, and activities to…

  8. 33 CFR 17.05-1 - Gifts.

    Science.gov (United States)

    2010-07-01

    ... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Gifts. 17.05-1 Section 17.05-1 Navigation and Navigable Waters COAST GUARD, DEPARTMENT OF HOMELAND SECURITY GENERAL UNITED STATES COAST GUARD GENERAL GIFT FUND Administration § 17.05-1 Gifts. The gifts or bequests may be in money or...

  9. Reliability of assessing the sensory perception of children with profound intellectual and multiple disabilities : a case study

    NARCIS (Netherlands)

    Vlaskamp, C.; Cuppen-Fonteine, H.

    Background This study describes preliminary stages of developing a checklist to enable practitioners to determine the behavioural responses of children with profound intellectual and multiple disabilities to sensory stimuli. Reliability of currently used checklists is low, with a focus on the

  10. Impulse Control and Aggressive Response Generation as Predictors of Aggressive Behaviour in Children with Mild Intellectual Disabilities and Borderline Intelligence

    Science.gov (United States)

    van Nieuwenhuijzen, M.; Orobio de Castro, B.; van Aken, M. A. G.; Matthys, W.

    2009-01-01

    Background: A growing interest exists in mechanisms involved in behaviour problems in children with mild intellectual disabilities and borderline intelligence (MID/BI). Social problem solving difficulties have been found to be an explanatory mechanism for aggressive behaviour in these children. However, recently a discrepancy was found between…

  11. Intellectual function in Mexican children living in a mining area and environmentally exposed to manganese.

    Science.gov (United States)

    Riojas-Rodríguez, Horacio; Solís-Vivanco, Rodolfo; Schilmann, Astrid; Montes, Sergio; Rodríguez, Sandra; Ríos, Camilo; Rodríguez-Agudelo, Yaneth

    2010-10-01

    Excessive exposure to manganese (Mn), an essential trace element, has been shown to be neurotoxic, especially when inhaled. Few studies have examined potential effects of Mn on cognitive functions of environmentally exposed children. This study was intended to estimate environmental exposure to Mn resulting from mining and processing and to explore its association with intellectual function of school-age children. Children between 7 and 11 years of age from the Molango mining district in central Mexico (n = 79) and communities with similar socioeconomic conditions that were outside the mining district (n = 93) participated in the cross-sectional evaluation. The revised version of the Wechsler Intelligence Scale for Children adapted for the Mexican population was applied. Concentrations of Mn in blood (MnB) and hair (MnH) were used as biomarkers of exposure. Exposed children had significantly higher median values for MnH (12.6 μg/g) and MnB (9.5 μg/L) than did nonexposed children (0.6 μg/g and 8.0 μg/L, respectively). MnH was inversely associated with Verbal IQ [β = -0.29; 95% confidence interval (CI), -0.51 to -0.08], Performance IQ (β = -0.08; 95% CI, -0.32 to 0.16), and Total Scale IQ (β = -0.20; 95% CI, -0.42 to 0.02). MnB was inversely but nonsignificantly associated with Total and Verbal IQ score. Age and sex significantly modified associations of MnH, with the strongest inverse associations in young girls and little evidence of associations in boys at any age. Associations with MnB did not appear to be modified by sex but appeared to be limited to younger study participants. The findings from this study suggest that airborne Mn environmental exposure is inversely associated with intellectual function in young school-age children.

  12. Exemplary Teachers: Teaching for Intellectual Freedom

    Science.gov (United States)

    Collinson, Vivienne

    2012-01-01

    Intellectual freedom has long been a desirable ideal and a foundational value for supporting democratic governance. Since 1948, it has been a universal human right. Given the unique nature of education in democratic societies, schools serve as a crucible for helping children understand and practise the rudiments of intellectual freedom. Drawing on…

  13. The effect of color on the recognition and use of line drawings by children with severe intellectual disabilities.

    Science.gov (United States)

    Stephenson, Jennifer

    2007-03-01

    Line drawings are commonly used as communication symbols for individuals with severe intellectual disabilities. This study investigated the effect of color on the recognition and use of line drawings by young children with severe intellectual disabilities and poor verbal comprehension who were beginning picture users. Drawings where the color of the picture matched the object and where the color of the drawing did not match the object were used, as well as black and white line drawings. Tentative findings suggest that some students with intellectual disabilities may find it more difficult to recognize and line drawings where the color does not match the object compared to line drawings where the color of the drawing does match the color of the object.

  14. 26 CFR 25.6075-1 - Returns, time for filing gift tax returns for gifts made after December 31, 1981.

