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Abstract Background Borderline intelligence function (BIF) and specific learning disorder (SLD) are common diagnoses in children who are brought up for learning problems and school failure. Objective The aim of our study was to determine whether there were distinctive aspects of cognitive testing routinely used in evaluating SLD and BIF and investigate emotion regulation skills and minor neurologic symptoms. Method Sixty children (30 SLD and 30 BIF) who are currently attending primary school are selected for study. Visual Aural Digit Span Test - Form B, Gessel Figure Drawing Test, Bender Gestalt Visual Motor Perception Test, WISC-R, Emotion Regulation Scale (ERS) and Neurological Evaluation Scale (NES) was administered. Results There was no statistically significant difference between groups in cognitive tests. The emotional regulation ability measured by the emotional regulation subscale was better in the SLD group than the BIF group (p = 0.014). In the NES, sensory integration (p = 0.008), motor coordination (p = 0.047) and other (p < 0.001) subscales showed higher scores in the BIF group. Discussion It has been shown that cognitive tests don't have distinguishing features in the evaluation of SLD and BIF. Emotion regulation subscale score of ERS and sensory integration, motor coordination, and total scores of NES can be used in both discrimination of groups.
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Objective@#To investigate the features of absolute electroencephalogram (EEG) power spectra in children with borderline intellectual functioning (BIF) as well as their correlation with cognitive function and behavioral problems.@*Methods@#30 children with borderline intellectual functioning and 42 typical developing children (TDC) were recruited in this study. All of them underwent the Chinese Revised Wechsler Intelligence Scale for Children (C-WISC) and their behavioral problems were assessed according to the Conners’ Parent Symptom Questionnaire (PSQ). Resting EEG of 128 electrodes were recorded when the participants closed their eyes and analyzed using wavelet transform to assess the absolute power of alpha, beta, theta, gamma and theta/beta ratio (TBR).@*Results@#(1)PSQ scores of BIF (conduct problems(0.78±0.16), learning problems(1.53±0.14), psychosomatic disorder(0.17±0.04), impulsivity-hyperactivit(1.13±0.14), anxious(0.52±0.08), hyperactivity inde(1.04±0.10))were higher than TDC(conduct problems(0.21±0.03), learning problems(0.35±0.05), psychosomatic disorder(0.07±0.02), impulsivity-hyperactivit(0.27±0.05), anxious(0.26±0.03), hyperactivity index(0.25±0.04)), and the difference was statistically significant(P<0.05). (2)alpha band: the main effects of the two groups on the left and right hemisphere (F=14.44, P<0.01)and the anterior and posterior hemispheres (F=29.54, P<0.01) were significant.The interaction effect between the left and right hemisphere and the anterior and posteriorm hemispheres was significant(F=8.55, P<0.01). The activity of the alpha wave was significant in the right posterior hemisphere.(3)The main effects of the two groups on the left and right hemispheres (F=6.49, P=0.01)and the anterior and posterior hemispheres(F=8.01, P=0.01) were significant.The two groups had significant interaction effects between the left and right hemisphere and the type(F=5.84, P=0.02). The interaction between the left and right hemisphere and anterior and posterior hemispheres was significant(F=10.51, P<0.01). The activity of the right anterior and right posterior parts was more significant.(4)delta band: the main effects of the two groups were significant in the anterior and posterior hemispheres(F=11.15, P<0.01), and the activities in the anterior hemisphere were larger than those in the posterior hemisphere.(5)TBR: the main effects of the two groups were significant in the anterior and posterior hemispheres(F=4.80, P=0.03). The TBR of the two groups was statistically significant in the right hemisphere(t=2.61, P=0.01).@*Conclusion@#The TBR activity of BIF on the right was higher than TDC.The increased TBR activity in the right hemisphere of BIF may be a neurobiological basis for cognitive impairment such as adaptive behavior disorder and executive function.
