Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.1
Nawal A. Aboalola
Background: This study aims to assess the level of self-determination skills acquired by deaf and hard of hearing students (HISs) as perceived by their teachers. And to examine whether their levels differ due to variations in severity, type of disability, students’ age, or teachers’ years of experience as independent variables. The dependent variable is the level of self-determination skills. Methods: A descriptive-analytical method was used. The study sample consisted of 90 teachers who responded to a self-determination skills questionnaire. The data were analyzed with descriptive statistics through averages, standard deviations, relative weight, the Kruskal–Wallis test, and the Mann–Whitney test to validate the study hypotheses. Results: The findings revealed that HISs acquired a high level of self-determination skills in their teachers’ views (M = 3.638, RW = 72.8%). In addition, there were significant differences in the level of self-determination skills acquired by HISs in relation to disability severity and the students’ ages. On the other hand, no significant differences were detected according to the type of disability or the teachers’ years of experience. Independent variables significantly contribute to determining the level of self-determination skills in the deaf and hard of hearing. Conclusion: The study's findings present empirical evidence indicating the feasibility of improving self-determination skills for the hearing impaired and suggest further studies.
{"title":"Teachers' Perceptions of Self-Determination among Deaf / Hard of Hearing Students","authors":"Nawal A. Aboalola","doi":"10.6000/2292-2598.2022.10.05.1","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.1","url":null,"abstract":"Background: This study aims to assess the level of self-determination skills acquired by deaf and hard of hearing students (HISs) as perceived by their teachers. And to examine whether their levels differ due to variations in severity, type of disability, students’ age, or teachers’ years of experience as independent variables. The dependent variable is the level of self-determination skills. \u0000Methods: A descriptive-analytical method was used. The study sample consisted of 90 teachers who responded to a self-determination skills questionnaire. The data were analyzed with descriptive statistics through averages, standard deviations, relative weight, the Kruskal–Wallis test, and the Mann–Whitney test to validate the study hypotheses. \u0000Results: The findings revealed that HISs acquired a high level of self-determination skills in their teachers’ views (M = 3.638, RW = 72.8%). In addition, there were significant differences in the level of self-determination skills acquired by HISs in relation to disability severity and the students’ ages. On the other hand, no significant differences were detected according to the type of disability or the teachers’ years of experience. Independent variables significantly contribute to determining the level of self-determination skills in the deaf and hard of hearing. \u0000Conclusion: The study's findings present empirical evidence indicating the feasibility of improving self-determination skills for the hearing impaired and suggest further studies.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44547875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.3
H. Hardian, T. A. Sumekar, A. Utari, T. Winarni
Background: Sexuality is an integral part of adult human life, including for individuals with a disability. Even though sexuality is a fundamental right of human life, however, for a person with an intellectual disability, expressing and exploring sexuality is limited. This study aimed to determine the reliability and validity of ASQ-ID in the Indonesian language. Methods: A cross-sectional observational study designed for adaptation and validation of the Attitudes toward Sexuality Questionnaire in Intellectual Disability (ASQ-ID) of the Indonesian version was conducted in 2019. The study subjects were 617 students of Universitas Diponegoro, Indonesia. The translation process was composed of 5 steps: translation, synthesis, back translation, and semantic and conceptual analysis testing. Exploratory Factor Analysis (EFA) with principal component analysis (PCA) as a method of extraction and varimax rotation was used to identify the structure/dimensionality of observed data and identify clusters of inter-correlated variables. Pearson's r-correlation test was used to evaluate the correlation between the original and Indonesian adaptation of ASQ-ID. Cronbach-alpha was computed across all factors/sub-scales to examine the internal consistency of the adapted questionnaire. Results: Reliability analysis showed Cronbach alpha and composite reliability of items of the Indonesia version of ASQ-ID was high. EFA analysis revealed 7 emerging factors and 28 items of solutions. The items were re-group into 4 sub-scales based on the original ASQ-ID sub-scales. Conclusion: The Indonesian version of ASQ-ID has high validity and reliability in measuring the attitudes toward sexuality in individuals with ID.