    Science.gov (United States)

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Returns, time for filing gift tax returns for gifts made after December 31, 1981. 25.6075-1 Section 25.6075-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) ESTATE AND GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER...

  15. Prevalence of caries in intellectually impaired children at Sekolah Semangat Maju, Taiping, Perak, Malaysia

    Directory of Open Access Journals (Sweden)

    Sanjit Singh

    2009-07-01

    Full Text Available Dental caries also known as tooth decay is a disease where a bacterial process damages the hard tooth structure. The aim of conducting this research was to obtain the prevalence of caries in the intellectually impaired children in Sekolah Semangat Maju, Taiping, Perak, Malaysia. The research was a descriptive research that utilized the survey technique. The population of the research was the students aged 7-17 years old from class 1 to class 5. The total sample for this research was 56 students. The students were examined for the presence of caries and the results were used to obtain the prevalence of caries in these subjects. The results from this study showed that the prevalence of caries based on the student’s medical diagnose was 68.42% for autism students, 57.14% for cerebral palsy students, 91.67% for Down’s syndrome students, 100.00% for mental retardation students and 42.86% for slow learner students. The conclusion from this research was that the overall prevalence of caries in intellectually impaired children at Sekolah Semangat Maju Taiping, Perak, Malaysia is 67.89%.

  16. The Prevalence of Child Sexual Abuse in Out-of-Home Care: Increased Risk for Children with a Mild Intellectual Disability

    Science.gov (United States)

    Euser, Saskia; Alink, Lenneke R. A.; Tharner, Anne; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.

    2016-01-01

    Background: Children without disabilities in out-of-home care have a higher risk of child sexual abuse [CSA (Euser et al. 2013)]. In this study, we examined the year prevalence of CSA in out-of-home care for children with a mild intellectual disability, and compared it with the prevalence in out-of-home care for non-disabled children and children…

  17. Symptoms and development of anxiety in children with or without intellectual disability.

    Science.gov (United States)

    Green, Shulamite A; Berkovits, Lauren D; Baker, Bruce L

    2015-01-01

    The purpose of this study was to examine group differences in presentation and trajectory of anxiety symptoms and disorders in children with moderate to borderline intellectual disability (ID) and children with typical cognitive development (TD). Examined anxiety disorders and symptoms in children with ID (n=74) or TD (n=116) annually from ages 5 through 9 using a parent structured interview and questionnaire. Logistic regression was used to examine odds of meeting anxiety criteria and hierarchical linear modeling was used to examine anxiety trajectory. Children with ID had significantly higher rates of clinical levels of anxiety on the Child Behavior Checklist at ages 8 and 9 and higher rates of separation anxiety disorder at age 5 compared to those with TD. Children with ID were also more likely to have externalizing problems co-occurring with anxiety. The rate of increase of anxiety symptoms over time was positive and similar in the two groups, and neither group showed sex differences in anxiety rates. Results suggest that children with ID have both higher rates of anxiety across time and are delayed in showing typical decreases in separation anxiety in early childhood. Implications for intervention are discussed in terms of the importance of screening for and treating anxiety in children with ID.

  18. The Gift Relationship: Discovering Gift Exchange in Interpersonal Practice.

    Science.gov (United States)

    Brown, Christopher Basil

    2016-03-01

    Encountering the deeper flows of human experience and glimpsing the touch of the divine on the human soul offer guides and companions rich reflective content for their ongoing formation. This is a precious gift which pilgrims constantly place before their companions, though at times it remains 'unwrapped'. Through offering a supervision narrative, this paper provides a phenomenological description of such a gift exchange. © The Author(s) 2016.

  19. Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

    Science.gov (United States)

    Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

    2016-01-01

    This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

  20. Comparing Offenders against Women and Offenders against Children on Treatment Outcome in Offenders with Intellectual Disability

    Science.gov (United States)

    Lindsay, William R.; Michie, Amanda M.; Steptoe, Lesley; Moore, Fhionna; Haut, Fabian

    2011-01-01

    Background: Several studies have shown the positive effects of sex offender treatment for men with intellectual disabilities who have perpetrated sex offences or inappropriate sexual behaviour. The present study investigates the process of treatment change and compares two groups of offenders against adults and offenders against children. Method:…

  1. Parenting and the Behavior Problems of Young Children with an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study

    Science.gov (United States)

    Totsika, Vasiliki; Hastings, Richard Patrick; Vagenas, Dimitrios; Emerson, Eric

    2014-01-01

    We examined parenting behaviors, and their association with concurrent and later child behavior problems. Children with an intellectual disability (ID) were identified from a UK birth cohort (N = 516 at age 5). Compared to parents of children without an ID, parents of children with an ID used discipline less frequently, but reported a more…

  2. Factors affecting intellectual outcome in pediatric brain tumor patients

    International Nuclear Information System (INIS)

    Ellenberg, L.; McComb, J.G.; Siegel, S.E.; Stowe, S.

