Incontinence

Matson, Johnny L.; Issarraras, Abigail

doi:10.1007/978-3-030-20843-1_57

Cited by 5 publications

(3 citation statements)

References 45 publications

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“…In distinguishing executive functions into metacognitive and emotional/motivational executive functions, it is found that general intelligence can be partially equated with metacognitive executive functions, but not with emotional/motivational executive functions (Barkley, 2015; Bernardo & Christopher, 2020; Flanagan et al, 2018; Goldstein & Naglieri, 2015; Matson, 2019; Rubia, 2018). CHC (Cattell-Horn-Carroll) model of cognitive abilities suggests a clear relationship between executive functions and intellectual abilities.…”

Section: Introductionmentioning

confidence: 99%

Is Processing Speed (Gs) related to Hyperactivity (As a Narrow Cognitive Area of Gps): A Dimensional Approach to Heterogeneity of Clinical and WISC-IV Cognitive Profiles in ADHD From RDoC/HiTOP Perspective

et al. 2022

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Objective: The aim of this study was to investigate the relationship between symptomatology and the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) cognitive profiles in Attention Deficit and Hyperactivity Disorder (ADHD), taking into account clinical heterogeneity. Method: The WISC-IV was administered to 60 children aged 6 to 13 years with ADHD who had not previously taken psychotropic medication. Conners Teacher-Rating Scale (CTRS-R/L) and Conners Parent-Rating Scale (CPRS-R/L) were completed by parents and teachers. Results: We found a statistically significant positive correlation between the symptoms of hyperactivity/impulsivity and PSI (Processing Speed Index). A statistically significant negative correlation was found between the CTRS-R/L’s DSM-IV Inattentive subscale and PRI (Perceptual Reasoning Index). No relationship was found between the inattention or hyperactivity/impulsivity symptomatology with Working Memory Index (WMI). WMI stood out as the most frequently reported weakness among the four index scores. Conclusion: Considering the relationship between the cognitive domains of RDoC (Research Domain Criteria) and dimensions of HiTOP with the ADHD symptom clusters, the assessment of cognitive and behavioral symptoms may be useful for phenotyping ADHD. According to the CHC (Cattell-Horn-Carroll) theory; the positive correlation level between PSI, which is accepted as Gs, and hyperactivity/impulsivity symptoms in people with ADHD may be due to the fact that hyperactivity is one of the narrow cognitive domains of Gps.

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Section: Introductionmentioning

confidence: 99%

Is Processing Speed (Gs) related to Hyperactivity (As a Narrow Cognitive Area of Gps): A Dimensional Approach to Heterogeneity of Clinical and WISC-IV Cognitive Profiles in ADHD From RDoC/HiTOP Perspective

et al. 2022

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“…Intervencije u okviru TT za decu s RP često su intenzivnije od programa koji se sprovode kod dece tipične populacije. Intenzitet intervencija TT postaje jači kako se povećava nivo intelektualnog deficita (Matson & Issarraras, 2019). U literaturi se preporučuje metod brze obuke u toaletu za decu s RP, a uključuje intervencije defektologa, vaspitača, roditelja ili staratelja koje se zasnivaju na: pozitivnom potkrepljenju za regulaciju procesa, povećanom unosu tečnosti (uz neophodne mere predostrožnosti), uputstvima za samoinicijaciju i uvežbavanju oblačenja (Kroeger & Sorensen, 2010).…”

Section: Uvodunclassified

Toilet training in children with certain developmental disorders

Đurić-Zdravković,

Rapaić

2023

Spec eduk i rehabilitacija

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Mastering toilet training skills in childhood is considered an important developmental determinant. Acquiring proper toilet skills in children with developmental disorders is often delayed. The aim of this paper is to present possible problems that occur in children with intellectual disability, autism spectrum disorder, and cerebral palsy during toilet training, as well as to indicate the interventions that have proven to be effective in this domain. The paper points out the specifics of each of the treated clinical pictures regarding mastering toilet training skills. Behavioral interventions were specially addressed, and it was emphasized that they should be individualized based on the physical limitations and cognitive status of a child. Effective interventions include reinforcement, prompting, extinction, demonstrations, visual schedules, and others derived from treatment programs for children with developmental disorders.

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“…Home-based programs for children around 2 years typically involve the parent taking the child to the restroom to sit at regular time points and asking the child if they need to use the restroom (Kaerts et al 2014 ). However, interventions for toilet training become more intensive as the level of cognitive disability increases (Matson and Issarraras 2019 ). Azrin and Foxx ( 1971 ) developed a Rapid Toilet Training Method that shaped the way teachers, practitioners, and caregivers implement toilet training for children with developmental disabilities.…”

mentioning

confidence: 99%