Intellectual limitations are among the reasons children have difficulty building one of them on tooth-scrubbing. It has been marked by an oddity problem in the lightweight t children, including the ...children with mild intellectual disability that will be researched. If not treated, the problem can lead to other oral infections. Management requires a proper method of help with the enjoyable media - the drill method of visiting videos. The study USES the design of the A-B-A single-subject research (SSR) method. Research shows a rise in mean levels of 66.6% on baseline, 1, to 83% on intervention conditions, but two goes down to 79.5% on the baseline. However, the tendency of stability to baseline’s condition is 100%, which means the data it finds is stable despite declining. Capitalization between baseline’s condition, 1 to intervention state is 0%. So the conclusion from the research is that an intervention of a drilling method with a video successfully affects the ability to brush a child’s teeth.
Več študij je preučevalo bližnje in daljne transferne učinke kognitivnega treninga (predvsem treninga delovnega spomina), a je bilo le malo študij narejenih na populaciji otrok z lažjo motnjo v ...duševnem razvoju. Iz tega razloga smo želeli v naši raziskavi preveriti, kakšne učinke ima računalniški kognitivni trening – virtualni labirint – na kognitivne funkcije otrok z lažjo motnjo v duševnem razvoju. V raziskavi so nas še posebej zanimali učinki treninga na izvršilne funkcije in nekatere z njimi povezane kognitivne funkcije: preklapljanje med mentalnimi seti, verbalno fluentnost, delovni spomin, dolgotrajni spomin in hitrost procesiranja. V raziskavi je sodelovalo 21 učencev, 11 v eksperimentalni in 10 v kontrolni skupini. Vključili smo učence od 4. do 9. razreda, stari so bili od 10 do 19 let. Eksperimentalna skupina je trening izvajala 12-krat po 35 minut. Intervencija je potekala skupinsko, dvakrat na teden. Kontrolna skupina je bila pasivna in ni izvajala nobenih aktivnosti. Pred in po končanih treningih smo udeležence v kontrolni in eksperimentalni skupini testirali z nevropsihološkimi testi in računalniško baterijo CogState. Rezultati so pokazali pomembne izboljšave pri eksperimentalni skupini v primerjavi s kontrolno skupino na Reyjevem slušno-verbalnem testu (s katerim preverjamo kognitivne sposobnosti na področju slušno-besednega spomina), pri meri skupnega števila priklicanih besed (vsoti preizkusov od I do III) ter na preizkusu po interferenci (preizkusu IV). Pomembne izboljšave pri eksperimentalni skupini v primerjavi s kontrolno pa so se pokazale tudi pri Testu povezovanja – delu A, ki preverja motorično hitrost. Najmočnejši je bil torej učinek treninga na hitrost procesiranja vidnih informacij in besedni spomin.
A lot of studies investigated near and far transfer effects of cognitive training (especially working memory training), but only few were carried out on children with mild intellectual disability. ...For this reason, we wanted to study the effects of computerised cognitive training (using virtual labyrinth) on cognitive functions of children with mild intellectual disability. We were particularly interested in its effects on executive functions and the related cognitive functions: shifting, verbal fluency, working memory, long-term memory and processing speed. Twenty-one fourth to ninth graders aged 10 to 19 participated, 11 in the experimental and 10 in the control group. The experimental group participated in 12 training sessions, each lasting 35 minutes. Intervention took place in groups, twice a week. The control group was passive and was not involved in any activities. Before and after trainings both groups were tested with selected neuropsychological tests and the CogState computer battery. The results showed that in the second wave, the experimental group considerably improved its results on several measurements of cognitive functions. Compared to the control group, experimental group showed significantly higher total gains on the Rey Auditory Verbal Learning Test (AVLT; total score and test IV score) and the Trail Making Test, Part A. The training therefore had the largest effect on the speed of processing visual information and verbal memory.
