Neuropsychological and behavioural profiles of students with intellectual development disorder on parents and teachers' perceptions

2021 ◽  
Author(s):  
V. Furlin ◽  
T. S. Bara ◽  
É. P. G. Felden ◽  
A. C. Farias ◽  
M. L. Cordeiro
Keyword(s):  
Intellectual Development ◽  
Teachers Perceptions ◽  
Intellectual Development Disorder

scholarly journals Cognitive Analysis of 9 to 11-Year-Old Children With Intellectual Development Disorders

2017 ◽  
Vol 9 (1) ◽  
pp. 16-22
Author(s):  
Anda Kauliņa
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Intellectual Development ◽  
Cognitive Disorders ◽  
Test System ◽  
Increased Risk ◽  
Study Results ◽  
Computer Based ◽  
Psychophysiological Testing ◽  
Intellectual Development Disorder

Abstract Cognitive development significantly influences efficiency and results of child’s understanding and comprehension of the world. Attention and cognition play a significant role to ensure academic achievement and success. Attention is essential for purposeful planning of action and systematic work. Attention is necessary to follow the study material and for physical survival in everyday life. Cognition is significant in decision making and evaluating possible outcomes, being especially important in children with cognitive development disorders. The aim of the present study was to find out the peculiarities of the cognitive processes in 9 to 11-year-old children with cognitive development disorders. Previous literature suggests that children with intellectual development disorders are at increased risk of general cognitive disorders. To test this assumption and establish cognitive abilities in children with intellectual development disorders, the following subtests of the Vienna Test System (VTS) were used: CPM/S2 (Raven's Coloured Progressive Matrices), B19 (Double Labyrinth Test) and WAFF (Perception and Attention Functions: Focused Attention). VTS is one of the leading computer-based psychophysiological testing systems in Europe. In addition to testing, behavioural observations were also carried out. Study results reveal that children with a shared diagnosis are not as similar when it comes to cognition and attention. Not all children within the sample group exhibited reduced attention and concentration, although the whole participant sample was diagnosed with intellectual development disorder. Meanwhile, risk factors hindering normal cognitive development were identified.

Acquisition of Reading and Intellectual Development Disorder

2019 ◽  
Vol 48 (3) ◽  
pp. 569-600 ◽  
Author(s):  
Anne-Sophie Pezzino ◽  
Nathalie Marec-Breton ◽  
Agnès Lacroix
Keyword(s):  
Intellectual Development ◽  
Intellectual Development Disorder

scholarly journals Prevalence of self-injurious behavior in people with intellectual development disorder

2015 ◽  
Vol 37 (3) ◽  
pp. 266-267 ◽  
Author(s):  
Humberto F. Ianni ◽  
Thiago C. Abreu ◽  
Sarah de M. Fidelis ◽  
Humberto Correa ◽  
Arthur Kummer
Keyword(s):  
Intellectual Development ◽  
Intellectual Development Disorder

Effects of families on intellectual development.

1979 ◽  
Vol 34 (10) ◽  
pp. 923-929 ◽  
Author(s):  
Lee Willerman
Keyword(s):  
Intellectual Development

Intellectual Development of Australian Aboriginals

1977 ◽  
Vol 22 (12) ◽  
pp. 935-936
Author(s):  
PHILIP E. VERNON
Keyword(s):  
Intellectual Development

Sociocognitive Conflict and Intellectual Development

1987 ◽  
Vol 32 (5) ◽  
pp. 428-429
Author(s):  
Paul L. Harris
Keyword(s):  
Intellectual Development
Sign in / Sign up

Export Citation Format

Share Document