Clinical and psychoeducational profile of children with borderline intellectual functioning

Karande, Sunil; Kanchan, Sandeep; Kulkarni, Madhuri

doi:10.1007/s12098-008-0101-y

Cited by 59 publications

(81 citation statements)

References 11 publications

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“…Based on the distribution of IQs, these cases would represent a very important category that would include 13.5% of the normal population. There are few reports on this condition, however, and very little attention has been paid to this population: the category occupies just 7 lines in the DSM-5; and the diagnosis is relatively infrequent (Karande, Kanchan, & Kulkarni, 2008). This is because these cases are frequently associated with a diagnosis of either ID or SLD, without any clear and detailed criteria for establishing which diagnosis is the more appropriate.…”

Section: Introductionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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Section: Introductionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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“…El número de personas con un funcionamiento limite es a menudo minimizado, en ocasiones, se han barajado porcentajes de incidencia muy lejos de lo que se prevé que ocurre (Karande et al, 2008). La falta de consenso terminológico y su ausencia en las principales clasificaciones diagnós-ticas hacen especialmente difícil calcular la prevalencia de la CIL en población general (SalvadorCarulla et al, 2013).…”

Section: Prevalencia Y Comorbilidadunclassified

La Capacidad Intelectual Límite: La Gran Olvidada

Gómez¹,

Val²,

Alonso³

2016

Revista INFAD de Psicología

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RESUMENEl término capacidad intelectual limite o también llamado bordeline hace referencia a una entidad clínica compleja que apenas se ha investigado y que engloba a las personas que técnicamente no tienen discapacidad intelectual pero que obtienen puntuaciones de CI bajas, en el umbral de aproximadamente 71-84. Estas personas se enfrentan diariamente al desconocimiento y a la incomprensión de una sociedad que ni reconoce sus limitaciones ni les trata como iguales, y que en la mayoría de los casos, no van a finalizar la escolaridad obligatoria, van a tener graves dificultades para acceder al mundo laboral y no van a participar activamente en la sociedad. El objetivo de este artículo es facilitar información para contribuir a la visibilidad de estas personas, dar a conocer las dificultades que presentan en el ámbito educativo y laboral, transmitir consideraciones para mejorar el diagnóstico y proponer actuaciones que optimicen el funcionamiento de este colectivo. Para ello se ha llevado a cabo una revisión de los artículos publicados en los últimos años contrastando sus aportaciones con las experiencias de profesionales y familiares.Palabras clave: inteligencia límite, discapacidad intelectual, apoyos ABSTRACTThe borderline: the great ignored The term borderline refers to a complex clinical and under-researched condition that involves people who technically do not have intellectual disability but who obtain low IQ scores (71-84). In most cases, these people do not finish compulsory schooling, they have serious difficulties to access to the world of work, they are not actively engaged in society and they face daily with the ignorance and the misunderstanding of a society which does not recognize their limitations nor does it treat them as equals. The major purpose of this article is to facilitate information that contributes to increase the public profile of these people making public their educational and working difficulties. Also, to point out considerations in order to improve the diagnosis and to propose actions to optimize the functioning of this collective group. To do so, it has been carried out a review of arti-

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“…Karande et al (2008) explain this loss of self-esteem by claiming the significant emotional distress linked to difficulties in school, social, or vocational competences. Often, lower levels of school self-esteem are associated to poor achievement at school.…”

Section: Research-article2015mentioning

confidence: 99%

Emotional Profile and Intellectual Functioning

2015

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Insufficient literature has been produced addressing children with borderline intellectual functioning (BIF) and gifted intellectual functioning (GIF). The goal of this work is to compare levels of self-esteem, depression, anxiety at school, and insecurity among children with BIF and GIF, and a control group of average intellectual functioning (AIF). There were participants of 104 children (fourth grade of primary school). Analyses revealed that children with BIF showed a lower level of self-esteem and higher levels of depression and school anxiety. Moreover, our findings highlight the co-occurrence of school anxiety, depressed mood, and insecurity among the BIF and AIF groups. One of the issues that emerge from this study is the need to implement prevention programs aimed at identifying children with lower or higher levels of intellectual functioning. These findings highlight the importance of establishing what the most appropriate educational and clinical interventions are in reducing the risks of mental disorders in this population.

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Clinical and psychoeducational profile of children with borderline intellectual functioning

Abstract: Slow learners struggle to cope up with the academic demands of the regular classroom. They need to be identified at an early age and their parents counseled to understand their academic abilities.

Cited by 59 publications

References 11 publications

Differences in the intellectual profile of children with intellectual vs. learning disability

Differences in the intellectual profile of children with intellectual vs. learning disability

La Capacidad Intelectual Límite: La Gran Olvidada

Emotional Profile and Intellectual Functioning

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