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Anna Takagi - One of the best experts on this subject based on the ideXlab platform.
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Stability of WISC-R scores in students with Borderline Intellectual Functioning
Health Psychology Report, 2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna TakagiAbstract:organizations ― 1: Institute of Psychology, University of Gdansk, Gdansk, Poland · 2: McGill University, Montreal, Quebec, Canada authors’ contribution ― A: Study design · B: Data collection · C: Statistical analysis · D: Data interpretation · E: Manuscript preparation · F: Literature search · G: Funds collection corresponding author ― Anna Maria Jankowska, Ph.D., Institute of Psychology, University of Gdansk, 4 Bazynskiego Str., 80-952 Gdansk, Poland, e-mail: a.jankowska@ug.edu.pl to cite this article ― Jankowska, A.M., Bogdanowicz, M. & Takagi, A. (2014). Stability of the WISC-R scores in students with Borderline Intellectual Functioning. Health Psychology Report, 2(1), 49–59. DOI: 10.5114/hpr.2014.42789 background Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary.
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Original article Stability of WISC-R scores in students with Borderline Intellectual Functioning
Health Psychology Report, 2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna TakagiAbstract:BACKGROUND Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary. PARTICIPANTS AND PROCEDURE The aim of the research was to analyze changes in WISC-R scores over time in students with Borderline Intellectual Functioning. Test-retest stability of WISC-R was evaluated for Full, Verbal (VIQ), and Performance (PIQ) scales. The study involved 30 students, who were tested three times, when their mean age was 8, 10.8, and 13.6 years old. RESULTS The results showed that Full Scale IQ was fairly stable over time and remained below the average level, between –1.01 and –2.00 standard deviations. Significant changes were observed in the Verbal and Performance scale; VIQ decreased and PIQ increased over time. An initially insignificant statistical difference between the scales grew as time progressed. Furthermore, considerable subtest score fluctuation was observed; over time scores in the Vocabulary subtest significantly decreased whereas in Block Design and Picture Arrangement they increased. CONCLUSIONS The authors argue that delayed acquisition of verbal skills may result from chronic school failure and deficiency of educational support experienced by this group of students. Meanwhile, non-verbal skills, that are less dependent on educational influences and academic knowledge, improve with students’ development through their engagement in everyday life activities
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Parenting style and locus of control, motivation, and school adaptation among students with Borderline Intellectual Functioning
2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna Takagi, Jolanta JonakAbstract:background Parenting style impacts children’s psychosocial development. Students with Borderline Intellectual Functioning (BIF) are especially sensitive to the quality of parental care. The objective of this study was to compare parenting styles of mothers of children with BIF and mothers of typically developing peers, and establish associations between parenting styles and children’s psychosocial traits, which determine their school Functioning. participants and procedure Forty-two primary school students in Grades 4 to 6, their teachers, and mothers participated in the study. Based on their IQ level they comprised two groups: students with BIF (criterion group; n = 21) and students with average IQ (comparison group; n = 21). A series of measures were used to assess mothers’ parenting style and students’ psychosocial traits. Questionnaires measuring students’ psychosocial pro perties were administered to children and their teachers in order to compare their perspectives. results Mothers of children with BIF in comparison to mothers in the control group presented greater inclinations towards over-parenting. Based on self-reports, students with BIF did not differ from their typically developing classmates in terms of school motivation, anxiety, locus of control, or social adjustment, despite their lower academic performance. According to teachers, students with BIF had significantly lower school motivation and delayed socialization. For students with BIF but not for the comparison group, a negative correlation was found between mothers’ tendency to dominate over their child and students’ locus of control and school motivation. conclusions
Michela Zanette - One of the best experts on this subject based on the ideXlab platform.
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Early Life Adversities and Borderline Intellectual Functioning Negatively Impact Limbic System Connectivity in Childhood: A Connectomics-Based Study.
