Evaluation of executive functioning in people with intellectual disabilities (original) (raw)
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Specijalna edukacija i rehabilitacija, 2014
Phonemic and semantic fluency tasks are frequently used to differentiate executive control roles and the integrity of lexical-semantic representation. The main goal of this study is to determine the influence of basic executive components on phonemic and semantic productivity in children with mild intellectual disability. The sample consisted of 95 children with unspecified mild intellectual disability (MID), ages 10-13.11. Phonemic fluency was assessed by the Controlled Oral Word Association Test (COWAT), while semantic fluency was assessed by the Category Naming Test (CNT). Cognitive flexibility was assessed by Wisconsin Card Sorting Test (WCST) and Trail Making Test (TMT). Number Manipulation Task (NMT) was used for the verbal working memory assessment, while Day/Night Stroop Task was used for the assessment of inhibitory control. The results analysis showed that all of the assessed EF components significantly affect phonemic productivity. Semantic productivity significantly depends on WCST and TMT performance. Verbal working memory and inhibitory control do not significantly contribute to semantic productivity. The results of our study indicate that the discrepancy between phonemic and semantic productivity in children with MID could be directly associated with the basic executive functions components.
Inter-correlations between tests of intelligence in students with learning disabilities
Indian Journal of Health and Wellbeing,, 2020
Tests of intelligence are a prelude to the diagnosis of specific learning disabilities. This study selected three commonly preferred performance measures, such as the Porteus Maze Test (PMT), Seguin Form Board (SFB), and Gesell Drawing Test (GDT), to examine their inter-correlations. A single-shot correlation survey design was combined with convenience sampling to determine the nature, direction, degree, and extent of co-variance of test scores between the chosen tests for an overall sample of 161 students with specific learning disabilities. The overall trends and concerning personal-demographic variables like age, gender, level of schooling, and type of curriculum, were investigated. For the overall sample (N: 161), the obtained mean SFB mental age of 109.79 (SD: 20.38), GDT mental age of 98.80 (SD: 20.07), and PMT mental age of 103.75 (SD: 29.07) months. The GDT appears to be estimating mental ages less by five points against the PMT, and by twelve points against the SFB in the targeted children. Analysis of inter-correlations between the test scores on pairs for the three tests of intelligence shows moderate to highly significant correlation (p: <0.05) ranging from 0.48 and 0.53, irrespective of which among them is used as anchor test. This means that they all possess good convergent validity for their regular use during clinical practice in the diagnosis of children with learning disabilities
Journal of Psychoeducational Assessment, 1996
The present study examined the concurrent validity and diagnostic efficiency of the Kaufman Brief Intelligence Test (K-BIT). Seventy-five students with learning disability were administered the K-BIT, Wechsler Intelligence Scale for Children-Third Edition (WISC-III), and Woodcock-Johnson-Revised Tests of Achievement (WJ-R ACH) as part of their triennial reevaluation. Correlations between the K-BIT and the WISC-III ranged from .18 (r2 = .03) to .82 (r2 = .67), M, = .62 (Mr2= .38). High levels of agreement were obtained between the K-BIT and WISC-III in identifying severe achievement-ability discrepancies on the WJ-R ACH. The K-BIT appears to be a promising general intellectual screening instrument when more comprehensive assessment is not possible or needed.
A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities
PsycEXTRA Dataset
When the United States Congress passed the Individuals with Disabilities Education Improvement Act in 2004 (IDEIA 2004), local educational agencies (LEA) were permitted to use a Response-to-Intervention (RTI) approach for identifying children with possible learning disabilities for special education. Furthermore, IDEIA 2004 no longer required LEAs to establish an IQ-achievement discrepancy for determining a Specific Learning Disability (SLD). Although federal law no longer mandates the need for an IQachievement discrepancy for determining an SLD, most school psychologists continue to employ this approach for the assessment of children at-risk for SLD. Furthermore, some researchers suggest that although the IQ-achievement discrepancy model may not be the best approach for identifying children at-risk for SLD, school psychologists should continue to use intelligence tests as part of the assessment process. The current paper (a) provides a brief review of the IQ-achievement discrepancy model, (b) reviews concerns of using intelligence tests within a RTI framework, and (c) reviews some of the major criticisms regarding the IQ-achievement discrepancy model.
In: Learning and Memory Developments… INTELLECTUAL DISABILITY: BEYOND IQ SCORES
Currently Intellectual disability (ID) is classified as a Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Intelligence Quotient (IQ) below 70 and an impairment in adaptive skills during the developmental period. We argue that because so many children/adults with ID have language based deficits, mental age comparison or matching of individuals from different ID groups or to a typically developing (TD) group should be according to their overall performance on a non-verbally based measure, such as the Raven's Coloured Progressive Matrices (RCPM). We suggest that the RCPM should replace the commonly used WISC-IV measure of intelligence, as a means of matching groups of ID and TD group on mental age as it is a better measure of reasoning ability in children with ID who invariably have verbally based deficits. In addition, we present evidence that RCPM mental aged matched children with low functioning Autism Spectrum Disorder (ASD), Down Syndrome (DS), idiopathic ID use different problem solving strategies than TD children, to achieve the same overall performance on the RCPM. This is presumably due to group difference in brain impairments as evidenced by brain imaging studies. We also present evidence from the literature that working memory is a major component of successful performance on an IQ test and impairment in working memory in ID could also affect problem solving abilities on the RCPM. The theoretical and educational implications of the discrepancy between similar overall performance level on an intelligence test, but different use of strategy are also explored.
Annals of Dyslexia, 2004
Recent consensus reports concur in suggesting major changes in the Federal regulatory approach to the identification of learning disabilities (LD). These reports recommend abandoning the IQ-discrepancy model and the use of IQ tests for identification, and also recommend incorporation of responsiveness to intervention (RTI) as one of the identification criteria. These changes are also recommended to states in the current reauthorization of the United States' Individuals with Disabilities in Education Act (IDEA). While not mandatory, states that follow these recommendations will experience major changes in identification and treatment of students served under the LD category. This paper reviews the basis for these recommendations, summarizing four recent consensus group reports on special education that concur in suggesting these changes. Seventeen commonly asked questions about these changes are presented, with responses. In order to ensure adequate instruction for students with LD, it is essential that identification practices focus on assessments that are directly related to instruction, that any services for students who are struggling prioritize intervention over eligibility, and that special education be permitted to focus more on results and outcomes, and less on eligibility and process. Identification models that incorporate RTI represent a shift in special education towards the goals of better achievement and behavioral outcomes for students identified with LD as well as those students at risk for LD.