scholarly journals Oculomotor response to images in primary school children with mild intellectual disability

2021 ◽  
pp. 51-58
Author(s):  
VB Nikishina ◽  
OF Prirodova ◽  
EA Petrash ◽  
IA Sevrukova
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
School Children ◽  
Instructional Materials ◽  
Primary School Children ◽  
Typically Developing ◽  
Mild Intellectual Disability ◽  
Typically Developing Children ◽  
Oculomotor Response ◽  
Oculomotor Activity

Oculomotor activity (eye movements) is an essential component of visual data acquisition, analysis and use. The aim of this study was to determine the characteristics of oculomotor response to static images in primary school children with mild intellectual disability (ID). Our sample included a total of 49 schoolers (23 children with mild ID and 26 typically developing children). Oculomotor activity was evaluated using a GP3 Gazepoint eye tracker. The participants were presented with 15 visual stimuli: 10 pictorial and 5 mixed (pictures + text) static color images. Children with mild ID generated significantly fewer fixations (р = 0.038) than typically developing children. So, learning materials containing both pictorial and textual images are ineffective because textual elements are completely ignored by children with mild ID. The total duration of gaze fixations was significantly longer (р = 0.029) in typically developing children than in children with mild ID. However, the average duration of a single gaze fixation was longer in children with mild ID. The identified features of oculomotor response can help to optimize the format of instructional materials for primary school children with mild ID.

Default mode network connections supporting intra-individual variability in typically developing primary school children: An EEG study.

2020 ◽  
Vol 34 (7) ◽  
pp. 811-823
Author(s):  
Evgeniya Yu. Privodnova ◽  
Helena R. Slobodskaya ◽  
Andrey V. Bocharov ◽  
Alexander E. Saprigyn ◽  
Gennady G. Knyazev
Keyword(s):  
Primary School ◽  
School Children ◽  
Default Mode Network ◽  
Individual Variability ◽  
Primary School Children ◽  
Typically Developing ◽  
Default Mode ◽  
Network Connections

scholarly journals Physical Status of Primary School Children with Intellectual Disability Living in the City of Krasnoyarsk

2021 ◽  
pp. 385-393
Author(s):  
Ol’ga V. Smirnova ◽  
◽  
Elizaveta S. Ovcharenko ◽  
Eduard V. Kasparov ◽  
Vera V. Fefelova ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
School Children ◽  
Physical Development ◽  
Primary School Children ◽  
Healthy Children ◽  
Physical Status ◽  
Anthropometric Characteristics ◽  
The City ◽  
Children With Intellectual Disability

Parameters of physical development are known to be informative indicators of health status and adaptation processes, as well as markers of social, hygienic and environmental well-being both in healthy children and those with various pathological conditions. The purpose of this article was to study the characteristics of the physical status of children with intellectual disabilities. Materials and methods. We examined 168 children of primary school age (7–11 years) studying in secondary schools of Krasnoyarsk. The subjects were divided into two groups: the first group included 54 children with intellectual disability (F70, F71 according to ICD-10), the second group included 114 children without intellectual disability. Anthropometric characteristics and level of physical development were studied taking into account regional centile tables. The harmony of physical development was assessed using the Quetelet index. Results. The physical development of children with intellectual disability is characterized by a lag in anthropometric characteristics compared with intellectually healthy children: body length was 133.0 and 137.3 cm (p = 0.048), head circumference 51.0 and 52.5 cm (p = 0.002) respectively. The first group also had a statistically significantly lower percentage of children with harmonious physical development (37 %, p = 0.045) against the background of pronounced disharmony (underweight in 31.5 %, excess body weight in 31.5 % of children) compared to their healthy peers (harmonious development in 55 %, underweight in 16 %, overweight in 29 % of children). Further research into the constitution of children with intellectual disability can form the basis for the development of corrective measures, taking into account the specific typological characteristics of children in this group. For citation: Smirnova O.V., Ovcharenko E.S., Kasparov E.V., Fefelova V.V. Physical Status of Primary School Children with Intellectual Disability Living in the City of Krasnoyarsk. Journal of Medical and Biological Research, 2021, vol. 9, no. 4, pp. 385–393. DOI: 10.37482/2687-1491-Z076

scholarly journals Features of Correctional Work with Primary School Children with Disabilities

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Sergey Pashkin ◽  
Svetlana Goncharova
Keyword(s):  
Intellectual Disability ◽  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Children With Disabilities ◽  
Final Diagnosis ◽  
Primary School Children ◽  
Systematic Correction ◽  
And Performance ◽  
Specific Disorders

The problem of the specifics of correctional work with primary school children with disabilities is relevant due to the need for the search for new effective forms of assistance in the development and compensation of disability of this heterogeneous group of children. The knowledge of the features of correctional work with this group of children of primary school age will allow us to increase the effectiveness of correctional work. The purpose of this empirical study is to substantiate the effectiveness of the correctional program aimed at developing the attention of children with disabilities (a group with intellectual disability). The methods of educational experiment, the “Correction task” technique, “Schulte Table” and statistical method were used. The author of the article created the program “Educational Development” for children with disabilities (intellectual disability). The aim of the program was to correct attention of children with intellectual disability. The objectives of the program were to improve span of attention and concentration of this group of children. The results of the theoretical and empirical study of the initial and secondary level of attention properties in primary school children with disabilities are presented. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and capacity, accompanied by mental instability. As a result of the correctional work, statistically significant differences in the properties of attention concentration and stability and performance efficiency were revealed. Thus, the effectiveness of regular and systematic correction of the attention process of children with disabilities (a group with intellectual disability) is justified by comparing the results of the initial and final diagnosis and identifying significant positive changes. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and span of attention, accompanied by mental instability. The prospect of the research is to identify changes in cognitive operations as a result of the correction of attention ability of this group of children.

scholarly journals Concepts of friendship among primary school children with intellectual disability

2018 ◽  
Vol 8 (2) ◽  
pp. 26-42
Author(s):  
Oksana Vladimirovna Zashchirinskaia ◽  
Anastasia Valerievna Lapteva ◽  
Elena Ivanovna Nikolaeva ◽  
Natalia Anatolievna Medina Bracamonte ◽  
Elena Valer'evna Zmanovskaya
Keyword(s):  
Intellectual Disability ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Children With Intellectual Disability

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.

The prevalence of allergic diseases in primary school children in Edirne, Turkey

1997 ◽  
Vol 27 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Z. TOROS SELCUK ◽  
T. CAG-LAR ◽  
T. ENUNLU ◽  
T. TOPAL
Keyword(s):  
Primary School ◽  
School Children ◽  
Allergic Diseases ◽  
Primary School Children
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