    1987-01-01

    A prospective study utilizing repeated intellectual testing was undertaken in 73 children with brain tumors consecutively admitted to Childrens Hospital of Los Angeles over a 3-year period to determine the effect of tumor location, extent of surgical resection, hydrocephalus, age of the child, radiation therapy, and chemotherapy on cognitive outcome. Forty-three patients were followed for at least two sequential intellectual assessments and provide the data for this study. Children with hemispheric tumors had the most general cognitive impairment. The degree of tumor resection, adequately treated hydrocephalus, and chemotherapy had no bearing on intellectual outcome. Age of the child affected outcome mainly as it related to radiation. Whole brain radiation therapy was associated with cognitive decline. This was especially true in children below 7 years of age, who experienced a very significant loss of function after whole brain radiation therapy

  3. Comparison of Intelligent Systems in Detecting a Child's Mathematical Gift

    Science.gov (United States)

    Pavlekovic, Margita; Zekic-Susac, Marijana; Djurdjevic, Ivana

    2009-01-01

    This paper compares the efficiency of two intelligent methods: expert systems and neural networks, in detecting children's mathematical gift at the fourth grade of elementary school. The input space for the expert system and the neural network model consisted of 60 variables describing five basic components of a child's mathematical gift…

  4. Adaptation of the ABS-S:2 for Use in Spain with Children with Intellectual Disabilities

    Science.gov (United States)

    Garcia Alonso, Isabel; De La Fuente Anuncibay, Raquel; Fernandez Hawrylak, Maria

    2010-01-01

    As there is a dearth of Spanish-language standardized scales that assess adaptive behavior in children and adolescents with intellectual disabilities (ID), the authors adapted one of the most widely used and studied scales of adaptive behavior in the U.S., the ABS-S:2 (Adaptive Behavior Scale-School, 2nd Edition), and validated it for use in…

  5. THE EFFECT OF EGGSHELL MOSAIC TRAINING TOWARD FINE MOTOR SKILLS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY (IDD

    Directory of Open Access Journals (Sweden)

    Diadra Finalistiani

    2017-02-01

    Full Text Available The purpose of this research was to determine the effect of eggshell mosaic toward fine motor skills of children with intellectual and develompental disability. The data was collected with observation, and the analysis technique used analysis in condition and analysis between conditions. The conclusion of this research was eggshell mosaic gives effect toward the fine motor skills of the children, it was shown from fine motor skills of the children before eggshell mosaic treatment, during the treatment and after controlling, and the fine motor skills of the children was improved.

  6. 26 CFR 25.2503-2 - Exclusions from gifts.

    Science.gov (United States)

    2010-04-01

    ... 26 Internal Revenue 14 2010-04-01 2010-04-01 false Exclusions from gifts. 25.2503-2 Section 25... GIFT TAXES GIFT TAX; GIFTS MADE AFTER DECEMBER 31, 1954 Determination of Tax Liability § 25.2503-2 Exclusions from gifts. (a) Except as provided in paragraph (f) of this section (involving gifts to a...

  7. Influence of prenatal and postnatal growth on intellectual functioning in school-aged children.

    Science.gov (United States)

    Pongcharoen, Tippawan; Ramakrishnan, Usha; DiGirolamo, Ann M; Winichagoon, Pattanee; Flores, Rafael; Singkhornard, Jintana; Martorell, Reynaldo

    2012-05-01

    To assess the relative influence of size at birth, infant growth, and late postnatal growth on intellectual functioning at 9 years of age. A follow-up, cross-sectional study. Three districts in Khon Kaen province, northeast Thailand. A total of 560 children, or 92% of former participants of a trial of iron and/or zinc supplementation during infancy. Prenatal (size at birth), early infancy (birth to 4 months), late infancy (4 months to 1 year), and late postnatal (1 to 9 years) growth. Multiple-stage least squares analyses were used to generate uncorrelated residuals of postnatal growth. Intellectual functioning was measured at 9 years using the Wechsler Intelligence Scale for Children and the Raven's Colored Progressive Matrices (Pearson). Analyses included adjustment for maternal, household, and school characteristics. Significant relationships were found between growth and IQ (Wechsler Intelligence Scale for children, third edition, Thai version), but only up to 1 year of age; overall, growth was not related to the Raven's Colored Progressive Matrices. The strongest and most consistent relationships were with length (birth, early infancy, and late infancy); for weight, only early infancy gain was consistently related to IQ. Head circumference at birth was not collected routinely; head circumference at 4 months (but not head circumference growth thereafter) was related to IQ. Late postnatal growth was not associated with any outcome. Physical growth in early infancy (and, to a lesser extent, physical growth in late infancy and at birth) is associated with IQ at 9 years of age. Early infancy may be a critical window for human development.

