Definition and Diagnosis

Cervantes, Paige E.; Shalev, Rebecca A.; Donnelly, Lauren

doi:10.1007/978-3-030-20843-1_3

Cited by 3 publications

(6 citation statements)

References 38 publications

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“…The initial, proposed categorisation of study interventions was based on the DSM‐5 (APA, 2013) diagnostic criteria: intellectual and adaptive functioning. These were subject to change dependent on findings, but in the first instance were operationalised to: Intellectual functioning, defined as the ability to think and reason, consisted of one category Cognitive abilities , including executive functioning, problem solving and learning academic skills such as literacy and mathematics. Adaptive functioning, defined as competences required for daily living, consisted of four categories). Communication, the ability to understand and be understood (Cervantes et al, 2019). Social skills , the ability to relate with others in a culturally and contextually appropriate manner (Little et al, 2017), including sense of self and self‐esteem, as identity can be considered as being developed through social interactions (Shadden, 2005).…”

Section: Methodsmentioning

confidence: 99%

“…Social skills , the ability to relate with others in a culturally and contextually appropriate manner (Little et al, 2017), including sense of self and self‐esteem, as identity can be considered as being developed through social interactions (Shadden, 2005). Activities of daily living ( ADLs ), the ability to self‐care (Cervantes et al, 2019). Educational or vocational functioning, the ability to conform to educational or vocational standards (Cervantes et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…Activities of daily living ( ADLs ), the ability to self‐care (Cervantes et al, 2019). Educational or vocational functioning, the ability to conform to educational or vocational standards (Cervantes et al, 2019). Comprehensive was added, to account for those studies which met multiple categories.…”

Section: Methodsmentioning

confidence: 99%

“…Educational or vocational functioning, the ability to conform to educational or vocational standards (Cervantes et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

See 3 more Smart Citations

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Windsor

Zhang

Wilson

et al. 2023

Research Intellect Disabil

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Background: Evidence-based interventions are essential for school-aged children with intellectual disabilities to facilitate development and promote future independence. Methods: Using a PRISMA approach, systematic screening of five databases was undertaken. Original randomised controlled studies with psychosocial-behavioural interventions were included where participants were school aged (5-18 yrs) with documented intellectual disability. Study methodology was assessed using the Cochrane RoB 2 tool.Results: Two thousand three hundred and three records were screened with 27 studies included. Studies mainly included primary school participants with mild intellectual disabilities. Most interventions focused on intellectual skills (e.g., memory, attention, literacy and mathematics) followed by adaptive skills (e.g., daily living, communication, social and education/vocation) and some focused on a combination of these. Conclusion:This review highlights the gap in evidence-base for social, communication and education/vocation interventions with school-aged children with moderate and severe intellectual disability. Future RCTs that bridge this knowledge gap across ages and ability are required for best practice.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…Educational or vocational functioning, the ability to conform to educational or vocational standards (Cervantes et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Windsor

Zhang

Wilson

et al. 2023

Research Intellect Disabil

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“…In recent years, the concept of intellectual disability (ID) has been evolving at a rapid pace. A major turning point in this process was the publication of the DSM-5, which represented a shift from a number-based 'disability' approach to a more neurobiological 'disorder' emphasis: the former relying on an IQ score obtained from an intelligence test and the latter relying to a greater extent on measures of neuropsychological and adaptive functioning (Greenspan & Woods 2014;Cervantes et al 2019). The DSM-5 even explicitly states that '[individual] cognitive profiles based on neuropsychological testing are more useful for understanding intellectual disabilities than a single IQ score' (American Psychiatric Association 2013).…”

Section: Introductionmentioning

confidence: 99%

Neurocognitive functioning of children with mild to borderline intellectual disabilities and psychiatric disorders: profile characteristics and predictors of behavioural problems

Santegoeds

Schoot

Roording-Ragetlie

et al. 2021

J intellect Disabil Res

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BackgroundThe aim of the current study was twofold: first, to uncover a neurocognitive profile of normative and relative strengths and weaknesses that characterises an extremely vulnerable group of children with mild to borderline intellectual disabilities (MBID) and co-morbid psychiatric disorders, and second, to investigate the relevance of these neurocognitive functions explaining internalising and externalising symptoms. Method We recruited 45 children (M age = 9.5, SD age = 1.7; range 6-13 years) with MBID (Full-Scale IQ 50-85) and at least one psychiatric disorder. Neurocognitive functioning was examined utilising the Wechsler Intelligence Scale for Children -Fifth Edition (WISC-V) indices and the Cognitive Task Application (COTAPP), a comprehensive computerised self-paced task designed in such a manner that 'g' (an overall tendency of children with MBID to execute tasks with a slower reaction time and a higher error rate) has been corrected for in the 162

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Physical Activity in Preschool Children With Intellectual Disabilities

Djuric-Zdravkovic,

Milanović-Dobrota,

Wagner-Jakab

2023

TEME

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The aim of this paper is to examine the effect of socio-demographic factors, children’s motor skills and parents’ physical activity on the physical activity of preschool children with intellectual disabilities. The research sample included 47 children with intellectual disabilities, as well as 47 parents. For the examination of socio-demographic variables, a questionnaire was created, which included information about parents and children. The Vineland Adaptive Behavior Scale was used to assess adaptive behaviour in the domain of motor skills. For assessing the children’s gross motor skills, the Test of Gross Motor Development was used, and the Family Lifestyle Survey was used for the assessment of the physical activity of parents, and children with intellectual disabilities. The results show that the majority of children with intellectual disabilities partake in some physical activity for at least 20 minutes, one to four times a week. Multiple linear regression analysis found that the independent variables explained 11.2% of the variance in children’s physical activity. Gross motor skills represented the strongest individual contribution to the physical activity of children with intellectual disabilities.

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Definition and Diagnosis

Cited by 3 publications

References 38 publications

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Psychosocial‐behavioural interventions for school‐aged children with intellectual disabilities: A systematic review of randomised control trials

Neurocognitive functioning of children with mild to borderline intellectual disabilities and psychiatric disorders: profile characteristics and predictors of behavioural problems

Physical Activity in Preschool Children With Intellectual Disabilities

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