Broad Cognitive Abilities of Children With Mental Retardation: An Analysis of Group and Individual Profiles

Abstract

Group and individual broad ability profiles of children with mental retardation and a matched sample of children with average achievement was investigated through use of the 7 Cattell-Horn-Carroll (CHC) factor clusters from the Woodcock-Johnson III Tests of Cognitive Abilities. Results indicate that, as a group, the ranked performance of the children with mental retardation on the CHC factor clusters was largely consistent with the clusters' g loadings. When compared to average-achieving matches, the children with mental retardation scored lower on all CHC factor clusters, but the groups displayed different patterns of performance. Despite normative deficiencies in IQs, children with mental retardation demonstrated a wide range of performance across measures. Implications for assessment and diagnosis are discussed.

Developing a Mathematics Module for Students with Intellectual Disability in Higher Education

“…What is known is that students with ID comprise a very diverse group and each student has specific educational needs (Rhodes et al, 2015). Their cognitive and adaptive limitations vary from person to person and as a population, they are characterised by a variety of strengths and weaknesses in broad abilities (Bergeron & Floyd, 2006). For this reason, it is not possible to either draw a typical profile of people with ID or specify standard features of their personality or behaviour (Westwood, 2011).…”

Autism Spectrum Disorders: Assessment of cognitive abilities using the non-verbal SON-R 6-40

“…Measuring cognitive functioning based on performance on tasks that assess specific abilities has proven more meaningful than determining Intelligence Quotient (IQ) alone, which reflects total score on the intelligence test. This can be partially explained by the development and revision of theories and models underlying the construction of intelligence tests (Bergeron et al, 2006;Schneider & McGrew, 2012). The Cattell-Horn-Carroll (CHC) psychometric model of cognitive abilities is based on 16 major domains, including fluid intelligence (Gf), comprehension/knowledge (Gc), visual processing (Gv), auditory processing (Ga), processing speed (Gps), shortterm memory (Gsm) and long-term storage and retrieval (Glr).…”

“…These broad domains are underpinned by 70 specific factors, assessed by the items of the tests (Schneider & McGrew, 2012). Bergeron et al (2006) highlight that the different cognitive abilities have distinct degrees of importance for overall intellectual functioning. This depends on how much a given specific ability explains (correlates with) general intelligence.…”

Influence of intellectual impairment on basketball performance = Influencia de la discapacidad intelectual sobre el rendimiento en baloncesto

“…Previous studies testing cognitive abilities in AB and II-children also found a large variety of performance patterns in the population with II (Bergeron & Floyd, 2006). Also, far from testing conditions, II-basketball players presented a higher variability in game-related statistics than AB-players during competition .…”

“…Parts in this system are interrelated and a deficit in any part will likely affect the functioning of the entire system. However, the degree to which an impaired cognitive ability lowers the functioning of the whole system is not similar for all cognitive abilities and it depends on the affected ability´s centrality on G-factor (Bergeron & Floyd, 2006). According to this, an athlete with impairment in cognitive abilities relevant in sport performance but with low centrality (low implication on G-factor) could have more limitations to perform a sport than an athlete whit more impaired G-factor but not these cognitive abilities.…”