  8. The price of a gift: an approach to receiving gifts from patients in psychiatric practice.

    Science.gov (United States)

    Brendel, David H; Chu, James; Radden, Jennifer; Leeper, Howard; Pope, Harrison G; Samson, Jacqueline; Tsimprea, Gail; Bodkin, J Alexander

    2007-01-01

    When a patient or patient's family presents a psychiatrist with a gift, the clinician is challenged to maintain appropriate professional boundaries but have the flexibility to respond with warmth and appreciation. The psychiatrist must consider such factors as the intention of the gift, its value to the patient, and the anticipated effect of accepting or refusing it on the patient and the treatment. Psychiatric practitioners are ethically obligated to consider patients' best interests when deciding about how to handle the offer of a gift. Ethical deliberations about such situations occur on a case-by-case basis and require careful analysis of how to promote the patient's best interest while adhering to professional ethics. In this article, members of the McLean Hospital Ethics Committee present a pragmatic model for managing the presentation of a gift from a patient or a patient's family member. The pragmatic model, which focuses on the practical results of accepting or declining the gift, minimizes the risk of exploiting the patient by accepting a gift or hurting the patient by declining it. We present five clinical cases that raise ethical dilemmas concerning patient gift giving in psychiatry and discuss each case from the standpoint of the pragmatic model.

  9. 19 CFR 148.44 - Gifts.

    Science.gov (United States)

    2010-04-01

    ... 19 Customs Duties 2 2010-04-01 2010-04-01 false Gifts. 148.44 Section 148.44 Customs Duties U.S...) PERSONAL DECLARATIONS AND EXEMPTIONS Exemptions for Nonresidents § 148.44 Gifts. (a) Exemption. An arriving... and are to be disposed of by him as bona fide gifts. See § 148.43(b) for limitations on cigars under...

  10. Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

    Science.gov (United States)

    Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

    2017-01-01

    Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

  11. The role of maternal responsivity in the development of children with intellectual disabilities.

    Science.gov (United States)

    Warren, Steven F; Brady, Nancy C

    2007-01-01

    There is growing evidence that cumulative exposure to highly responsive parenting styles throughout the early childhood period may provide a variety of important child benefits in terms of language, cognitive, social, and emotional development. We view maternal responsivity as a dynamic construct of central importance to the development of children with intellectual disabilities just as it is for typically developing children. In this study, we selectively review the theoretical and conceptual evidence for the effects of responsivity on development, discuss factors known to influence responsivity including the nature of a child's disability, and review intervention approaches intended to enhance maternal responsivity. We conclude with a set of recommendations for future research. (c) 2007 Wiley-Liss, Inc.

  12. Children with Mild to Borderline Intellectual Disabilities and Externalizing Behavior: Individual Characteristics, Family functioning and Treatment Effectiveness

    NARCIS (Netherlands)

    Schuiringa, H.D.

    2014-01-01

    Children with mild to borderline intellectual disabilities (MBID; IQ between 55 and 85 with problems in adaptive functioning) have been found to show higher rates of emotional and externalizing behavior problems and their externalizing behavior problems tend to persist over time, more so than those

  13. Understanding the Importance of Relationships: Perspective of Children with Intellectual Disabilities, Their Parents, and Nurses in Canada

    Science.gov (United States)

    Aston, Megan; Breau, Lynn; MacLeod, Emily

    2014-01-01

    Effective and therapeutic relationships between health care providers and clients are important elements for positive health outcomes. Children with intellectual disabilities (IDs) and their parents face unique challenges in establishing relationships with health care providers due to social and institutional stigma and stereotypes associated with…

  14. The Role of Social Context in Gifted and Talented Education.

    Science.gov (United States)

    Fetterman, David

    1999-01-01

    The dichotomy between individualism and conformity, the myth that gifted children will make it on their own, and the fallacy of equating equal opportunity with equal potential, ability, and results has fostered a climate in which simplistic thinking, ambivalence, and neglect is prevalent. Awareness of this larger social context can allow for new…

  15. Children with Mild to Borderline Intellectual Disabilities and Externalizing Behavior: Individual Characteristics, Family functioning and Treatment Effectiveness

    OpenAIRE

    Schuiringa, H.D.