Frontiers in psychiatry, 2020Co-Authors: Valeria Blasi, Gisella Baglio, Michela Zanette, Alice Pirastru, Monia Cabinio, Sonia Di Tella, Maria Marcella Laganà, Alice Giangiacomo, Maria Paola Canevini, Mauro WalderAbstract:Epigenetic factors related to early life adversity (ELA) in childhood are major risk factors for Borderline Intellectual Functioning (BIF). BIF affects both adaptive and Intellectual abilities, commonly leading to school failure and to an increased risk to developmental and social problems in adulthood. This study aimed to investigate the neurobiological underpinnings of ELA associated with BIF in terms of global topological organization and structural connectivity and their relation with Intellectual Functioning. BIF (N=32) and age-matched typical development (TD, N=14) children were evaluated for intelligence quotient (IQ), behavioral competencies, and ELA. Children underwent an anatomical and diffusion-weighted MR imaging (DWI) protocol. Global brain topological organization was assessed measuring segregation and integration indexes. Moreover, structural matrices, measuring the normalized number of fibers (NFn), were compared between the 2 groups using network-based statistics. Finally, a linear regression model was used to explore the relationship between network parameters and clinical measures. Results showed increased behavioral difficulties and ELA, together with decreased network integration in BIF children. Moreover, significantly lower NFn was observed in the BIF group (p=.039) in a sub-network comprising anterior and posterior cingulate, the pericallosal sulcus, the orbital frontal areas, amygdala, basal ganglia, the accumbens nucleus, and the hippocampus. Linear regression showed that NFn significantly predicted IQ (p
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Movement cognition and narration of the emotions treatment versus standard speech therapy in the treatment of children with Borderline Intellectual Functioning: a randomized controlled trial.
BMC psychiatry, 2017Co-Authors: Valeria Blasi, Gisella Baglio, Francesca Baglio, Maria Paola Canevini, Michela ZanetteAbstract:Borderline Intellectual Functioning (BIF) is defined as a “health meta-condition… characterized by various cognitive dysfunctions associated with an Intellectual quotient (IQ) between 71 and 85 which determines a deficit in the individual’s Functioning both in the restriction of activities and in the limitation of social participation”. It can be caused by many factors, including a disadvantaged background and prematurity. BIF affects 7–12% of primary school children that show academic difficulties due to poor executive Functioning. In many children with BIF, language, movement and social abilities are also affected, making it difficult to take part in daily activities. Dropping out of school and psychological afflictions such as anxiety and depression are common in children with BIF. This study investigates whether an intensive rehabilitation program that involves all of the areas affected in children with BIF (Movement, Cognition and Narration of emotions, MCNT) is more effective than Standard Speech Therapy (SST). This is a multicenter interventional single blind randomized controlled study. Children aged between 6 to 11 years who attend a mainstream primary school and have multiple learning difficulties, behavioral problems and an IQ ranging between 85 to 70 have been enrolled. Participants are randomly allocated to one of three groups. The first group receives individual treatment with SST for 45 min, twice a week for 9 months. The second group receives the experimental treatment MCNT for 3 h per day, 5 days/ week for 9 months and children work in small groups. The third group consists of children on a waiting list for the SST for nine months. BIF is a very frequent condition with no ad hoc treatment. Over the long term, there is a high risk to develop psychiatric disorders in adulthood. Due to its high social impact, we consider it very important to intervene during childhood so as to intercept the remarkable plasticity of the developing brain. “Study Let them grow: A new intensive and multimodal Treatment for children with Borderline Intellectual Functioning based on Movement, Cognition and Narration of emotions”, retrospectively registered in ISRCTN Register with ISRCTN81710297 at 2017–01-09.
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Social Competence in Children with Borderline Intellectual Functioning: Delayed Development of Theory of Mind Across All Complexity Levels.
Frontiers in psychology, 2016Co-Authors: Gisella Baglio, Valeria Blasi, Francesca Sangiuliano Intra, Ilaria Castelli, Davide Massaro, Francesca Baglio, Annalisa Valle, Michela Zanette, Antonella MarchettiAbstract:Borderline Intellectual Functioning (BIF) is characterized by heterogeneous cognitive difficulties, with an intelligence quotient (IQ) between 70 and 85 points, and a failure to meet the developmental and sociocultural standards for personal independence and social responsibility required in daily life. The fact that this population still remain a marginal clinical category, with no ad hoc diagnostic and therapeutic approaches, has stimulated the present research. Our goal was to study children with BIF investigating the development of Theory of Mind (ToM) as a pillar of social competence. Children with BIF (N = 28, 16 male/12 female, and mean age 9.46 ± 1.26 years) and children with typical development (TD; N = 31, 17 male/14 female; mean age 8.94 years ± 0.99) underwent a neurocognitive assessment and a ToM assessment. Children with BIF showed a significant lower performance across all the levels of ToM development investigated compared to the control group, and a correlation between executive functions and the advanced levels of ToM reasoning. These results constitute a first step in the direction of defining the clinical profile of children with BIF concerning ToM development, opening the way to future interventions in order to support the developmental evolution of this population in an adaptive direction.
