Attention in children with intellectual disabilities

Djuric-Zdravkovic, Aleksandra; Japundža-Milisavljević, Mirjana; Maćešić-Petrović, Dragana

doi:10.1016/j.sbspro.2010.07.332

Cited by 12 publications

(7 citation statements)

References 4 publications

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“…Selective attention is the ability to select relevant stimuli from irrelevant stimuli, divided attention occurs when one is required to attend to two tasks at once, and sustained attention is the ability to maintain focus over time. Difficulties with all these areas of attention have been consistently reported for children with ID (Djuric‐Zdravkovic, Japundza‐Milisavljevic, & Macesic‐Petrovic, ; Määttä, Tervo‐Määttä, Taanila, Kaski, & Iivanainen, ).…”

Section: Methodsmentioning

confidence: 94%

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

Hronis

Roberts

Kneebone

2017

British J Clinic Psychol

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Clinical implications Effective ways of providing cognitive behavioural therapy (CBT) to children with intellectual disability (ID) is unclear. This study provides a framework of potential adaptations for clinical practice As rates of mental illness for children with intellectual disability are high, and rates of treatment provision low, it is hoped that the recommendations provided in this study will encourage more mental health practitioners to provide CBT to children with ID. Limitations These recommendations are based only upon neuropsychological literature. Trialling the effectiveness of an adapted form of CBT for children and adolescents with ID is required. There are varying causes of intellectual disability, with differences in cognitive profiles. The utility of the recommendations made here may vary according to specific aetiologies.

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Section: Methodsmentioning

confidence: 94%

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

Hronis

Roberts

Kneebone

2017

British J Clinic Psychol

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“…This process of focusing attention towards a selected portion of the study material yields enhanced memory performance. Many individuals with ID have attention difficulties (Djuric-Zdravkovic et al, 2010), adversely affecting every-day functioning (e.g., learning, behavior, perceptive, and motor functions; Deutsch et al, 2008). The current results suggest that adults with ID can successfully produce target items (words, sentences), enhancing their memory on the backdrop of the remaining unproduced study material.…”

Section: Production Benefits For Adults With Idmentioning

confidence: 61%

Using Vocal Production to Improve Long-Term Verbal Memory in Adults with Intellectual Disability

2020

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Individuals with intellectual disability (ID) typically show weak long-term memory (LTM) skills. Understanding verbal LTM processes and searching for effective mnemonics in this population is important, to improve intervention programs. The current study aimed to assess verbal LTM abilities of adults with mild ID of mixed etiologies, and to offer a simple memorization technique based on vocal production. Participants ( n = 55) learned lists of different study materials (images of familiar and unfamiliar objects, written words, and sentences) by vocal production (saying or reading aloud) or by no-production (looking, listening, or reading silently). Memory tests followed. Better memory was found for vocally produced images of familiar objects, written words, and sentences. The results show that adults with mild ID can benefit from the relative distinctiveness of items at study. Hence, vocalization may be used in educational and therapeutic contexts for this population, improving memory performance.

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“…Atensi dan inteligensi memiliki hubungan kemampuan dasar kognitif dimana atensi melibatkan usaha mental sebagai sumber dan penentu kecerdasan seseorang (Schweizer, 2010).. Riset neuropsikologis menunjukkan bahwa permasalahan atensi merupakan faktor bawaan dari perkembangan kognitif yang menghambat kemampuan perseptif, motorik, dan belajar pada anak intellectual disability. Oleh karena itu salah satu ciri mereka adalah kesulitan membangun fokus dan mudah terdistraksi (Djuric-Zdravkovic, Japundza-Milisavljevic & Macesic-Petrovic, 2010).…”

Section: Pendahuluanunclassified

Tingkatkan Fokus dengan Latihan Buttoning Skills pada Anak Mild Intellectual Disability

Khairunnisa

Hartini

2022

JPTT

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Children with intellectual disabilities have deficits in generalmental abilities due to insignificant cognitive development.The deficits result in weak attention functions that difficultymaintaining focus and are easily distracted. Therefore, theyfailed to meet standards in responsibility including daily lifeaspects. Implementing behavior modification enhancesmastery of daily life skills and also training focuses in orderthat children become more independent. This study aims toexamine whether buttoning skills practice could increasefocus on intellectual disability children. The experimentalapproach was carried out with a single case AB withbackward chaining technique assisted by prompting andgiving positive reinforcement. The participant was a 9-yearold girl with the initials ZR who was diagnosed with mildintellectual disability. Assessment based on accomplishmentfollowing the stages systematically. The results show there isan improvement trend in mastering buttoning skills. This isdue to appropriate positive reinforcement being selected thatmotivated participants to focus on completing tasks.Repetition makes participants become more acclimated towear button-up clothes. This skill practice could be an optionto encourage focus on intellectual disability children. Anak dengan intellectual disability mengalami defisit intelektual sebab perkembangan kognisi yang tidak optimal. Kondisi ini menyebabkan lemahnya fungsi atensi yang merupakan faktor signifikan dari perkembangan kognitif. Akibatnya anak mengalami hambatan pada kemampuan dalam keterampilan adaptif, sosial serta konseptual. Akan tetapi anak mild intellectual disability masih dapat dibina walau perlu pendampingan. Mereka dapat diajarkan keterampilan sehari-hari untuk meningkatkan kemandirian. Keterampilan harian self-help dressing menjadi salah satu kebutuhan, termasuk berlatih memasang-melepas kancing (buttoning skills). Buttoning skills membutuhkan tahapan yang tersistematis sehingga membantu anak berkonsentrasi. Penelitian ini adalah single case AB design pada anak mild intellectual disability berusia 9 tahun. Intervensi yang digunakan adalah backward chaining dibantu teknik prompting dan pemberian positive reinforcement. Hasil buttoning skills dengan intervensi yang ditetapkan mendapatkan gambaran adanya peningkatan keterampilan serta membangun fokus dan dorongan pada anak.

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Attention in children with intellectual disabilities

Cited by 12 publications

References 4 publications

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy

Using Vocal Production to Improve Long-Term Verbal Memory in Adults with Intellectual Disability

Tingkatkan Fokus dengan Latihan Buttoning Skills pada Anak Mild Intellectual Disability

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