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Objective To investigate the behavioral problems,intellectual ability and executive functioning characteristics as well as their correlations in children with borderline intellectual functioning (BIF) and attention deficit hyperactivity disorder (ADHD).Methods 60 children with BIF,60 children with ADHD and 60 typical developing children (TDC) participated this study.Parental report measures of behavioral problems were administrated using the Conners' Parent Symptom Questionnaire (PSQ) and Achenbach Children Behavior Checklist Scale (CBCL).All the participants performed the Chinese Revised Wechsler Intelligence Scale for Children (C-WISC) and a neuropsychological test named integrated visual and auditory continuous performance test (IVA-CPT).Comparison of cognitive profiles and correlation between psychological features were carried out to test the differences and commons among the groups.Results (1) Behavioral problems:the children with BIF had higher scores(3.68±2.85) in withdrawal factor than the children with ADHD (2.82±2.24) and TDC (1.03± 1.59).The children with ADHD had higher scores in conduct,impulsivity,aggressive and delinquent behavior than the children with BIF and TDC.The children with BIF/ADHD had higher scores in learning,anxiety,depression,somatic complaint and hyperactivity than the TDC.(2) Executive functioning:the children with BIF had more visual omission error (12.17± 10.48) than the children with ADHD (6.95±7.20) and TDC (2.33±2.48).The children with BIF and ADHD had lower auditory accuracy and higher visual reaction time,visual/auditory response variability,visual/auditory misrepresentation and auditory omission numbers than the TDC.These was no group difference in auditory reaction time.(3) Correlation analysis:intellectual ability was correlated with behavior problems and neurophysiological index such as conduct,learning,impulsivity,anxiety,depression factors,visual/auditory accuracy,visual reaction time and visual/auditory response variability.Conclusion BIF and ADHD are associated with poor executive functioning and increased behavior problems.The cognitive deficit may be a marker of vulnerability of poor academic and social outcomes in children with BIF and/or ADHD.
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Los niños y niñas con capacidad intelectual límite presentan unas necesidades específicas de apoyo educativo. Estas están centradas en el desarrollo de la memoria de trabajo con sus asociaciones a lo perceptivo-atencional y al lenguaje, así como en la mejora de los aprendizajes lectoescritor y de razonamiento matemático, debiendo ser reforzado su pensamiento estratégico. En este artículo, se hace un primer acercamiento conceptual y definitorio de la capacidad intelectual límite, situándolo en un ámbito psicopedagógico, estableciendo de forma general sus posibles dificultades de aprendizaje. En una segunda parte, se determinan las necesidades específicas que este alumnado plantea, haciéndose algunas consideraciones sobre la evaluación psicopedagógica las cuales se encuentran fundamentadas en el conocimiento del caso (alumno y contextos), mediante una propuesta de adecuación a ese alumno y con objetivos de compensación y favorecimiento del desarrollo de sus capacidades. Por último, de acuerdo al análisis de la revisión teórica, se concluye que la intervención psicopedagógica en el alumnado con capacidad intelectual límite debe realizarse desde un análisis profundo y riguroso de sus características personales y de contexto. De este modo, los resultados de la evaluación psicopedagógica se convierten en necesidades específicas de apoyo educativo. Todo ello en un ámbito de inclusión social y educativa y desde criterios de normalización.
Children with borderline intellectual functioning present specific needs of educational support. These are focused on the development of work memory associated with perception, attention and language, as well as the improvement of reading and writing skills and mathematic reasoning, enhancing strategic thinking. This paper attempts to provide a general conceptual framework about borderline intellectual functioning, from an educational psychology approach, establishing thus possible learning difficulties from a general perspective. Moreover, the specific needs experienced by these students are determined, taking into account some considerations about psychoeducational assessment that are based on case study (student and contexts), through an educational proposal for this student, which includes compensation objectives and strengthening of their capacities. Finally, according to the literature review, it is concluded that psychoeducational intervention on students with borderline intellectual functioning, must be carried out from a thorough analysis of their personal and contextual characteristics. In this way, the results of psychoeducational assessment become specific needs of educational support, in a framework of socio-educational inclusion and standardization criteria.
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Humans , Male , Female , Psychology, Educational/methods , Needs Assessment , Learning Disabilities/psychology , Intellectual Disability , Child Development , Cognition Disorders/etiologyABSTRACT
OBJECTIVES: The purpose of this study was to analyze the factors related to the disclosure patterns of sexual abuse in children and adolescent victims. METHODS: A sample of 153 children and adolescents who visited the Sunflower children's Center (Incheon) between January 1, 2011 and December 31, 2012 were analyzed. The medical records of the victims were reviewed retrospectively. RESULTS: Ninety (58.8%) subjects made a disclosure of sexual abuse voluntarily. The revelation was most commonly made to a parent. The severity and duration of sexual abuse were related to the disclosure patterns. In addition, the group that displayed below average intelligence, particularly subjects in the group with borderline intellectual functioning, tended to disclose their history of abuse less voluntarily than the subjects with normal intelligence. CONCLUSION: The current study provides insight into the factors that affect disclosure patterns in children and adolescent sexual abuse victims. To prevent sexual abuse, we suggest that special legal assistance and social concern be required for children and adolescents with borderline intellectual functioning.