Abstract: To identify the most consistent relationships among psychological variables and physical activity in youth (ages 11-21 years), 20 articles on depression, anxiety, stress, self-esteem, self-concept, hostility, anger, intellectual functioning, and psychiatric disorders were reviewed. Physical activity was consistently related to improvements in self-esteem, self-concept, depressive symptoms, and anxiety/stress. The effect sizes were +.12, -.15, and -.38 for self-esteem/self-concept, stress/anxiety, and depression, respectively. The evidence for hostility/anger and academic achievement was inconclusive. No negative effects of physical activity were reported. The literature suggests that physical activity in youth is psychologically beneficial. More research is needed to confirm previous findings. Adolescents should engage in moderate or vigorous aerobic activity approximately three times per week for a total of at least 60 minutes per week.

Abstract: This study examined individual differences in children's emotional understanding and behavioral adjustment. Participants included 220 first- and second-grade children (75% regular education, 25% special education) who were individually interviewed using the Kusche Affective Interview--Revised. Dependent measures of emotional understanding and experience included the ability to provide personal examples of 10 different emotions and the cues used for recognition of five emotions in oneself and other persons. Children were also administered the WISC-R Vocabulary, Block Design, and Coding subtests. One parent independently completed an Achenbach Child Behavior Checklist for each child. Results indicated that children who were rated as higher in behavior problems showed deficits in emotional understanding. Intellectual functioning was negatively associated with behavior problems and attenuated the effects of behavior problems on emotional understanding. Implications of the current findings for prevention and treatment programs for children with behavior problems are discussed.

Abstract: Neurobehavioral outcome after craniocerebral gunshot wounds was evaluated in a prospective, 3-year, longitudinal follow-up of a consecutive case series of 13 children and adolescents. The younger group was composed of seven children, ages 1.5 to 4 years, and the older group contained six children, ages 5 to 14. Outcome measures included the Glasgow Outcome Scale and neuropsychological assessment of intelligence, language, motor, memory, attention, academic achievement, and adaptive behavior. Glasgow Outcome Scale scores at baseline indicated moderate and severe disabilities in 69 and 23%, respectively. At the 3-year follow-up, 85% had moderate disabilities but only 8% were severely disabled. Significant and persistent neurobehavioral deficits varied with developmental level at the time of cerebral insult. Intellectual functioning was clearly more impaired in children younger than 5 years of age at the time of injury than in older children. Cognitive and motor factors were most closely related to deficits in the younger group. Disability in older children and adolescents was associated with impaired attention, adaptive behavior, and behavioral disturbance. Disabilities appear to be at least as severe in our sample after cerebral gunshot wounds as in our studies of severe pediatric closed-head injury. At the time of follow-up, younger children sustaining gunshot wounds had slightly lower intelligence quotient scores and similar receptive language, expressive language, and gross motor scores compared with children with severe closed-head injury. The older gunshot wound patients were significantly more impaired than patients with severe closed-head injuries on measures of adaptive behavior and attention.(ABSTRACT TRUNCATED AT 250 WORDS)

Abstract: Individuals with mental retardation have impairments in intellectual functioning and adaptive behavior These impairments can affect trial-related competencies during criminal proceedings Problems

Abstract: Developmental Assessment: Introduction and Terminology. Overview of Evaluation Consideration. Evaluation of Language Function. Evaluation of Behavioral/Adaptive Functioning. Summary of Developmental Assessment. Evaluation of School Performance Problems: Overview of School Performance Problems. Assessment of Cognitive/Intellectual Functioning. Assessment of Academic Achievement. Attention/Concentration. Behavioral Assessment. Visual-Motor/Visual-Perceptual Function. Assessment of School Performance Problems. Caveats and Issues in Evaluation of School Problems. Index.

Abstract: Thirty-four children (ages 6–12 years) with moderate to borderline mental retardation were studied in a laboratory classroom setting to determine whether children identified as having attention deficit hyperactivity disorder on the basis of Conners Questionnaires differed in classroom behavior. Half of the children scored 15 or greater on both the Parent and Teacher Conners; the remaining children scored 11 or less. All were participants in a Saturday Education Program serving children with mental retardation. Direct observation of the laboratory classroom documented significant differences between groups on measures of on-task behavior and fidgetiness, especially during situations where little direct teacher feedback or supervision was available. Saturday Education Program staff, while blind as to group designation, rated the two groups as differing significantly on all scales of two standardized behavior problem checklists. Checklists by parents and teachers appear to be valid measures of classroom behavior of children with moderate to borderline mental retardation.

Abstract: The method of comparing premorbid versus current intellectual ability has become established clinical practice in the differential diagnosis of dementia versus depression. Recently, Schlosser & Ivison (1989) suggested that the comparison of premorbid ability versus current memory function may offer a more sensitive method of assessing early dementia. In the present study, a variety of within-subject discrepancy analyses comparing premorbid estimates with current measures of memory and intellectual functioning were compared across three groups: patients with dementia of the Alzheimer type, patients with major depression and healthy controls. The results revealed that, while mean group differences were easily demonstrated, the overlap between Alzheimer and depressed patients was large. It is concluded that none of the simple neuropsychological discrepancy analyses examined in the present study can be recommended for use in clinical practice for the differential diagnosis of dementia from major depression.

