Executive function and intellectual disability: innovations, methods and treatment

Fidler, Deborah J.; Lanfranchi, Silvia

doi:10.1111/jir.12906

Cited by 11 publications

(7 citation statements)

References 18 publications

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“…Indeed, cognitive functions represent a large area of impairment in ID and are often assessed through IQ assessments where the score is below 70 (11). Within this population, deficits typically manifest in attention, memory, and executive functions, posing significant challenges to daily functioning (12). When individuals with ID engage in tasks that require cognitive processing, such as dual-task (DT) paradigms, they may experience an increased cognitive load that exceeds available resources (13).…”

Section: Introductionmentioning

confidence: 99%

The influence of cognitive load and vision variability on postural balance in adolescents with intellectual disabilities

Jouira,

Alexe,

Moraru

et al. 2024

Front. Neurol.

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IntroductionThis study aimed to investigate the impact of cognitive load, particularly its escalation during the execution of the same test, under varying vision conditions, on postural balance among adolescents with intellectual disability (ID).MethodsTwenty adolescents underwent balance assessments under different visual conditions (Open Eyes (OE), Closed Eyes (CE), Flash, Goggles, Visual Stimulation (VS)) and task settings (Single Task (ST), Dual Task (DT) without challenges, and DT with challenges). The cognitive test was assessed using Verbal Fluency (VF).Results and discussionSignificant effects were found for Task (p < 0.001, ηp2 = 0.85), indicating that CoP values significantly increased (p < 0.05) with the introduction of the DT. Dual Task Cost (DTC) demonstrated significant effects for Vision (p = 0.008, ηp2 = 0.62), with values varying significantly (p < 0.05) among different vision conditions, especially in CE and Flash conditions. Visual Dependency Quotient (VDQ) analyses revealed significant effects of condition (p < 0.001, ηp2 = 0.84), with significant changes observed in CE/OE and Flash/OE conditions (p < 0.05). Significant effects were observed for Cognitive performance in the Challenge condition (p < 0.001, ηp2 = 0.86), with decreased performance with cognitive task challenges, particularly in Flash and Goggles conditions (p < 0.05). In conclusion, cognitive tasks, especially challenging ones, and visual variations significantly impact postural balance in adolescents with ID.

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Section: Introductionmentioning

confidence: 99%

The influence of cognitive load and vision variability on postural balance in adolescents with intellectual disabilities

Jouira,

Alexe,

Moraru

et al. 2024

Front. Neurol.

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“…These linguistic deficits contribute to their difficulties in expressing personal experiences with appropriate language. Cognitively, these children demonstrate poor executive functions (Fidler & Lanfranchi, 2022), such as difficulties in verbal working memory, planning, organisation, and self‐monitoring (Memisevic & Sinanovic, 2013). Thus, they often have difficulties extracting from personal memory events, organising these event episodes into a logical sequence, and then organising specific words and grammar to verbalise their personal experiences (Bunning et al, 2017; Finestack et al, 2017; Van Bysterveldt et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

A personal narrative intervention combined with self‐monitoring strategies: Outcomes for Mandarin‐speaking adolescents with Down syndrome

Li,

Wu,

Deng

et al. 2024

Research Intellect Disabil

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BackgroundPersonal narratives play an essential role in children's social and academic development. However, children with Down syndrome have ongoing challenges with constructing and communicating personal narratives.MethodsUsing a single‐case multiple‐probe across participants design, we examined whether a targeted intervention could improve both micro‐ and macro‐structural aspects of personal narratives from Chinese adolescents with Down syndrome.ResultsAll three participants demonstrated high treatment effects in two macrostructural narrative outcomes (i.e., narrative element complexity and narrative coherence) in response to the intervention and moderate to high treatment effects in the microstructural narrative outcomes (i.e., the mean length of utterance in words and the number of different words). However, all participants demonstrated limited improvements in narrative cohesion. These effects were maintained and generalised in a different narrative condition.ConclusionsThe preliminary findings support the feasibility and effectiveness of the personal narrative intervention incorporated with self‐monitoring strategies for adolescents with Down syndrome.

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“…Though of concern to all PLWDs, COVID-19 appears to present a particular risk to individuals with intellectual disabilities (IDs). The definition of intellectual disability (ID) has evolved over the past century, with consensus in the scientific and practice communities around a framework that includes two critical elements - significantly lower than average cognitive functioning (information processing and reasoning skills), and challenges in everyday activities in home, school, community, and employment environments (the navigation of day-to-day life) (Fidler & Lanfranchi, 2022).…”

Section: Introductionmentioning

confidence: 99%

COVID-19 pandemic among adults with intellectual disabilities: Implementing a social model of disability in crisis and trauma situations

Gouzman

Soskolne

Dekel

2023

J Intellect Disabil

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A growing body of evidence has attested to the higher impact of COVID-19 on individuals with intellectual disabilities (IDs) than on members of the general population during the pandemic, mainly showing their higher vulnerability. However, we believe it is important to better understand how their situation interacts with the specific circumstances of the pandemic. In this article we discuss recent findings regarding individuals with IDs through the lens of two theories – the social disability model and the ecological model of trauma and recovery – and propose an integration, namely a social model of disability in crisis and trauma situations. Such a model allows for a wider perspective on understanding the way people living with disabilities (PLWDs) cope in these situations, integrating the individual aspects of coping with the social and environmental ones.

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Executive function and intellectual disability: innovations, methods and treatment

Cited by 11 publications

References 18 publications

The influence of cognitive load and vision variability on postural balance in adolescents with intellectual disabilities

The influence of cognitive load and vision variability on postural balance in adolescents with intellectual disabilities

A personal narrative intervention combined with self‐monitoring strategies: Outcomes for Mandarin‐speaking adolescents with Down syndrome

COVID-19 pandemic among adults with intellectual disabilities: Implementing a social model of disability in crisis and trauma situations

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