Maurizio Elia - One of the best experts on this subject based on the ideXlab platform.
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partial monosomy xq xq23 qter and trisomy 4p 4p15 33 pter in a woman with intractable focal epilepsy Borderline Intellectual Functioning and dysmorphic features
Brain & Development, 2008Co-Authors: Arnaldo Bartocci, Pasquale Striano, Maria Margherita Mancardi, Marco Fichera, Lucia Castiglia, Ornella Galesi, Roberto Michelucci, Maurizio EliaAbstract:Studies of epilepsy associated with chromosomal abnormalities may provide information about clinical and EEG phenotypes and possibly to identify new epilepsy genes. We describe a female patient with intractable focal epilepsy, Borderline Intellectual Functioning, and facial dysmorphisms, in whom genetic study (i.e., karyotype and array-CGH analysis) revealed a distal trisomy 4p and distal monosomy Xq. Although any genetic hypothesis remains speculative, several genes are located in the 4p chromosome segment involved in the rearrangement, some of which may be related to epilepsy.
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Partial monosomy Xq(Xq23 --> qter) and trisomy 4p(4p15.33 --> pter) in a woman with intractable focal epilepsy, Borderline Intellectual Functioning, and dysmorphic features
Brain & development, 2007Co-Authors: Arnaldo Bartocci, Pasquale Striano, Maria Margherita Mancardi, Marco Fichera, Lucia Castiglia, Ornella Galesi, Roberto Michelucci, Maurizio EliaAbstract:Studies of epilepsy associated with chromosomal abnormalities may provide information about clinical and EEG phenotypes and possibly to identify new epilepsy genes. We describe a female patient with intractable focal epilepsy, Borderline Intellectual Functioning, and facial dysmorphisms, in whom genetic study (i.e., karyotype and array-CGH analysis) revealed a distal trisomy 4p and distal monosomy Xq. Although any genetic hypothesis remains speculative, several genes are located in the 4p chromosome segment involved in the rearrangement, some of which may be related to epilepsy.
Valeria Blasi - One of the best experts on this subject based on the ideXlab platform.
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Early Life Adversities and Borderline Intellectual Functioning Negatively Impact Limbic System Connectivity in Childhood: A Connectomics-Based Study.
Frontiers in psychiatry, 2020Co-Authors: Valeria Blasi, Gisella Baglio, Michela Zanette, Alice Pirastru, Monia Cabinio, Sonia Di Tella, Maria Marcella Laganà, Alice Giangiacomo, Maria Paola Canevini, Mauro WalderAbstract:Epigenetic factors related to early life adversity (ELA) in childhood are major risk factors for Borderline Intellectual Functioning (BIF). BIF affects both adaptive and Intellectual abilities, commonly leading to school failure and to an increased risk to developmental and social problems in adulthood. This study aimed to investigate the neurobiological underpinnings of ELA associated with BIF in terms of global topological organization and structural connectivity and their relation with Intellectual Functioning. BIF (N=32) and age-matched typical development (TD, N=14) children were evaluated for intelligence quotient (IQ), behavioral competencies, and ELA. Children underwent an anatomical and diffusion-weighted MR imaging (DWI) protocol. Global brain topological organization was assessed measuring segregation and integration indexes. Moreover, structural matrices, measuring the normalized number of fibers (NFn), were compared between the 2 groups using network-based statistics. Finally, a linear regression model was used to explore the relationship between network parameters and clinical measures. Results showed increased behavioral difficulties and ELA, together with decreased network integration in BIF children. Moreover, significantly lower NFn was observed in the BIF group (p=.039) in a sub-network comprising anterior and posterior cingulate, the pericallosal sulcus, the orbital frontal areas, amygdala, basal ganglia, the accumbens nucleus, and the hippocampus. Linear regression showed that NFn significantly predicted IQ (p
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Movement cognition and narration of the emotions treatment versus standard speech therapy in the treatment of children with Borderline Intellectual Functioning: a randomized controlled trial.
