Greece

Georgas, James; Besevegis, Elias; Paraskevopoulos, Ioannis N.; Giannitsas, Nikolaos; Mylonas, Kostas

doi:10.1016/b978-012280055-9/50015-1

Cited by 36 publications

(46 citation statements)

References 1 publication

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“…Greek version of WISC-III (Wechsler, 1992; adapted in Greek by Georgas et al, 2003); only children whose verbal abilities were at least 2 SDs below the expected normative mean of chronologically age-matched peers and with non-verbal scores within the normal limits for their chronological age (Bloom & Lahey, 1978) were recruited for the study. Moreover, parental questionnaires and language unit class teachers' reports were used to confirm delays in early language milestones and expressive difficulties in the children's oral and written speech output, respectively (Leonard, 1998) (Psaki et al, 2014;Blair et al, 2011;Rhoades et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

Narrative production in monolingual and bilingual children with specific language impairment

Tsimpli

Peristeri

Ανδρέου

2015

Applied Psycholinguistics

130

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The aim of this study was to identify potential clinical markers of specific language impairment (SLI) in bilingual children with SLI by using the Greek version of the Multilingual Assessment Instrument for Narratives. Twenty-one Greek-speaking monolingual and 15 bilingual children with SLI participated, along with monolingual (N = 21) and bilingual (N = 15) age-matched children with typical development. Results showed differences between typically development children and children with SLI in microstructure, while bilingual children with SLI were found to attain similar levels of performance, and even to outperform monolingual children with SLI, in macrostructure. It is suggested that the retelling coding scheme could permit differential diagnosis of SLI among bilingual children within the scope of narrative assessment.

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Section: Methodsmentioning

confidence: 99%

Narrative production in monolingual and bilingual children with specific language impairment

Tsimpli

Peristeri

Ανδρέου

2015

Applied Psycholinguistics

130

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“…The Greek version of WISC-III 54 verbal and performance scales were used to assess adolescents' general intelligence as well as verbal and non-verbal intelligence.…”

Section: Iq Measurementmentioning

confidence: 99%

Similarities and differences in psycho-educational assessments of adolescents with specific language impairments and specific learning disabilities: A challenging differential diagnosis

Bonti¹,

Kouimtzi²,

Bampalou³

et al. 2020

Psychiatriki

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“…The study is part of a larger research that was carried out in the Child and Adolescent Service of the Third Psychiatric Clinic of the AHEPA University Hospital of Thessaloniki in Greece, from October 2010 to June 2016. The intelligence quotients of school aged children and adolescents were measured by the Greek version of the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) [ 17 ]. The test was performed individually by an educational psychologist, and its duration was about 60–90 min.…”

Section: Methodsmentioning

confidence: 99%

A comparison of three-factor structure models using WISC-III in Greek children with learning disabilities

Kiosseoglou

Abatzoglou

et al. 2018

Ann Gen Psychiatry

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BackgroundChildren with learning disabilities are a heterogeneous group of children with a common characteristic discrepancy on the progress and development of their individual learning abilities. A few statistical analyses have been published regarding the factor analysis of the Greek Edition of Wechsler Intelligence Scale for Children-III. The aim of the research is the emergence of a new factorial model which describes the General Intelligence (g) of children and adolescents with learning disabilities, and that differs from the already existing intelligence models. This study aims to compare three-factor structure models of WISC-III in children with learning disabilities in the Greek population.MethodsA sample of 50 children were selected on the basis of research criteria from a total of 122 children who evaluated in a child psychiatric service in a general hospital, in a residential area in Greece. The Wechsler Intelligence Scale for Children—Third Edition was used to assess children’s cognitive function. Using multi-factor analysis, three alternative factor models were compared.ResultsAnalysis of factor structure models suggests a new bi-factorial model that more appropriately describes the areas of cognitive development of children with learning disabilities. The first factor includes Comprehension, Picture Arrangement, Coding, Block Design, and Object Assembly, whereas the second one combines Information, Similarities, Arithmetic, Vocabulary, and Picture Arrangement.ConclusionsThe present study shows the existence of a factorial model with two factors: one aggregating the Comprehension verbal subtest with four performance subtests and the other the Picture Arrangement performance subtest with four verbal subtests. This two-factor model includes the loadings in two factors that relate to sequencing abilities and verbal reasoning abilities of children. These findings assert the clinical utility of the intelligence evaluation in the specific population.

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Greece

Cited by 36 publications

References 1 publication

Narrative production in monolingual and bilingual children with specific language impairment

Narrative production in monolingual and bilingual children with specific language impairment

Similarities and differences in psycho-educational assessments of adolescents with specific language impairments and specific learning disabilities: A challenging differential diagnosis

A comparison of three-factor structure models using WISC-III in Greek children with learning disabilities

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