Manual Signing in Adults With Intellectual Disability: Influence of Sign Characteristics on Functional Sign Vocabulary

Purpose The purpose of this study was to investigate the influence of sign characteristics in a key word signing (KWS) system on the functional use of those signs by adults with intellectual disability (ID). Method All 507 signs from a Flemish KWS system were characterized in terms of phonological, iconic, and referential characteristics. Phonological and referential characteristics were assigned to the signs by speech-language pathologists. The iconicity (i.e., transparency, guessing the meaning of the sign; and translucency, rating on a 6-point scale) of the signs were tested in 467 students. Sign functionality was studied in 119 adults with ID (mean mental age of 50.54 months) by means of a questionnaire, filled out by a support worker. Results A generalized linear model with a negative binomial distribution (with log-link) showed that semantic category was the factor with the strongest influence on sign functionality, with grammatical class, referential concreteness, and translucency also playing a part. No sign phonological characteristics were found to be of significant influence on sign use. Conclusion The meaning of a sign is the most important factor regarding its functionality (i.e., whether a sign is used in everyday communication). Phonological characteristics seem only of minor importance.

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Description of Routes in People With Intellectual Disability

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-124.2.116 ◽

2019 ◽

Vol 124 (2) ◽

pp. 116-130 ◽

Cited By ~ 1

Author(s):

Yannick Courbois ◽

Hursula Mengue-Topio ◽

Mark Blades ◽

Emily K. Farran ◽

Pascal Sockeel

Keyword(s):

Intellectual Disability ◽

Recognition Task ◽

Spatial Knowledge ◽

The Other ◽

Verbal Description ◽

Learning Criterion ◽

Landmark Recognition ◽

Mental Age ◽

Completion Task ◽

Description Task

Abstract The ability to describe routes was assessed in participants with intellectual disability (ID) and participants without ID matched on chronological age (CA) or on mental age (MA). In two experiments, participants learned a route through a virtual environment until they reached a learning criterion. They were then asked to externalize their spatial knowledge in a verbal description task, a landmark recognition task, or a map completion task. Results revealed that participants with ID mainly described the route as a succession of actions (“turn left”), and participants in the CA group prescribed actions referring to a landmark (“turn left at the swing”). Yet, results from the other tasks showed that people with ID had good landmark knowledge of the environment.

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Siblings' Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-119.6.565 ◽

2014 ◽

Vol 119 (6) ◽

pp. 565-588 ◽

Cited By ~ 7

Author(s):

David Tzuriel ◽

Dikla Hanuka-Levy

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Learning Strategies ◽

Chronological Age ◽

Mediated Learning ◽

Typically Developing ◽

Negatively Associated ◽

Mental Age ◽

Older Siblings ◽

Verbal Responsiveness

Dyads of siblings in which the younger sibling had an intellectual disability (ID, n = 25) were videotaped interacting. The ID group was compared with typically developing sibling dyads matched on mental age (n = 25) and chronological age (n = 25). We observed the mediation strategies, activation, and antimediation behaviors of older siblings and younger siblings' responsiveness to mediation. Mediation strategies were analyzed by the Observation of Mediation Interaction scale. The ID group scored highest on mediation strategies and lowest on activation and antimediation behaviors. Younger siblings' responsiveness to mediation was highest among the ID group. Mediation for Intentionality and Reciprocity and Meaning were positively associated with the verbal responsiveness of the younger siblings. Activation and antimediation behaviors were negatively associated with the verbal responsiveness.

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Effects of Presentation Mode on Veridical and False Memory in Individuals with Intellectual Disability

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-117.3.183 ◽

2012 ◽

Vol 117 (3) ◽

pp. 183-193 ◽

Cited By ~ 3

Author(s):

Michael Carlin ◽

Michael P. Toglia ◽

Colleen Belmonte ◽

Chiara DiMeglio

Keyword(s):

Intellectual Disability ◽

Best Practices ◽

False Alarm ◽

Presentation Mode ◽

Visual Presentation ◽

Work Environments ◽

Mental Age ◽

Auditory Recognition ◽

Presentation Formats ◽

False Alarm Rates

Abstract In the present study the effects of visual, auditory, and audio–visual presentation formats on memory for thematically constructed lists were assessed in individuals with intellectual disability and mental age–matched children. The auditory recognition test included target items, unrelated foils, and two types of semantic lures: critical related foils and related foils. The audio–visual format led to better recognition of old items and lower false-alarm rates for all foil types. Those with intellectual disability had higher false-alarm rates for all foil types and experienced particular difficulty discriminating presented items from those most strongly activated internally during acquisition (i.e., critical foils). Results are consistent with the activation-monitoring framework and fuzzy-trace theory and inform best practices for designing visual supports to maximize performance in educational and work environments.