BMC psychiatry, 2017Co-Authors: Valeria Blasi, Gisella Baglio, Francesca Baglio, Maria Paola Canevini, Michela ZanetteAbstract:Borderline Intellectual Functioning (BIF) is defined as a “health meta-condition… characterized by various cognitive dysfunctions associated with an Intellectual quotient (IQ) between 71 and 85 which determines a deficit in the individual’s Functioning both in the restriction of activities and in the limitation of social participation”. It can be caused by many factors, including a disadvantaged background and prematurity. BIF affects 7–12% of primary school children that show academic difficulties due to poor executive Functioning. In many children with BIF, language, movement and social abilities are also affected, making it difficult to take part in daily activities. Dropping out of school and psychological afflictions such as anxiety and depression are common in children with BIF. This study investigates whether an intensive rehabilitation program that involves all of the areas affected in children with BIF (Movement, Cognition and Narration of emotions, MCNT) is more effective than Standard Speech Therapy (SST). This is a multicenter interventional single blind randomized controlled study. Children aged between 6 to 11 years who attend a mainstream primary school and have multiple learning difficulties, behavioral problems and an IQ ranging between 85 to 70 have been enrolled. Participants are randomly allocated to one of three groups. The first group receives individual treatment with SST for 45 min, twice a week for 9 months. The second group receives the experimental treatment MCNT for 3 h per day, 5 days/ week for 9 months and children work in small groups. The third group consists of children on a waiting list for the SST for nine months. BIF is a very frequent condition with no ad hoc treatment. Over the long term, there is a high risk to develop psychiatric disorders in adulthood. Due to its high social impact, we consider it very important to intervene during childhood so as to intercept the remarkable plasticity of the developing brain. “Study Let them grow: A new intensive and multimodal Treatment for children with Borderline Intellectual Functioning based on Movement, Cognition and Narration of emotions”, retrospectively registered in ISRCTN Register with ISRCTN81710297 at 2017–01-09.
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Social Competence in Children with Borderline Intellectual Functioning: Delayed Development of Theory of Mind Across All Complexity Levels.
Frontiers in psychology, 2016Co-Authors: Gisella Baglio, Valeria Blasi, Francesca Sangiuliano Intra, Ilaria Castelli, Davide Massaro, Francesca Baglio, Annalisa Valle, Michela Zanette, Antonella MarchettiAbstract:Borderline Intellectual Functioning (BIF) is characterized by heterogeneous cognitive difficulties, with an intelligence quotient (IQ) between 70 and 85 points, and a failure to meet the developmental and sociocultural standards for personal independence and social responsibility required in daily life. The fact that this population still remain a marginal clinical category, with no ad hoc diagnostic and therapeutic approaches, has stimulated the present research. Our goal was to study children with BIF investigating the development of Theory of Mind (ToM) as a pillar of social competence. Children with BIF (N = 28, 16 male/12 female, and mean age 9.46 ± 1.26 years) and children with typical development (TD; N = 31, 17 male/14 female; mean age 8.94 years ± 0.99) underwent a neurocognitive assessment and a ToM assessment. Children with BIF showed a significant lower performance across all the levels of ToM development investigated compared to the control group, and a correlation between executive functions and the advanced levels of ToM reasoning. These results constitute a first step in the direction of defining the clinical profile of children with BIF concerning ToM development, opening the way to future interventions in order to support the developmental evolution of this population in an adaptive direction.
Marta Bogdanowicz - One of the best experts on this subject based on the ideXlab platform.
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Stability of WISC-R scores in students with Borderline Intellectual Functioning
Health Psychology Report, 2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna TakagiAbstract:organizations ― 1: Institute of Psychology, University of Gdansk, Gdansk, Poland · 2: McGill University, Montreal, Quebec, Canada authors’ contribution ― A: Study design · B: Data collection · C: Statistical analysis · D: Data interpretation · E: Manuscript preparation · F: Literature search · G: Funds collection corresponding author ― Anna Maria Jankowska, Ph.D., Institute of Psychology, University of Gdansk, 4 Bazynskiego Str., 80-952 Gdansk, Poland, e-mail: a.jankowska@ug.edu.pl to cite this article ― Jankowska, A.M., Bogdanowicz, M. & Takagi, A. (2014). Stability of the WISC-R scores in students with Borderline Intellectual Functioning. Health Psychology Report, 2(1), 49–59. DOI: 10.5114/hpr.2014.42789 background Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary.