{"title":"Adaptation and Validation of the Indonesian Version of Attitudes toward Sexuality Questionnaire in Individuals with Intellectual Disability (ASQ-ID)","authors":"H. Hardian, T. A. Sumekar, A. Utari, T. Winarni","doi":"10.6000/2292-2598.2022.10.05.3","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.3","url":null,"abstract":"Background: Sexuality is an integral part of adult human life, including for individuals with a disability. Even though sexuality is a fundamental right of human life, however, for a person with an intellectual disability, expressing and exploring sexuality is limited. This study aimed to determine the reliability and validity of ASQ-ID in the Indonesian language. \u0000Methods: A cross-sectional observational study designed for adaptation and validation of the Attitudes toward Sexuality Questionnaire in Intellectual Disability (ASQ-ID) of the Indonesian version was conducted in 2019. The study subjects were 617 students of Universitas Diponegoro, Indonesia. The translation process was composed of 5 steps: translation, synthesis, back translation, and semantic and conceptual analysis testing. Exploratory Factor Analysis (EFA) with principal component analysis (PCA) as a method of extraction and varimax rotation was used to identify the structure/dimensionality of observed data and identify clusters of inter-correlated variables. Pearson's r-correlation test was used to evaluate the correlation between the original and Indonesian adaptation of ASQ-ID. Cronbach-alpha was computed across all factors/sub-scales to examine the internal consistency of the adapted questionnaire. \u0000Results: Reliability analysis showed Cronbach alpha and composite reliability of items of the Indonesia version of ASQ-ID was high. EFA analysis revealed 7 emerging factors and 28 items of solutions. The items were re-group into 4 sub-scales based on the original ASQ-ID sub-scales. \u0000Conclusion: The Indonesian version of ASQ-ID has high validity and reliability in measuring the attitudes toward sexuality in individuals with ID.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44838774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.5
Thais Selau, Sílvia Cristina Marceliano Hallberg, Adriana Schütz, D. Bandeira
Intellectual disability (ID) represents limitations in intellectual functioning and in adaptive behavior that originate before 22 years of age. Adaptive behavior is a set of conceptual, social, and practical skills that have been learned and are performed by people in their daily lives. Early intervention, followed by continuous and focused adaptive behavior, can increase the quality of life and improve ID presentation. This systematic review and meta-analysis aim to investigate adaptive behavior interventions for children and adolescents with ID and to analyze their effectiveness. We used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) Statement guidelines. The 20 identified studies vary in terms of participant characteristics and type and duration of interventions. We performed the meta-analysis by examining the differences in the standardized mean or mean differences. Heterogeneity was tested using the I² test. The meta-analysis results indicate a lack of general consensus in the field of ID studies regarding interventions for adaptive behavior. This does not imply that there are insufficient foundations for the construct or the interventions, just a lack of evidence and consensus for using a specific intervention protocol. In subgroup sensitivity analysis, ABA-based interventions showed significant improvement in the experimental group's adaptive behavior compared to the control group. The findings provide information for researchers and practitioners, highlighting areas that need future research and offering implications for practice.
{"title":"Systematic Review and Meta-Analysis of Interventions in Adaptive Behavior for Children and Adolescents with Intellectual Disabilities","authors":"Thais Selau, Sílvia Cristina Marceliano Hallberg, Adriana Schütz, D. Bandeira","doi":"10.6000/2292-2598.2022.10.05.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.5","url":null,"abstract":"Intellectual disability (ID) represents limitations in intellectual functioning and in adaptive behavior that originate before 22 years of age. Adaptive behavior is a set of conceptual, social, and practical skills that have been learned and are performed by people in their daily lives. Early intervention, followed by continuous and focused adaptive behavior, can increase the quality of life and improve ID presentation. This systematic review and meta-analysis aim to investigate adaptive behavior interventions for children and adolescents with ID and to analyze their effectiveness. We used Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) Statement guidelines. The 20 identified studies vary in terms of participant characteristics and type and duration of interventions. We performed the meta-analysis by examining the differences in the standardized mean or mean differences. Heterogeneity was tested using the I² test. The meta-analysis results indicate a lack of general consensus in the field of ID studies regarding interventions for adaptive behavior. This does not imply that there are insufficient foundations for the construct or the interventions, just a lack of evidence and consensus for using a specific intervention protocol. In subgroup sensitivity analysis, ABA-based interventions showed significant improvement in the experimental group's adaptive behavior compared to the control group. The findings provide information for researchers and practitioners, highlighting areas that need future research and offering implications for practice.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47456831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.6
