Cognitive characteristics of 8- to 10-week-old assistance dog puppies

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

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Preadolescent Advanced Readers: Exploring Attitudes, Beliefs, and Behaviors

Gifted Child Today ◽

10.1177/1076217520940756 ◽

2021 ◽

Vol 44 (2) ◽

pp. 68-82

Author(s):

April Walker ◽

Janessa Bower ◽

Todd Kettler

Keyword(s):

Reading Comprehension ◽

Qualitative Study ◽

Book Club ◽

Attitudes Toward Reading ◽

Identity Exploration ◽

Cognitive Characteristics ◽

Narrative Imagination ◽

Positive Attitudes ◽

Advanced Readers ◽

Differentiated Learning

Despite dedication of tremendous resources to developing literary proficiencies, advanced readers may remain an underserved and understudied population. This qualitative study included nine preadolescent participants aged 10–12 years who demonstrated reading comprehension abilities within the top 10% on a national normed achievement battery. The researchers gathered interview data from participants with corroborating evidence from their parents and their book club teacher. The grounded theory analyses found advanced readers to demonstrate superior reading comprehension and the ability to read entire books quickly. Participants reported positive attitudes toward reading in general and preferred out of school reading over the limiting structures of school reading. Some evidence supported a connection between reading and identity exploration through narrative imagination and empathetic relations to characters and narratives. Advanced readers may present cognitive characteristics, as well as behaviors and motivations that require differentiated learning designs.

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Reconceptualizing Leadership From a Neurodiverse Perspective

Group & Organization Management ◽

10.1177/1059601120987293 ◽

2021 ◽

pp. 105960112098729

Author(s):

Quinetta Roberson ◽

Narda R. Quigley ◽

Kamil Vickers ◽

Isabella Bruck

Keyword(s):

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Leadership Behavior ◽

Future Research ◽

Leadership Studies ◽

Cognitive Characteristics ◽

Disability Theory ◽

Special Cases ◽

Result Management ◽

Practical Implications

While scholarship has increased on the topic of neurodiversity in organizations, which refers to individuals with pervasive developmental disorders in the workforce, leadership theory and research has not yet integrated this perspective. Consistent with conventional conceptualizations of disability as an impairment, the few relevant leadership studies tend to approach these differences as special cases, rather than as a population to which theory may be generalized. As a result, management scholars have yet to develop theories and models that are inclusive of neurodiversity. Using the critical disability theory as a lens for reframing assumptions about leadership behavior as described in existing theory and research, we postulate that neurodiversity may serve as a cognitive strength from which leadership derives. We offer a conceptual model that articulates how cognitive characteristics associated with neurodiversity may lead to task-based leadership behavior, and we trace the influence of such behaviors on leader and follower outcomes. The model also includes enabling conditions that may positively influence the emergence and recognition of neurodiverse individuals as leaders. We conclude by proposing directions for future research to better integrate the neurodiversity and leadership literatures and reflecting on the associated practical implications.

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