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Original article Stability of WISC-R scores in students with Borderline Intellectual Functioning
Health Psychology Report, 2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna TakagiAbstract:BACKGROUND Previous studies on the measurement of intelligence in students with learning difficulties indicate low stability of results observed over time. Therefore, careful analysis of changes in intelligence quotient, as well as in results within Verbal and Performance scale subtests, is necessary. PARTICIPANTS AND PROCEDURE The aim of the research was to analyze changes in WISC-R scores over time in students with Borderline Intellectual Functioning. Test-retest stability of WISC-R was evaluated for Full, Verbal (VIQ), and Performance (PIQ) scales. The study involved 30 students, who were tested three times, when their mean age was 8, 10.8, and 13.6 years old. RESULTS The results showed that Full Scale IQ was fairly stable over time and remained below the average level, between –1.01 and –2.00 standard deviations. Significant changes were observed in the Verbal and Performance scale; VIQ decreased and PIQ increased over time. An initially insignificant statistical difference between the scales grew as time progressed. Furthermore, considerable subtest score fluctuation was observed; over time scores in the Vocabulary subtest significantly decreased whereas in Block Design and Picture Arrangement they increased. CONCLUSIONS The authors argue that delayed acquisition of verbal skills may result from chronic school failure and deficiency of educational support experienced by this group of students. Meanwhile, non-verbal skills, that are less dependent on educational influences and academic knowledge, improve with students’ development through their engagement in everyday life activities
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Parenting style and locus of control, motivation, and school adaptation among students with Borderline Intellectual Functioning
2014Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Anna Takagi, Jolanta JonakAbstract:background Parenting style impacts children’s psychosocial development. Students with Borderline Intellectual Functioning (BIF) are especially sensitive to the quality of parental care. The objective of this study was to compare parenting styles of mothers of children with BIF and mothers of typically developing peers, and establish associations between parenting styles and children’s psychosocial traits, which determine their school Functioning. participants and procedure Forty-two primary school students in Grades 4 to 6, their teachers, and mothers participated in the study. Based on their IQ level they comprised two groups: students with BIF (criterion group; n = 21) and students with average IQ (comparison group; n = 21). A series of measures were used to assess mothers’ parenting style and students’ psychosocial traits. Questionnaires measuring students’ psychosocial pro perties were administered to children and their teachers in order to compare their perspectives. results Mothers of children with BIF in comparison to mothers in the control group presented greater inclinations towards over-parenting. Based on self-reports, students with BIF did not differ from their typically developing classmates in terms of school motivation, anxiety, locus of control, or social adjustment, despite their lower academic performance. According to teachers, students with BIF had significantly lower school motivation and delayed socialization. For students with BIF but not for the comparison group, a negative correlation was found between mothers’ tendency to dominate over their child and students’ locus of control and school motivation. conclusions
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STRATEGIES OF MEMORIZATION AND THEIR INFLUENCE ON THE LEARNING PROCESS AMONG INDIVIDUALS WITH Borderline Intellectual Functioning
The Official Journal of the Polish Neuropsychological Society, 2012Co-Authors: Anna M. Jankowska, Marta Bogdanowicz, Steven R. ShawAbstract:Borderline Intellectual Functioning (BIF), or Borderline intelligence, is defined as an intelligence quotient from 1.01 to 2.00 standard deviations below average, that is, a level between average intelligence and Intellectual impairment. This level of mental Functioning may still belong to a broadly understood norm. The purpose of the present study is to present the current state of knowledge on the subject of memory-related processes in persons with BIF, and in particular schoolchildren. Children with Borderline intelligence are at risk for chronic educational failure, absence from school, repetition of grades, and dropout or expulsion from school. We have concen trated primarily on discussing the relationship between me mo ry-related processes and the characteristic thought processes of these individuals, including a preference for operating with concrete material, rigid and insufficiently critical thinking, and difficulties in organizing and generalizing knowledge, all of which cause serious deficits in academic achievement and effective learning. The article begins with an introduction to the problems of Borderline intelligence, including the differential diagnosis, classification, and cognitive Functioning of these persons. Then, based on the results of national and international research, we discuss the deficits of short-term and working memory that cause difficulties in processing and organizing, impair the effectiveness of long term memory, and thus cause specific learning strategies to be adopted. Pupils with BIF most often master their school knowledge by using rote memory, the Functioning of which is discussed at the end of the article.