M. Zhylin, S. Makarenko, N.M. Kolohryvova, Andrii I Bursa, Y. Tsekhmister
Background: COVID-19 has caused many new challenges for humanity worldwide. The pandemic united society from different regions of the planet in the experience of experiencing the epidemic, particularly complications after the disease, including the development of depression and increased anxiety. The study aimed to identify risk factors for depression among people who came through moderate and severe coronavirus infection and to substantiate the role of emotional intelligence as a factor that prevents depressive disorders. Methods: The author’s questionnaire, Beck’s Depression Inventory (BDI-II), Emotional Intelligence Test (EmIn), and narrative analysis were used for this purpose. Results: The separate groups of respondents, distributed according to their socio-economic status, were studied for their level of general emotional intelligence. High indicators of emotional intelligence of public sector employees who are in constant social interaction were recorded. A group of entrepreneurs focused on solving pragmatic financial and economic problems had low emotional intelligence. Severe depression symptoms were also the most common among a group of entrepreneurs. A decreased level of emotional intelligence in groups of female public sector employees and increased depressive symptoms were empirically found. The physiological factor was the most significant in contributing to depression. Conclusions: The main advantage of the study is the empirical justification of the role of internal anti-stress regulation mechanisms, with the development of emotional intelligence as one of the tools. Prospects for further research include improving diagnostic tools and studying the longer-term consequences of coronavirus disease, particularly in different groups of respondents.
{"title":"Risk Factors for Depressive Disorders after Coming through COVID-19 and Emotional Intelligence of the Individual","authors":"M. Zhylin, S. Makarenko, N.M. Kolohryvova, Andrii I Bursa, Y. Tsekhmister","doi":"10.6000/2292-2598.2022.10.05.6","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.6","url":null,"abstract":"Background: COVID-19 has caused many new challenges for humanity worldwide. The pandemic united society from different regions of the planet in the experience of experiencing the epidemic, particularly complications after the disease, including the development of depression and increased anxiety. The study aimed to identify risk factors for depression among people who came through moderate and severe coronavirus infection and to substantiate the role of emotional intelligence as a factor that prevents depressive disorders. \u0000Methods: The author’s questionnaire, Beck’s Depression Inventory (BDI-II), Emotional Intelligence Test (EmIn), and narrative analysis were used for this purpose. \u0000Results: The separate groups of respondents, distributed according to their socio-economic status, were studied for their level of general emotional intelligence. High indicators of emotional intelligence of public sector employees who are in constant social interaction were recorded. A group of entrepreneurs focused on solving pragmatic financial and economic problems had low emotional intelligence. Severe depression symptoms were also the most common among a group of entrepreneurs. A decreased level of emotional intelligence in groups of female public sector employees and increased depressive symptoms were empirically found. The physiological factor was the most significant in contributing to depression. \u0000Conclusions: The main advantage of the study is the empirical justification of the role of internal anti-stress regulation mechanisms, with the development of emotional intelligence as one of the tools. Prospects for further research include improving diagnostic tools and studying the longer-term consequences of coronavirus disease, particularly in different groups of respondents.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.7
Anggi Luckita Sari, Fitri Haryanti, S. Hartini
Background: Children with disabilities have less emotional regulation than children without disabilities, and 62.2% have mental health disorders, leading to high levels of comorbidity. Various instruments to measure emotion regulation in children have been developed, but instruments with adequate validity and reliability have not been reported. One way to gauge emotional regulation is to use a measurement instrument. This study aimed to explore instruments of assessment of emotion regulation in children with disabilities that have adequate validity and reliability. Methods: This scoping review was conducted to explore the instruments measuring the emotional regulation of children with disabilities. The search was conducted through the Google Scholar, PubMed, and Science Direct databases and included articles published between 2016-2021. The selection process was done according to the Preferred Reporting Elements for Systematic Review and Descriptive Analysis (PRISMA) guidelines. The search process used appropriate populations, concepts, and contexts. The critical appraisal used the Joanna Briggs Institute checklist. Results: Out of 22,835 articles, 14 articles were selected for this review. Some instruments can be applied to measure the emotional regulation of children with disabilities, such as ERC, DERS, FEEL-KJ, ERICA, EDI, BRIEF, ERQ, and CERQ. In general, if the instrument has a good internal consistency, then it can be used to measure the emotional regulation of children and teenagers with disabilities aged 4-19 years. Conclusion: All of the identified instruments can be used to measure the emotional regulation of children with disabilities.