Abstract: High prevalence of endemic goitre (54%) and endemic cretinism (3.5%) exist in Sikkim. The level of intellectual functioning and motor performance were assessed in 90 school children in the age group of 10 to 12 years selected randomly from four severely iodine-deficient villages. Bender Visual Motor Gestalt Test, Binet-Kamat Test for mental ability and Raven’s Coloured Progressive Matrices were the tests used. The results show an impairment in intellectual and other neuropsychological functions in a high percentage of the children. Visuomotor coordination was poor in 62 (69%). Binet-Kamat test results showed that 19 (21%) children were intellectually subnormal (IQ 80%) had significant impairment in language, meaningful memory, non-meaningful memory, conceptual thinking, numerical reasoning and motor skills. The children did better on non-verbal reasoning and social intelligence. Goitre was detected in 82 (91.1%). Urine samples for iodine estimations was collected from every second child examined. The mean urinary iodine concentration was 4.23 ug/dl (SD 2.16). Urinary iodine concentration was less than 2 micro gm/dl in 26.1% (11 children) and less than 5 micro gm/dl in 84.8% (39 children) indicating severe iodine deficiency. The test results show impairment of psychomotor development in children born and brought up in iodine-deficient environment.

Abstract: In recent years, several short forms of the Wechsler Adult Intelligence Scale-Revised have been developed to provide a more cost-effective means of estimating intellectual abilities. The present study examined the ability of four short forms to estimate intellectual functioning in a sample of medical center (61 male) and state hospital (69 female) patients referred for psychological/neuropsychological assessments. Although all four short forms obtained high correlations with Full Scale IQ, the seven-subtest short form (Ward, 1990) provided greater accuracy with respect to IQ estimation and intelligence classification based on Wechsler's (1981) schema.

Abstract: Bring home now the book enPDFd counseling and psychotherapy with persons with mental retardation and borderline intelligence to be your sources when going to read. It can be your new collection to not only display in your racks but also be the one that can help you fining the best sources. As in common, book is the window to get in the world and you can open the world easily. These wise words are really familiar with you, isn't it?

Abstract: Since the 1970s increased attention has been paid to the chemical dependency treatment needs of population subgroups by social work and other human services professions (Institute of Medicine, 1990). One group specified by the National Institute on Alcohol Abuse and Alcoholism is the "multidisabled" population--individuals with physical or mental handicaps as well as substance abuse problems (Hindman & Widem, 1980; Institute of Medicine, 1990). The majority of related research has centered on physical disabilities (Moore & Polsgrove, 1991), but there is reason for concern about the substance abuse problems of people with learning differences. Broadly defined, learning differences include limitations related to mental retardation, borderline intelligence, learning disabilities, hyperactivity, or brain injury. Substance abusers with these conditions may be inadequately served by the present service delivery system. RESEARCH ON GROUPS WITH LEARNING DIFFERENCES Mental Retardation and Borderline Intelligence A number of studies since the early 1980s suggest a lower prevalence of substance use among people with mental retardation than among the general population (Delaney, Burdick, & Poling, 1990; DiNitto & Krishef, 1983; Edgerton, 1986; Halpern, Close, & Nelson, 1986; Huang, 1981; Krishef, 1986). However, heavy or problematic substance abuse has been noted in some individuals with mental retardation. In studies of alcohol use and abuse by people with mental retardation, Krishef and DiNitto (1981; DiNitto & Krishef, 1983; Krishef, 1986) found a group of heavier users that experienced problems similar to abusers in the general population. These problems included family conflicts, interference with employment, and involvement with police. As noted by Moore and Polsgrove (1991), employment problems may be more serious for people with mental retardation, who already require workplace adjustments. Many of the studies on mental retardation and substance abuse do not specify strict criteria for distinguishing mental retardation from borderline intelligence (IQ of 70 to 85). Thus, there is probably some representation of the borderline intelligence group in the mental retardation research. Selan (1979) suggested that people with borderline intelligence may be more at risk for alcohol abuse than people with retardation, because "they are precisely the ones who know how 'different' they are". They may turn to alcohol to lessen stress and frustration and may frequent bars for social acceptance (Selan, 1979). Selan (1979) and Wenc (1980) described the bar scene as especially hazardous for people with low intelligence, who may be easily victimized and exploited. Learning Disabilities and Hyperactivity Several recent studies suggest that substance abuse may be particularly salient in the population with learning disabilities. A large-scale study by Keilitz and Dunivant (1986) found a higher rate of substance abuse among male youths with learning disabilities than among other male youths. In a study of inner city alcohol-dependent men, Rhodes and Jasinski (1990) found that 60 percent met one of the standard criteria for a learning disability. Researchers since the 1970s have hypothesized a link between later development of substance abuse and childhood hyperactivity, which has been considered a source or correlate of learning difficulties. A number of studies and reviews of the research support an association between substance abuse and childhood attention deficit hyperactivity disorder (ADHD), mainly when the latter syndrome cooccurs with aggression or conduct disorder, as is frequently the case (Pihl & Peterson, 1991). Two controlled prospective studies (Gittelman, Mannuzza, Shenker, & Bonagura, 1985; Greenfield, Hechtman, & Weiss, 1988) suggested increased risk of substance abuse in older adolescents and adults who continue to manifest ADHD beyond childhood. Traumatic Brain Injury About 50 percent of people with traumatic brain injury were intoxicated at the time of the precipitating accident. …

