Evaluation of executive functioning in people with intellectual disabilities

Willner, Paul; Bailey, Rebecca; Parry, Rhonwen; Dymond, Simon

doi:10.1111/j.1365-2788.2010.01249.x

Cited by 57 publications

(79 citation statements)

References 49 publications

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“…These factors have been shown to be associated with inappropriate & harsh parenting (Azar, et al, 1984; Deater-Deckard et al, 2010), specific elements of neglect (home hygiene, supervision attitudes, physical environment qualities, parent-child interactions such as intrusiveness and disengagement), and the severity and level of involvement in CPS for abuse (Azar et al, 2012c). Links with tasks that support family life have also been found (e.g., financial planning; Willner, Bailey, Parry, & Dymond, 2010). Measures such as the open-ended interview the Parent Problem Solving Instrument (Wasik et al, 1981) assess problem-solving capacity and cognitive complexity in parenting situations.…”

Section: Assessment For Service Planningmentioning

confidence: 99%

Practices Changes in the Child Protection System to Address the Needs of Parents With Cognitive Disabilities

Azar

Maggi

Proctor

2013

Journal of Public Child Welfare

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Parents with cognitive disabilities (PCD) are over-represented in the child protection system. However, the current state of the child protection system is not well prepared for working with them. Biases that exist against their parenting, the need for accommodations in assessment and intervention practices, and specific training in staff and cross systems barriers need to be addressed. This paper argues for changes that will ensure such parents are more effectively served and that child protection staff and contract providers are better equipped to work with them. Specific changes are discussed in assessment and intervention practices. These changes will require human capacity building and organizational restructuring. Although empirically based behavioral approaches with PCD will be emphasized, recent empirical work suggests that social information processing and neurocognitive problems occur in PCD. Approaches to working with such problems are emerging and must also be considered and integrated into a blueprint for change.

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Section: Assessment For Service Planningmentioning

confidence: 99%

Practices Changes in the Child Protection System to Address the Needs of Parents With Cognitive Disabilities

Azar

Maggi

Proctor

2013

Journal of Public Child Welfare

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“…Most of the determined correlations are in the low range (approximately 0.3) and account for less than 10% of the variance. Some EFs components are more signifi cantly related to IQ, and vice versa (Willner, Bailey, Parry, & Dymond, 2010). The research of Maehler and Schuchardt (2009), conducted with the aim of differentiating between learning and intelligence, did not indicate differences in EFs between the participants with learning disability -those with low and those with average IQ.…”

Section: Discussionmentioning

confidence: 99%

Conceptual abilities of children with mild intellectual disability: Analysis of Wisconsin Card Sorting Test performance

Gligorović

Buha

2013

Journal of Intellectual & Developmental Disability

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We can conclude that there is a significant progress of conceptual abilities between the age of 13 years to 13 years 11 months, compared to other assessed age groups. The results of our research suggests that the development of mental set flexibility is the basis of progress in conceptual abilities, thus intervention programs should offer specially designed activities that vary in their attentional demands, content, conceptual patterns, and actions required.

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“…The Water Test is a test of planning (Henry & Bettenay, 2010) and also involves working memory when considering alternative strategies (Willner, Bailey, Parry, & Dymond, 2010). The Key Search subtest examines the ability to plan an action, to take into account factors that are not explicitly stated and the subject's ability to monitor his/her own performance (Emslie et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

Is there a relationship between executive functions and academic success in children with neurofibromatosis type 1?

Gilboa

Rosenblum

Fattal‐Valevski

et al. 2014

Neuropsychological Rehabilitation

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The present study aimed to compare the executive function (EF) of children with neurofibromatosis type 1 (NF1) to those of typically developing children and to investigate whether those abilities could predict the child's academic success in terms of academic skills and enablers. Twenty-nine children with NF1 and 27 age-and-gender-matched controls (aged 8-16 years) were examined with two tests to measure EF in an ecologically valid manner: the Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS-C) and the parent questionnaire for the Behavior Rating Inventory of Executive Function (BRIEF). In order to evaluate academic success we used the Academic Competence Evaluation Scales (ACES). The performance of the NF1 group was significantly lower on the Water and Key search subtest of the BADS-C and on four scales of the BRIEF: initiate; working memory; plan/organise and organisation of materials. Significant correlations and predictive models via regression analysis were generated for: BADS-C, BRIEF and ACES scores. Based on these findings, children with NF1 have executive dysfunction that partially accounts for their difficulties in academic achievements.

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Evaluation of executive functioning in people with intellectual disabilities

Cited by 57 publications

References 49 publications

Practices Changes in the Child Protection System to Address the Needs of Parents With Cognitive Disabilities

Practices Changes in the Child Protection System to Address the Needs of Parents With Cognitive Disabilities

Conceptual abilities of children with mild intellectual disability: Analysis of Wisconsin Card Sorting Test performance

Is there a relationship between executive functions and academic success in children with neurofibromatosis type 1?

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