{"title":"Instruments to Gauge Emotional Regulation in Children with Disabilities: A Scoping Review","authors":"Anggi Luckita Sari, Fitri Haryanti, S. Hartini","doi":"10.6000/2292-2598.2022.10.05.7","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.7","url":null,"abstract":"Background: Children with disabilities have less emotional regulation than children without disabilities, and 62.2% have mental health disorders, leading to high levels of comorbidity. Various instruments to measure emotion regulation in children have been developed, but instruments with adequate validity and reliability have not been reported. One way to gauge emotional regulation is to use a measurement instrument. This study aimed to explore instruments of assessment of emotion regulation in children with disabilities that have adequate validity and reliability. \u0000Methods: This scoping review was conducted to explore the instruments measuring the emotional regulation of children with disabilities. The search was conducted through the Google Scholar, PubMed, and Science Direct databases and included articles published between 2016-2021. The selection process was done according to the Preferred Reporting Elements for Systematic Review and Descriptive Analysis (PRISMA) guidelines. The search process used appropriate populations, concepts, and contexts. The critical appraisal used the Joanna Briggs Institute checklist. \u0000Results: Out of 22,835 articles, 14 articles were selected for this review. Some instruments can be applied to measure the emotional regulation of children with disabilities, such as ERC, DERS, FEEL-KJ, ERICA, EDI, BRIEF, ERQ, and CERQ. In general, if the instrument has a good internal consistency, then it can be used to measure the emotional regulation of children and teenagers with disabilities aged 4-19 years. \u0000Conclusion: All of the identified instruments can be used to measure the emotional regulation of children with disabilities.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45118958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.2
U. Jacob, Opeyemi Toluwani Olorunniyi, A. Osisanya, Jace Pillay
Introduction: It is more difficult for children with limited communication to understand the intentions of others and to communicate their own needs, feelings, and ideas because of their impaired expressive language skills. Objectives: This study investigated parenting styles and the peer-influence as correlates of expressive language skills in children with autism spectrum disorders. Methods: Convenient sampling was used to select 30 (male = 22; female = 8; age range 6 – 14 years old) children with an autism spectrum disorder. The instruments used for data collection were tagged Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale. The internal consistency of the Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale were Cronbach's > 0.70, 0.64, and 0.63, respectively. The scale suitability for participants was determined, and it yielded a Cronbach's α of 0.79. Results: The findings revealed that the different parenting styles, such as authoritative, authoritarian, permissive, and neglectful, had a positive relationship with expressive language skills of children with autism spectrum disorder, but the relation was not significant. Moreover, peer influence positively correlated with respondents’ language skills, but it was not significant. Conclusions: Based on the findings, it can be conclusively stated that regardless of parenting styles used, there was a positive relationship between respondents’ language skills, but the relationship was not significant. Therefore, further studies must be conducted to determine factors that are likely to contribute significantly to the language skills of children with an autism spectrum disorder.
{"title":"Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder","authors":"U. Jacob, Opeyemi Toluwani Olorunniyi, A. Osisanya, Jace Pillay","doi":"10.6000/2292-2598.2022.10.05.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.2","url":null,"abstract":"Introduction: It is more difficult for children with limited communication to understand the intentions of others and to communicate their own needs, feelings, and ideas because of their impaired expressive language skills. \u0000Objectives: This study investigated parenting styles and the peer-influence as correlates of expressive language skills in children with autism spectrum disorders. \u0000Methods: Convenient sampling was used to select 30 (male = 22; female = 8; age range 6 – 14 years old) children with an autism spectrum disorder. The instruments used for data collection were tagged Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale. The internal consistency of the Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale were Cronbach's > 0.70, 0.64, and 0.63, respectively. The scale suitability for participants was determined, and it yielded a Cronbach's α of 0.79. \u0000Results: The findings revealed that the different parenting styles, such as authoritative, authoritarian, permissive, and neglectful, had a positive relationship with expressive language skills of children with autism spectrum disorder, but the relation was not significant. Moreover, peer influence positively correlated with respondents’ language skills, but it was not significant. \u0000Conclusions: Based on the findings, it can be conclusively stated that regardless of parenting styles used, there was a positive relationship between respondents’ language skills, but the relationship was not significant. Therefore, further studies must be conducted to determine factors that are likely to contribute significantly to the language skills of children with an autism spectrum disorder.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43401144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-14DOI: 10.6000/2292-2598.2022.10.05.4
Sugeng Mashudi, T. Sansuwito, D. L. Purwaningroom, Fitayani Intan Pradani
Background: Occupational Balance (OB) is an important determinant of subjective health and quality of life. This study aimed to examine occupational balance's impact on subjective health and quality of life in families with schizophrenia. Methods: We examined data from 60 adults over the age of 45. Results: Although the effect size was small to medium, OB was identified as an important factor. Independent variables influence subjective health while quality of life variables in the final model, either directly or indirectly. Conclusions: Our findings indicate that promoting better occupational balance can improve subjective health and quality of life. Further research in developing intervention programs based on occupational balance is needed to confirm the feasibility of the intervention and its effects on subjective health and quality of life of family members with schizophrenia.
