Problem solving by students with intellectual disability

2019 ◽  
pp. 159-174
Author(s):  
Carol Le Lant
Keyword(s):  
Intellectual Disability ◽  
Problem Solving

Social Problem-Solving Skills Training for Adults With Mild Intellectual Disability: A Multiple Case Study

2008 ◽  
Vol 25 (2) ◽  
pp. 97-108 ◽  
Author(s):  
Gillian Anderson ◽  
Nikolaos Kazantzis
Keyword(s):  
Psychological Distress ◽  
Intellectual Disability ◽  
Problem Solving ◽  
Social Problem ◽  
Skills Training ◽  
Preliminary Evidence ◽  
Social Problem Solving ◽  
Mild Intellectual Disability ◽  
Problem Solving Skills ◽  
Multiple Case

AbstractSocial problem-solving training has been successful in improving maladaptive behaviour and problem-solving skills for individuals with intellectual disability. However, in contrast to individuals without intellectual disability there has been only one study that has examined whether social problem-solving training can improve psychological distress in individuals with intellectual disability and a psychiatric diagnosis. Three participants from a vocational community centre with mild intellectual disability, comorbid mental illness, and challenging behaviour, participated in 15 individually delivered sessions of social problem-solving training. Social problem-solving skill, behaviour, and psychological distress measures were used to assess outcome. All three participants showed improvement in social problem-solving skills, and two participants showed improvement in depression. Improvement was maintained at 4-week follow-up. The results provide preliminary evidence that social problem-solving training could be an effective intervention tool for the treatment of psychological distress in individuals with mild intellectual disability.

scholarly journals Hubungan antara Dimensi Fungsionalitas Keluarga dan Subjective Well-Being (SWB) pada Ibu yang Memiliki Anak Disabilitas Intelektual di SLB – C Bandung

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Arfa Tiara Shafanisa ◽  
Endeh Azizah ◽  
Evi Ema Victoria
Keyword(s):  
Intellectual Disability ◽  
Problem Solving ◽  
Family Functioning ◽  
Pearson Correlation ◽  
Well Being ◽  
Subjective Well Being ◽  
Family Assessment Device ◽  
Two Dimension ◽  
Positive Correlation ◽  
Pearson Correlation Test

This study was conducted to discover the correlation between family functioning and Subjective Well-Being (SWB) toward mothers who have an intellectual disability child at SLB – C Bandung, total respondent are 52 persons. The tool to measure family functioning is Family Assessment Device (Epstein, Bishop, & Levin 1978), which was translated by Triad English Centre and modified by the researcher. The tool to measure SWB was created by researcher, which was based on theory by Diener (2008). Each total score dimension family functioning being correlated with total score SWB using pearson correlation test on SPSS program for windows. The statistic result shows there are two dimension which have significantly positive correlation with SWB, namely problem solving (r = 0,293), and communication (r = 0,385), whereas roles, affective responsiveness, affective involvement, and behavior control are not significantly related with SWB (each coefficient r = 0,092, r = 0,180, r = 0,105, and r = 0,082). Conclusion from this study are from six dimension of family functioning, there are  two dimension which have a significant positive correlation with SWB, both of them are problem solving and communication. However, four dimension of family functioning are not related with SWB. The researcher suggest a further correlational study on family functioning and SWB with using one SLB - C. Other than that, the researcher suggest to mothers whom have an intellectual disability child at SLB – C Bandung to join a productive activity to increase SWB. Keywords:  Family functioning, Subjective Well-Being (SWB)

Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction

2021 ◽  
pp. 073194872110614
Author(s):  
Irene Polo-Blanco ◽  
María J. González López ◽  
Alicia Bruno ◽  
Jon González-Sánchez
Keyword(s):  
Intellectual Disability ◽  
Problem Solving ◽  
Word Problems ◽  
Autism Spectrum ◽  
Mild Intellectual Disability ◽  
Word Problem Solving ◽  
Problem Solving Skills ◽  
Addition And Subtraction ◽  
Based Instruction ◽  
Teaching Problem

This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent with change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.

scholarly journals Parent-child problem solving in families of children with or without intellectual disability

2013 ◽  
Vol 58 (1) ◽  
pp. 17-30 ◽  
Author(s):  
N. Wieland ◽  
S. Green ◽  
R. Ellingsen ◽  
B. L. Baker
Keyword(s):  
Intellectual Disability ◽  
Problem Solving ◽  
Parent Child
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