    2014-01-01

    Children with mild to borderline intellectual disabilities (MBID; IQ between 55 and 85 with problems in adaptive functioning) have been found to show higher rates of emotional and externalizing behavior problems and their externalizing behavior problems tend to persist over time, more so than those in peers with average intelligence (defined here as an IQ above 85). The processes underlying these externalizing behavior problems in children with MBID nevertheless largely remained unclear and e...

  16. COGNITIVE-STYLE APPROACH TO PSYCHOLOGICAL SUPPORT OF THE GIFTED PUPILS MOUNTAIN SCHOOLS OF THE UKRAINIAN CARPATHIANS

    Directory of Open Access Journals (Sweden)

    Anatoliy Paliy

    2015-04-01

    Full Text Available The differential-cognitological point of view, giftedness is “a systemic quality of a personality that develops throughout life and determines their abilities to achieve exceptionally high results in one or more activities compared to those of other people”. Herewith, it is the fundamental concept of general aptitude, under which “the level of general abilities development that determines the range of activities in which a person can achieve great success” is understood. Within the structure of general aptitude intellectual giftedness is singled out as the level of development, as well as the type of organization of individual mental experience, which ensure an opportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectively and objectively new ideas, to the use of innovative approaches to solving problems and openness to controversial aspects of the situation and so on. In order to identify talented children and adults the value of intellectual quotient (IQ is still most commonly used. Psychometric approach (the measurement of psychic phenomena with the help of standardized IQ tests to the diagnosis of intellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot “measure” the phenomena of an individual psyche, since the modern level of psychological science does not allow to proceed to psychological diagnosis, let alone prediction of a certain person`s behavior, on the basis of individual results in performing a psychological test (psychometric test of intelligence, personality questionnaire, projective methods etc. In our opinion, many problems in psychological and pedagogical support of gifted children could be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness, creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity of such an approach is corroborated by the results

  17. 5 CFR 2601.301 - Accounting of gifts.

    Science.gov (United States)

    2010-01-01

    ... 5 Administrative Personnel 3 2010-01-01 2010-01-01 false Accounting of gifts. 2601.301 Section... IMPLEMENTATION OF OFFICE OF GOVERNMENT ETHICS STATUTORY GIFT ACCEPTANCE AUTHORITY Accounting Requirements § 2601.301 Accounting of gifts. (a) The Administration Division shall ensure that gifts are properly...

  18. A Family Study of Consanguinity in Children with Intellectual Disabilities in Barwani, India

    OpenAIRE

    Lakhan, Ram; Bipeta, Rajshekhar; Yerramilli, Srinivasa S. R. R.; Nahar, Vinayak K.

    2017-01-01

    Background: Intellectual disability (ID) can be inherited in families through consanguineous marriage. The ID in an individual can be associated with the ID, epilepsy, and mental illness in their parents. Such connections can be seen more closely among consanguineous marriages in tribal and nontribal population in India. Objective: This study shows a few common patterns of the consanguineous relationship in the parents of children with ID in India. Materials and Methods: This is a case series...

  19. Females of a gift-giving spider do not trade sex for food gifts: a consequence of male deception?

    Science.gov (United States)

    Pandulli-Alonso, Irene; Quaglia, Agustín; Albo, Maria J

    2017-05-15

    Polyandry is commonly maintained by direct benefits in gift-giving species, so females may remate as an adaptive foraging strategy. However, the assumption of a direct benefit fades in mating systems where male gift-giving behaviour has evolved from offering nutritive to worthless (non-nutritive) items. In the spider Paratrechalea ornata, 70% of gifts in nature are worthless. We therefore predicted female receptivity to be independent of hunger in this species. We exposed poorly-fed and well-fed females to multiple males offering nutritive gifts and well-fed females to males offering worthless gifts. Though the treatments strongly affected fecundity, females of all groups had similar number of matings. This confirms that female receptivity is independent of their nutritional state, i.e. polyandry does not prevail as a foraging strategy. In the spider Pisaura mirabilis, in which the majority (62%) of gifts in nature are nutritive, female receptivity depends on hunger. We therefore propose that the dependence of female receptivity on hunger state may have evolved in species with predominantly nutritive gifts but is absent in species with predominantly worthless gifts.

  20. Gifting with Purpose: Choose Learning Toys This Holiday Season

    Science.gov (United States)

    Exceptional Parent, 2011

    2011-01-01

    Kids aged five and under learn best through play. Instead of buying just any toy, look for toys or activities with things to teach: like the alphabet or names of different animals, and more. Children will play with their new toy and not even realize they are learning while they play. This article focuses on gift ideas for the holiday season, with…