Profiles and cognitive predictors of motor functions among early school-age children with mild intellectual disabilities

Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. Results There was a significant Time × Group interaction ( p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p < . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. Supplemental Material https://doi.org/10.23641/asha.13345202

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DIAGNOSTICS OF COMMUNICATIVE LEARNING ACTIVITIES AMONG STUDENTS OF EARLY SCHOOL AGE WITH MILD INTELLECTUAL DISABILITIES

Bulletin of Krasnoyarsk State Pedagogical University named after V P Astafiev ◽

10.25146/1995-0861-2021-57-3-287 ◽

2021 ◽

Vol 57 (3) ◽

pp. 27-37

Author(s):

T.A. Shkerina ◽

◽

A.V. Zharova ◽

V.S. Rozinkevich ◽

K.T. Filippova ◽

...

Keyword(s):

General Education ◽

Intellectual Disabilities ◽

Theory And Practice ◽

Learning Activities ◽

Theoretical Development ◽

School Age ◽

Early School ◽

Early School Age ◽

Students With Intellectual Disabilities ◽

Basic Learning

Statement of the problem. In terms of the concept of development of education for students with disabilities for the period of 2020-2030 and according to the Federal State Educational Standard for students with intellectual disabilities, the harmonious development of both academic educational results and life competence necessary for a student with special educational needs in various social situations is declared one of the main strategic directions for the development of children of early school age. The Basic Learning Action Program (BLAP), as a structural element of the Federal Standard, does not contradict the indicated idea and aims not only at the formation and development of mentally retarded students, but also at ensuring the conditions for their socialization, including their life competence development. The analysis of educational theory and practice made it possible to distinguish a contradiction between the development of the basic provisions of active and differentiated approaches and the insufficient theoretical development of the criteria and levels of formation of communicative learning activities (CLA) of students of early school age with mild mental retardation in order to form the phenomenon under research. The problem solved in the article is the search for theoretical grounds for revealing the essence, structure of CLA of students of early school age with a mild degree of intellectual disabilities in order to develop the diagnostics of the phenomenon under research. The purpose of the article is to disclose the essence, structure of CLA of students of early school age with mild intellectual disabilities; to identify and characterize formation levels of the investigated phenomenon in order to develop diagnostics of CLA formation in the context of the research subject. Methodology (materials and methods) is based on the active and differentiated approaches to education of students with intellectual disabilities; analysis of official documents, scientific psychological and pedagogical literature on the problem of development of basic learning activities in students with intellectual disabilities. Research results. Based on the analysis of scientific works of Russian and foreign researchers and the regulatory and legal framework, the essence and structure of CLA of students of early school age with mild intellectual disabilities was revealed; minimum evaluation and diagnostic map of formation of the investigated phenomenon has been developed; variable communicative situations in which CLA of students of early school age with mild intellectual disabilities are manifested and formed are identified. Conclusion. The developed diagnosis of CLA of students of primary school age with intellectual disabilities will allow tracking their dynamics and making timely adjustments in the organization and implementation of their formation at the level of primary general education and with appropriate modification actions at subsequent educational levels.

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