Abstract: The purpose of the present study was to compare the Satz–Mogel (S–M) short form of the Weschler Adult Intelligence Scale—Revised (WAIS–R) with the full-scale WAIS–R to establish its utility in the assessment of intellectual functioning in patients with Parkinson's disease (PD). PD patients and elderly control subjects were administered a neuropsychological test battery that included the complete WAIS–R or the S–M. Results indicated that the S–M

Abstract: The goals of this exploratory research were to identify the relationship between fitness to stand trial and mental retardation among criminal defendants, and to evaluate the forensic processing of mentally challenged (MC) accused persons referred for fitness assessments. Over three one-year study periods, 52 files i e r e reviewed, comprised of files of 30 non-mentally challenged subjects, 8 MC subjects, and 14 dual-diagnosed subjects (i.e., persons diagnosed with an Axis I clinical syndrome as well as mental retardation) referred for court-ordered assessments at the Forensic Psychiatric Institute in British Columbia. A coding manual was used to code information on sociodemographic characteristics, psychiatric history, criminal history, and psychiatric assessment. MC patients were younger than other patients a t the time of admission, had longer periods of institutionalization in mental health facilities, and exhibited different criminal behaviour as determined by past criminal convictions and current charges. Concerns were raised about diagnostic practices and the lack of standardized evaluations for fitness to stand trial. It was suggested, first, that symptoms of mental retardation, including borderline intellectual functioning, should be investigated, and second, that standardized psycholegal measures specifically designed for fitness evaluations of defendants with mental retardation should be utilized. The CAST-MR, for example, involves increased reliance on multiple-choice questions and vocabulary and syntax appropriate for MC adults whose fitness to stand trial is questioned.

Abstract: A wide variety of psychological test instruments exist that are used to evaluate intellectual functioning. The description of instruments that follows is not all inclusive; rather, it focuses on tests that are used most frequently in clinical practice and that the primary-care physician will most likely come in contact with (see Table 7.1).

Abstract: The 1992 American Association on Mental Retardation's (AAMR) definition and classification of mental retardation is different from the previous classification system in that: (a) a single diagnostic code of mental retardation is used if the person meets the three criteria of age of onset (18 or under), significantly subaverage abilities in intellectual functioning, and related limitations in two or more adaptive skills areas; (b) the person's strengths and weaknesses are described in reference to four dimensions: intellectual functioning and adaptive skills; psychological and emotional well-being; health, physical well-being, and etiology; and life activity environments; and (c) a profile of needed supports is developed across the four dimensions In this article we discussed six major implications of the 1992 System for the field of mental retardation

Abstract: The authors examine those factors that contributed to deterioration in social functioning, activities of daily living, or intellectual functioning during a 1-year period after traumatic brain injury (TBI). Fifty-two patients suffering an acute TBI were evaluated for existence and severity of mood disorders and impairment during their hospital stays and at 3-, 6-, and 12-month follow-up examinations. Patients whose scores on intellectual function, social function, or daily activities deteriorated during the 1-year period after trauma were considered to have a poor outcome. Eleven of 52 patients had a poor outcome in social function, which was associated with race, right-hemisphere lesions, intellectual impairment, and prolonged major depression. Seven of 52 patients had a poor outcome in daily activities, which was associated with a major depression of more than 6 months' duration and severity of Hamilton Depression Rating Scale scores. Eleven of these patients had a poor outcome in cognitive function, which was associated with cognitive impairment immediately after TBI. A major depression lasting more than 6 months was associated with deterioration of social functioning and activities of daily living during the 1-year period after TBI.

Abstract: After documenting the wide range of psychopathology and impairment of intellectual functioning in earlier contributions, the present report from long-term observations of an extended cohort of children with Fetal Alcohol Syndrome (FAS) deals with correlates of psychopathology and intelligence in these children. At preschool age, severity of morphological damage, the type of milieu, sex and IQ were significant predictors of psychopathology. In another subgroup of school-aged children, these associations were less strong; only severity of morphological damage and IQ still correlated to some extent significantly with psychopathology. Intelligence was significantly impaired in those children with severe morphological damage who were raised in institutions.