Development of Cognitive Functions and Academic Skills in 9- to 10-year-old Children with Borderline Intellectual Functioning

Träff, Ulf; Östergren, Rickard

doi:10.1080/87565641.2020.1858421

Cited by 3 publications

(1 citation statement)

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“…ability [4]. Poor academic performance [4][5][6][7] including difficulties with reading and arithmetic [8,9] due to weak executive functions, and short-term and working memory [10], communication problems, and social problems [7] also accompany it. A recent prospective study of children and adolescents with borderline intelligence reported developmental delays in language and motor development and, at school age, difficulties with executive functioning, reading, and arithmetic.…”

Section: Introductionmentioning

confidence: 99%

Comparison Metaphor and Reasoning Comprehension Between Children with Borderline Intelligence and Typical Developing School-Aged children

Lee,

Choi,

2023

Clin Arch Commun Disord

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Purpose: Metalinguistic skills play a critical role in school-aged children’s language development and academic achievement. This study investigates whether metaphorical reasoning in children with borderline intellectual functioning (BIF) (or slow learners) differs from that of typically developing children.Methods: A total of 52 children (29 boys and 23 girls), who voluntarily agreed to participate in the study, were included. Children were categorized into three groups (15 slow learner group, 18 chronological age-matched group, and 19 language age-matched group) based on their K-WISC and receptive vocabulary scores in the Receptive and Expressive Vocabulary Test (REVT). All children completed the Metaphorical and Reasoning Comprehension test (MARC) to estimate their metaphor and reasoning comprehension ability.Results: As a result of a one-way analysis of variance, there was a significant difference among the groups, and a significant difference was found between the slow learners and the chronological age-matched group (p=0.000), but no significant difference was presented between the slow learner group and the language age-matched group. Similarly, regarding the expressive vocabulary score, a one-way ANOVA revealed a significant difference only between the slow learner and the chronological age-matched group (p=0.000). When comparing the scores for metaphorical reasoning comprehension among the three groups, the metaphorical reasoning comprehension scores were significantly different among the groups, with the slow learners having the lowest scores: the slow learner group was substantially different from the language age-matched group (p=0.025), while there was also a significant difference between the slow learner group and the chronological age-matched group (p=0.000).Conclusions: This study suggests that the semantic component of language is not affected in BIF children, but rather, the meaning of words is affected by tasks that require higher-order metalinguistic skills, such as understanding metaphorical inferences embedded in the context of a sentence. Accordingly, the ability to understand metaphorical reasoning can identify slow learners.

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Section: Introductionmentioning

confidence: 99%

Comparison Metaphor and Reasoning Comprehension Between Children with Borderline Intelligence and Typical Developing School-Aged children

Lee,

Choi,

2023

Clin Arch Commun Disord

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The significance of nonverbal performance in children with developmental language disorder

Saar

Komulainen

Levänen

2022

Child Neuropsychology

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Increasing the Duration of On-Task Behavior in Children with Borderline Intellectual Functioning through Shaping Techniques

Putri,

Kuntoro

2024

ANALITIKA

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This study aims to investigate and apply behavior modification principles, specifically using shaping techniques, to increase the duration of on-task behavior in children with Borderline Intellectual Functioning (BIF). The techniques used include antecedent control, reinforcement through token economy, and providing prompts to the participant. This study uses a single-subject design conducted over a total of 22 intervention sessions. The participant in this study is an 8-year and 7-month-old boy with BIF. The results of the study indicate an increase in the average duration of on-task behavior from 19 minutes in the initial measurement (pre-test) to 64 minutes in the final measurement (post-test) and 54 minutes in the follow-up measurement. It can be concluded that behavior modification principles, specifically using shaping techniques, can help to improve on-task behavior duration in children with Borderline Intellectual Functioning.

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Development of Cognitive Functions and Academic Skills in 9- to 10-year-old Children with Borderline Intellectual Functioning

Cited by 3 publications

References 31 publications

Comparison Metaphor and Reasoning Comprehension Between Children with Borderline Intelligence and Typical Developing School-Aged children

Comparison Metaphor and Reasoning Comprehension Between Children with Borderline Intelligence and Typical Developing School-Aged children

The significance of nonverbal performance in children with developmental language disorder

Increasing the Duration of On-Task Behavior in Children with Borderline Intellectual Functioning through Shaping Techniques

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