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Susceptibility to Ingroup Influence in Adolescents With Intellectual Disability: A Minimal Group Experiment on Social Judgment Making

Frontiers in Psychology ◽

10.3389/fpsyg.2021.671910 ◽

2021 ◽

Vol 12 ◽

Cited By ~ 1

Author(s):

Sara Egger

Keyword(s):

Intellectual Disability ◽

Social Judgment ◽

Chronological Age ◽

Typically Developing ◽

Minimal Group ◽

Mental Age ◽

Computer Based ◽

Practical Implications

Adolescents with intellectual disability (ID) experience challenges and uncertainty when making judgments about other people’s intentions. In an attempt to achieve certainty, they might exhibit judgment tendencies that differ from those of typically developing adolescents. This study investigated social judgment making in adolescents with ID (n = 34, Mage = 14.89 years, SD = 1.41 years) compared with chronological age-matched adolescents without ID (n = 34, Mage = 14.68 years, SD = 1.15 years) and mental age (MA)-matched children (n = 34, Mage = 7.93 years, SD = 0.64 years). Participants used a computer-based task to judge the hostility of persons (fictitious characters). Adolescents with ID were found to make more polarizing judgments (i.e., either positive or negative, as opposed to moderate judgments) and were more likely to be guided by the opinions of a fictitious peer ingroup (minimal group) compared with adolescents without ID. No such differences were found between adolescents with ID and MA-matched children. The results are discussed in terms of scientific and practical implications.

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Commentary on “Use of key word signing for children and adults with intellectual disability in an Irish context”

Tizard Learning Disability Review ◽

10.1108/tldr-04-2019-0018 ◽

2019 ◽

Vol 24 (3) ◽

pp. 121-125

Author(s):

Nicola Clare Grove

Keyword(s):

Intellectual Disability ◽

Intellectual Disabilities ◽

Attitude Change ◽

Policy Development ◽

Design Methodology ◽

Paradigm Shifts ◽

Content Type ◽

Cultural Intervention ◽

Irish Context ◽

Key Word

Purpose The purpose of this paper is to explore the use of key word sign by staff in organisations working with children and adults who have intellectual disabilities. Design/methodology/approach This commentary provides an overview of both historical and recent research in this area. Findings After a dearth of research on signing, new studies are emerging, but appear to identify the same issues – and many of the same solutions – as those from 40 years ago. Social implications Sign needs to be seen as a cultural intervention necessitating attitude change and policy development. Originality/value Paradigm shifts in the field of intervention and in AAC are needed to address these issues.

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Rape victim assessment: Findings by psychiatrists and psychologists at Weskoppies Hospital

South African Journal of Psychiatry ◽

10.4102/sajpsychiatry.v21i1.394 ◽

2015 ◽

Vol 21 (1) ◽

pp. 5

Author(s):

Kobus Coetzee ◽

G Lippi

Keyword(s):

