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

2014 ◽  
Vol 119 (6) ◽  
pp. 565-588 ◽  
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.

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

2021 ◽  
Vol 12 ◽  
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.

Relationships Between Working Memory and Academic Skills: Are There Differences Between Children With Intellectual Disabilities and Typically Developing Children?

2012 ◽  
Vol 11 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Sebastian Poloczek ◽  
Gerhard Büttner ◽  
Marcus Hasselhorn
Keyword(s):  
Working Memory ◽  
Intellectual Disabilities ◽  
Short Term Memory ◽  
Academic Skills ◽  
Typically Developing ◽  
Visuospatial Working Memory ◽  
Typically Developing Children ◽  
Mental Age ◽  
Calculation Skills ◽  
Memory Resources

In typically developing children, working memory is linked to academic skills. However, little is known about the role working memory plays for learning in children with intellectual disabilities (ID). Therefore, the aims of this study were to examine whether different working memory functions are related to reading, spelling, and calculating in children with ID of nonspecific etiology and whether these relationships are different from the ones found in typically developing children. Forty-seven children with mild-to-borderline ID and 47 children matched for mental age were tested. Although in typically developing children, only phonological short-term memory tasks were predictive for literacy, for children with ID, visuospatial working memory tasks also accounted for variance. In typically developing children, calculation skills were predicted by phonological working memory tasks, whereas visuospatial working memory resources were crucial for children with ID. Several possible explanations are discussed for discrepancies in prediction patterns.

Everyday Memory and Working Memory in Adolescents With Mild Intellectual Disability

2010 ◽  
Vol 115 (3) ◽  
pp. 207-217 ◽  
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.

Individuals with Intellectual Disability Can Self-Teach in Reading

2013 ◽  
Vol 118 (2) ◽  
pp. 108-123 ◽  
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.

scholarly journals TENSE MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN

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.

scholarly journals Morphology in Spanish-speaking children with Williams syndrome

2017 ◽  
Vol 9 (4) ◽  
pp. 728-740 ◽  
Author(s):  
ANTONIO BENÍTEZ-BURRACO ◽  
ELENA GARAYZÁBAL ◽  
FERNANDO CUETOS
Keyword(s):  
Williams Syndrome ◽  
Chronological Age ◽  
Typically Developing ◽  
Production Task ◽  
Gender Assignment ◽  
Spanish Speaking ◽  
The Past ◽  
Mental Age ◽  
Irregular Verbs ◽  
And Gender

abstractAims. Morphological skills in Williams syndrome (WS) are a controversial issue, particularly cross-linguistically. Methods. We assessed pluralization patterns of nouns, inflection of verbs in the past, and gender assignment, inflection, and agreement within the noun phrase in a sample of Spanish-speaking children with WS compared to typically developing (TD) children matched on mental age (VA-TD) and on chronological age (CA-TD) age. Results. Children with WS attribute grammatical gender correctly in a production task, but they have problems with inferring the referent’s sex from the gender of the noun in a comprehension task. Additionally, they correctly pluralize nouns and properly inflect regular verbs, but they have problems with irregular verbs. Our findings suggest that they have mastered the productive rules, but they perform like younger children regarding irregular items.

scholarly journals Evaluating fine perceptual-motor skills in children with mild intellectual disability

2021 ◽  
Vol 3 (1) ◽  
pp. 97-108
Author(s):  
Vasiliki Koutsobina ◽  
◽  
Victoria Zakopoulou ◽  
Eftychia Tziaka ◽  
Vasilios Koutras ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Motor Skills ◽  
Motor Development ◽  
Assessment Tool ◽  
Typically Developing ◽  
Mild Intellectual Disability ◽  
Typically Developing Children ◽  
Mental Age ◽  
And Performance ◽  
Perceptual Motor Skills

Over the years, several studies have indicated that delay in perceptual-motor development and impaired motor organization is strongly associated with the level of cognitive functioning and performance in children. The aim of the present research study was to assess the fine perceptual-motor skills of children with mild intellectual disability 7-9-years-old and the comparison of their performance with two groups of typically developing children with the same chronological and a corresponding mental age. Our research sample consisted of 129 children between the ages of four and nine years whilst the experimental group had a total of 43 children (7-9-years-old) with mild intellectual disability. As an assessment tool of fine perceptual-motor skills we used a battery of tasks constructed in accordance with other commonly used standardized tests that measure psychomotor abilities. Furthermore, several comparisons were carried out in order to investigate our experimental hypotheses. Overall, our results revealed that children with mild intellectual disability scored lower in the tasks compared to typically developing children of equal chronological age but significantly higher than the group of typically developing children of the same mental age (preschoolers). The results of the psychometric properties of our designed tasks (reliability, validity) verify the high-quality psychometric characteristics of the designed tool.

When “Goal!” means ‘soccer’

2017 ◽  
Vol 24 (3) ◽  
pp. 315-345
Author(s):  
Esther Pascual ◽  
Aline Dornelas ◽  
Todd Oakley
Keyword(s):  
Repetitive Behavior ◽  
Children With Autism ◽  
Cultural Knowledge ◽  
Chronological Age ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Direct Speech ◽  
Mental Age ◽  
Brazilian Children

Abstract Autism is characterized by repetitive behavior and difficulties in adopting the viewpoint of others. We examine a communicative phenomenon resulting from these symptoms: non-prototypical direct speech for non-reports involving an actual utterance from previously produced discourse (e.g. quoting somebody’s words to refer to them, Pascual 2014). We video-recorded the naturalistic speech of five Brazilian children with autism, five typically developing children of the same mental age, and five of the same chronological age. They all used so-called fictive speech (Pascual 2014, Dornelas & Pascual 2016) for narration, expressing needs, and referring to individuals and events (e.g. saying Goal! for ‘playing soccer’). Such verbatim fictive speech originated in specific prior interactions or in socio-communicative or socio-cultural knowledge. We found considerable differences in the three groups in the frequency and degree of creativeness of fictive speech as opposed to it representing standard linguistic formulae or echoing previously produced speech word by word.

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