Investigating the potential clinical utility of therapeutic techniques based on eidetic imagery as adapted by the Eidetic Model of Growth (EMG) for people with intellectual disability (ID)

Syed, Akhtar Ali; Neelofur, Shazia; Moran, Aidan; O’Reilly, Gary

doi:10.1016/j.heliyon.2020.e05115

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…These difficulties seem to have a kind of resilience throughout the stages of individual development that make it difficult to improve the situation and overcome this limitation definitively [Hanzen, van Nispen, Vlaskamp, Korevaar & Waninge et al, 2020]. Early interventions, however, significantly improve functioning both socially and practically [Syed, Neelofur, Moran & O'Reilly, 2020;Brown, Brown & Dibiasio, 2013]. Our study shows that the majority of children (about 85%) have mild mental retardation, 61.5% have mild cognitive impairment and 77.4% are at the normal rate of social maturity.…”

Section: Discussionmentioning

confidence: 70%

The Impact of Cognitive Impairment in Children with Intellectual Disabilities

Elshani¹,

Dervishi

Ibrahimi

et al. 2020

JICD

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The focus of the present study is to identify the most compromised aspects of cognitive impairment and how children with intellectual disabilities cope with them. A sample of 53 school aged children with intellectual disabilities (N = 24) female and (N = 29) male from 5 to 11 years old. Montreal Cognitive Assessment scale (MoCA) and Raven’s Standard Progressive Matrices (IQ) to children with intellectual disabilities were used for conducting research. Generally, children with intellectual disabilities experience high and moderate levels of cognitive impairments and a low IQ. There is a significant positive relationship between age and IQ among girls and boys. In addition to cognitive impairment, a positive relation between impaired cognitive function, a high level of global disability in children with intellectual disabilities and a poor executive and memory functions were associated with difficulties in daily life activities. IQ is also a significant index of cognitive impairment and how children interact with others. Cognitive impairment is a major cause of low adoption with the environment and a significant factor that affects rehabilitation outcomes. Yet, there have been a limited number of studies that have evaluated the psychometric MoCA in children with severe intellectual disabilities, but it is necessary to identify possible difficulties in children with ID related to cognitive functions in young patients with mild to moderate impairment.

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Section: Discussionmentioning

confidence: 70%

The Impact of Cognitive Impairment in Children with Intellectual Disabilities

Elshani¹,

Dervishi

Ibrahimi

et al. 2020

JICD

View full text Add to dashboard Cite

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“…Our literature review suggests that a trial-by-trial vividness assessment might be a better option because vividness changes from moment-to-moment and from object to object. In the light of our findings that vividness of imagery exists in people with ID, it may be worth suggesting that the value of phenomenological approaches to therapy need to be evaluated, as suggested by Syed et al (2020). Such therapeutic approaches focus on the "client's process of self-discovery as opposed to an interpretive focus" (VandenBos, 2002. p. 432).…”

Section: Suggestions For Future Researchmentioning

confidence: 99%

Exploring the vividness of mental imagery and eidetic imagery in people with intellectual disability (ID) in comparison with typically developing (TD) individuals

Syed

Neelofur

Moran

et al. 2020

Heliyon

Self Cite

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Background: Mental imagery (MI) has been described as the "ability to simulate in the mind information that is not currently being perceived by the sense organs" (Moran, 2012, p. 166). The vividness of mental imagery has been defined as the clarity, brightness, or intensity of an image as reported by the individual (Marks, 1973). There are many studies conducted on vividness in typically developing (TD) individuals, however, no attempt has been made either to assess the vividness of mental imagery in people with intellectual disability (ID) or compare it with that of typically developing (TD) adults. Metods: A vividness of imagery test (comprising a modified version of the Vividness of Visual Imagery Questionnaire 2, (VVIQ-2; Marks, 1995), and two items of the Age Projection Test, (APT; Ahsen, 1988) were administered to participants with mild, moderate, and severe ID. Their performance on the vividness scale was compared with typically developing individuals. Measures for cognitive and adaptive functioning were administered to ascertain the ID level of participants. Results: The results of this study reveal a non-significant group difference between people with mild ID, moderate ID, and TD on the vividness of mental imagery and eidetic imagery. People with severe ID performed significantly lower than the other three groups. Conclusion: Despite their cognitive impairment, a non-significant difference between the performance of people with mild and moderate ID and typically developing individuals on imagery vividness scale is noteworthy. What this paper addsThis is an empirical study conducted to investigate the ability of people with intellectual disability (ID) to experience the vividness of mental imagery (MI) and eidetic imagery (EI) in comparison with typically developing (TD) individuals. The results of this study indicated the potential of people with mild and moderate ID to experience the vividness of MI and EI, despite the cognitive impairment, without any significant difference from TD individuals. The findings of this study raise a question about the suggested role of cognition in experiencing the vividness of MI and EI.

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“…"Eidetic model of growth (EMG) is a form of psychotherapy developed for people with intellectual disabilities (ID). EMG is based on the theoretical tenets of eidetic psychotherapy of Akhter Ahsen, which uses eidetic imagery as its major therapeutic tool" [6].…”

Section: Introductionmentioning

confidence: 99%

Formation of Cognitive Interests of Children with Special Educational Needs Through Eidetics

Kuzenko

Matsuk

Adamiv

2022

jpnu

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The article emphasizes that Eidetic is one of the effective methods of forming the cognitive interests of preschool children with special educational needs (SEN). Eidetic methods include chain, acroverbal, pictographic, phonetic associations, the method of loci (based on visual associations), nonverbal associations, paradoxical verbal transformations, enlarged structuring of educational material. Their use helps to transform incomprehensible information into an achievable and understandable form to them. Due to Eidetic, various analyzers are involved in cognitive activity at the same time. The child can see and hear and touch, smell, and even taste. At the same time, children's mastery of new knowledge is based on already well-known images, so Eidetic creates a boundless play space in which children's imagination has a wide field for development. The authors note that a characteristic feature of the cognitive interest of preschool children is a selective focus on interest in phenomena, objects, and environmental processes. For students with special educational needs the subject of cognitive interest, as well as for their peers with normative development, is not the whole environment, but only some of its elements, which are personally relevant, attractive, and valuable. The cognitive interest of preschoolers can be both situational and sustainable. It occurs in the process of performing a certain action but may disappear immediately after its completion. At the same time, with systematic pedagogical support, it can become a relatively stable personal quality of a child with special educational needs.An important positive aspect of the use of Eidetic in working with preschool children with SEN is that it creates a psychological situation of success, activates the neurodynamics of brain activity. As a result, the problem areas of the central nervous system and children's deviant behavior are corrected. Eidetic performs a dual developmental and educational function. Due to its application, such mental processes of personality as attention, imagination, memory, different types of thinking are developed, and thus the mastery of educational material is activated. Thanks to the methods of Eidetic, all the child's analyzers are involved, which allows him/her to see, hear, touch, smell, taste, and perceive something new and unknown through the channels of learning about the surrounding reality available to the child with SEN.

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Investigating the potential clinical utility of therapeutic techniques based on eidetic imagery as adapted by the Eidetic Model of Growth (EMG) for people with intellectual disability (ID)

Cited by 4 publications

References 30 publications

The Impact of Cognitive Impairment in Children with Intellectual Disabilities

The Impact of Cognitive Impairment in Children with Intellectual Disabilities

Exploring the vividness of mental imagery and eidetic imagery in people with intellectual disability (ID) in comparison with typically developing (TD) individuals

Formation of Cognitive Interests of Children with Special Educational Needs Through Eidetics

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