Mental Retardation ◽

Intellectual Disability ◽

Sexual Intercourse ◽

Rape Victim ◽

Rape Victims ◽

Electronic Database ◽

State Hospitals ◽

Mental Age ◽

Psychiatric Institutions

Background. A significant increase in rape victim assessment referrals by the courts has been noted in recent years at Weskoppies Hospital. Rape victims are referred by courts to determine: (i) their competency as a witness; (ii) their ability to give consent to sexual acts; (iii) their mental age; and (iv) their level of mental retardation. These evaluations are done by psychologists and psychiatrists at state hospitals. The findings are reported to the courts in a report format.Objectives. To present the findings of the reports compiled by psychologists and psychiatrists on rape victims from 2009 to 2013 as they comment on the court’s referral questions, and compare these findings with similar studies done at other psychiatric institutions.Methods. A total of 108 reports was obtained from the electronic database at Weskoppies Hospital. The findings of the reports were summarised on a datasheet and were categorised according to the referral questions of the courts. Results. In the 68 reports where mention was made of mental age, almost three-quarters found it to be between 4 and 12 years. Intellectual disability was found as the diagnosis in the vast majority of reports. Of these, the most common severity of impairment was moderate (n=22, 21.8%) and moderate to severe (n=21, 20.8%) in nature. Most reports (n=61, 56.6%) found that the rape victims were not able to consent to sexual intercourse. Seventy-one (65.7%) reports stated that victims were not able to testify in court.Conclusion. Most reports stated that victims suffered from intellectual disability and their capacity to testify in court was impaired. More than half of the victims evaluated did not have the capacity to give consent to sexual acts.

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Everyday Memory and Working Memory in Adolescents With Mild Intellectual Disability

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-115.3.207 ◽

2010 ◽

Vol 115 (3) ◽

pp. 207-217 ◽

Cited By ~ 15

Author(s):

M. J. Van der Molen ◽

J. E. H. Van Luit ◽

Maurits W. Van der Molen ◽

Marian J. Jongmans

Keyword(s):

Working Memory ◽

Intellectual Disability ◽

Typically Developing ◽

Mild Intellectual Disability ◽

Everyday Memory ◽

Mental Age ◽

Disability Group ◽

Almost All

Abstract Everyday memory and its relationship to working memory was investigated in adolescents with mild intellectual disability and compared to typically developing adolescents of the same age (CA) and younger children matched on mental age (MA). Results showed a delay on almost all memory measures for the adolescents with mild intellectual disability compared to the CA control adolescents. Compared to the MA control children, the adolescents with mild intellectual disability performed less well on a general everyday memory index. Only some significant associations were found between everyday memory and working memory for the mild intellectual disability group. These findings were interpreted to suggest that adolescents with mild intellectual disability have difficulty in making optimal use of their working memory when new or complex situations tax their abilities.

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Individuals with Intellectual Disability Can Self-Teach in Reading

American Journal on Intellectual and Developmental Disabilities ◽

10.1352/1944-7558-118.2.108 ◽

2013 ◽

Vol 118 (2) ◽

pp. 108-123 ◽

Cited By ~ 4

Author(s):

Susan J. Loveall ◽

Frances A. Conners

Keyword(s):

Intellectual Disability ◽

The Self ◽

Typically Developing ◽

Typically Developing Children ◽

Mental Age ◽

Specific Letter ◽

Orthographic Learning

Abstract Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age–matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to understanding orthographic learning is the self-teaching hypothesis, which suggests that orthographic learning is acquired through the experience of phonologically recoding words. The present study was a first test of the self-teaching hypothesis for individuals with ID in comparison to a group of typically developing children matched on verbal mental age. Results indicated that both groups were able to self-teach.

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TENSE MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN

Journal of Applied and Advanced Research ◽

10.21839/jaar.2017.v2i6.120 ◽

2017 ◽

Vol 2 (6) ◽

pp. 364

Author(s):

Ramandeep Kaur, Tashreefa

Keyword(s):

Intellectual Disability ◽

Indian Population ◽

Speech Disorders ◽

Typically Developing ◽

Disabled Children ◽

Older Children ◽

Intellectually Disabled ◽

Typically Developing Children ◽

Mental Age ◽

The Moment

In grammar, tense is a category that expresses time reference with reference to the moment of speaking. Tenses are usually manifested by the use of specific forms of verbs, particularly in their conjugation patterns. Most of the previous research reveals that tenses develop with age and thus older children had more accurate speech and fewer error patterns in their speech. However, in Indian contexts, limited studies are noted in the area of language development in children with intellectual disability Hindi-speaking children. Thus, the present study aims to explore tense markers in Hindi speaking intellectually disabled children and its comparison across mental age (MA) matched typically developing children. The results revealed that syntax develops significantly with the age. Comparison across the two groups showed higher occurrences of tense forms among TD children when compared to the children with ID. Related studies are discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for the assessment of developmental speech disorders among Hindi-speaking group of Indian population.

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