The main aims of this study were to further validate the Children's Social Understanding Scale (CSUS), which is a parent-report measure developed by Tahiroglu and colleagues, and to fill in some gaps ...in the existing research. Our study included more than 700 Polish parents from a diverse educational background who had children with disabilities, including mild intellectual disability (MID) and hearing impairment (HI), or typically developing children. After conducting a confirmatory factor analysis, we built a model with acceptable fit. The model turned out to be invariant in each of our subsamples. Children without disabilities had the highest scores on the CSUS, whereas children with MID had the lowest scores. We were able to obtain not only good reliability on the measure but also a high test-retest correlation between longitudinal results over a period of 20 months. We validated the CSUS using laboratory theory of mind (ToM) tasks, as well as a social skills measure, after controlling for the language skills and age of the children.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
The purpose of thus research was to determine the influence of icebreaker in enhancing students achievement on mathematic of the children with mild intellectual. Disability of grade IV of SLB Putra ...Manunggal Gombong in the academic year of 2017 / 2018. This research used quantitative approach with the pre-experimental design using one group pre-test post-test design. The subject of this research were eight students with mild intellectual disability of grade IV of SLB Putra Manunggal Gombong in the academic year of 2017 / 2018. The technique was objective test in the form of multiple choice . the obtained data were analyzed quantitatively with Wilcoxin Sign Rank Test non parametric statistical analysis using 23 SPSS program. Based on the data analysys the post-test mean score of the research subject increased significantly, pre-test mean score was 63,12 and post-test mean score was 77,12. The result of non-parametric statistical analysis showed the score of 2 value= -2,530 with Asymp. Sig (2 tailed) = 0,011 which under 0,05 is smaller than a predetermined significance level or 0,011 < 0,05. It can be concluded that the use of icebreaker had influence in enhancing students achievement on mathematics of the children with mild intellectual disability of grade IV of SLB Putra Manunggal Gombong in the academic year of 2017/2018.
Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child’s overall level of functioning. Research has ...clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges’ g) between scores on VMI tests of these children with mild ID and either typically developing children’s VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI 1.11, 2.38). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning.
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FSPLJ, NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Background. Children with a mild intellectual disability (ID) and their families often require social services; however, because of the characteristics of the formal service system, these families ...may be at risk of not receiving necessary services. The aim of this study was to obtain knowledge regarding the types and number of services that families receive from social services because of the child's disability and because of social problems. Another aim was to acquire knowledge regarding the percentage of families receiving services and to evaluate the received services in relation to the child's gender, school setting and age. Method. Utilisation of social services among 84 children with a mild ID and their families in two municipalities in Sweden was examined using existing social services records. Results. Approximately one-third of the families received services because of the child's disability and one-fourth because of social problems. Children integrated into mainstream classes were significantly less likely to receive services from social services because of their disability than children in self-contained classes. The most commonly utilised services because of the child's disability were companion service, short period of supervision for schoolchildren and special transportation services. The services most utilised because of social problems were help from a personal contact, a contact family for the child's siblings and financial assistance for the child's parents. Conclusions. Social services must engage in outreach activities, especially in schools, so that families having a child with mild ID are recognised and receive necessary services.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Educational process for children with mild intellectual disability in special primary schools in the Republic of Macedonia is realized byspecial Curriculum for students with difficulties in ...psychological development, prepared by the Bureau for Development of Education from the Ministry of Education and Science. These programs are developmental, and specially adapted to the abilities and capabilities of students with intellectual disabilities. The specialeducator observing the individual characteristics of his students should maximally respond to their specific needs and aspirations.The aim of the research was to determine the educational abilities of first-grade students with mild intellectual disability for following the teaching contents of the subjects Macedonian language, Math and Introduction to environment, provided by the Curriculum. Educationalabilities of the examinees were especially weak in Math, while in the Introduction to environment they had average abilities and a littlebetter ability they showed in the area of the Macedonian language. Regarding the variables gender and age, educational abilities of theexaminees did not differ, while regarding the variable level of general abilities there were significant differences in their educational abilities. Special educators said that most of theexaminees were completely or partially able to follow the Curriculum. Curriculum for the first grade students with intellectual disabilitiesgenerally corresponds to the educational abilities of these children.
Large number of children with intellectual disabilities encounters behavioral problems or show disharmonic behavior within the family, at school and in the community. Researches show that 30-50% of ...persons with intellectual disabilities have some behavioral problems. The behavior of children with intellectual disabilities depends on many factors: age of the child, level of intellectual disability, cognitive potentials, level of psycho-physical development, differentiation of emotions, communicative skills, social status and conditions of the environment (in the family and the wider community) where the child lives. The influence of some of these factors has been analyzed by this research. There are many ins truments (questionnaires, scales) that evaluate behavior of persons with intellectual disabilities, and reveal problems that these persons have in their psychosocial development and social life. This research used the AAMD Adaptive behavior Scale (part II) and Scale for evaluating behavior of the child in school by authors Bojanin, Savanovikj.
Learning software for children with intellectual disabilities is particularly important because some of the solutions are highly practical, allowing for easy presentation of different types of ...incentives and goals, often with higher quality than other media. Educational information and communication technologies, and in particular the various software packages, provide a wider range of incentives for pupils with mild intellectual disability and create a favorable environment for their full development in different areas through a list of activities that ensure progress. This study presents an evaluation of performance results from the use of specially selected software products in the education of children with mild intellectual disabilities. This is an attempt to prove the hypothesis that the systematic and targeted application of information and communication technologies, and in particular specific software products (such as "AKTINES", "I learn to run with security", "Small works in action", "STERXIS", "Round with value" and "My home and school “) improves the efficiency of the educational process.
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