{"title":"Occupational Balance Improves Subjective Health and Quality of Life Family with Mental Health Disorders","authors":"Sugeng Mashudi, T. Sansuwito, D. L. Purwaningroom, Fitayani Intan Pradani","doi":"10.6000/2292-2598.2022.10.05.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.05.4","url":null,"abstract":"Background: Occupational Balance (OB) is an important determinant of subjective health and quality of life. This study aimed to examine occupational balance's impact on subjective health and quality of life in families with schizophrenia. \u0000Methods: We examined data from 60 adults over the age of 45. \u0000Results: Although the effect size was small to medium, OB was identified as an important factor. Independent variables influence subjective health while quality of life variables in the final model, either directly or indirectly. \u0000Conclusions: Our findings indicate that promoting better occupational balance can improve subjective health and quality of life. Further research in developing intervention programs based on occupational balance is needed to confirm the feasibility of the intervention and its effects on subjective health and quality of life of family members with schizophrenia.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46042201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.6000/2292-2598.2022.10.04.4
O. Vovchenko, I. Leonova, I. Soroka, I. Klymenko, Y. Tsekhmister
Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents. Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance. Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes. Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities. Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.
{"title":"The Impact of Emotional Intelligence on the Academic Performance of Students with Intellectual Disabilities in Inclusive Education","authors":"O. Vovchenko, I. Leonova, I. Soroka, I. Klymenko, Y. Tsekhmister","doi":"10.6000/2292-2598.2022.10.04.4","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.04.4","url":null,"abstract":"Background: The development of inclusive education involves the increasing participation of children and adolescents with intellectual disabilities in the general education process, which can be accompanied by several stressful and psychotraumatic situations that negatively affect the academic success of such adolescents. \u0000Objective: This study aimed to empirically test the probability that the emotional intelligence level of adolescents with intellectual disabilities impacts their academic performance. \u0000Methods: The study was conducted as a socio-psychological experiment involving experimental and control groups through pre-test and post-test measurements of the emotional intelligence level of adolescents with intellectual disabilities and their academic performance. The study involved students at comprehensive secondary schools aged 12-14 who studied in inclusive classes. \u0000Results: The Emotional Intelligence Development Programme also aimed to further the inclusion of adolescents in their school lives. The Programme involved a series of classes with a predominance of visual material adapted to the needs of adolescents with intellectual disabilities. The research was motivated by the improvement of inclusive education in Ukraine, which is at the stage of its formation. The Programme is based on applied developments of practical psychologists with the author's extensions. The study was carried out through the EmIn Test adapted by Lyusin to diagnose the level of emotional intelligence. Observations, one-way analysis of variance (ANOVA), Pearson correlation coefficient, and comparison of means through student's t-test were used to analyze the data obtained. The Programme resulted in increased parameters for the emotional intelligence level in the experimental group compared to the control group and improved academic performance in Mathematics and Biology. The results obtained empirically confirmed the positive impact of emotional intelligence on the academic performance of children with intellectual disabilities. \u0000Conclusion: The primary value of the study was the integration of the author's approaches in the development of emotional intelligence of adolescents with intellectual disabilities. The practical result of the research is the methodological systematization of the experiment results with the aim of further implementation in the general educational process. Further research suggests monitoring the long-term effects of therapeutic intervention programs in working with adolescents with intellectual disabilities.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.6000/2292-2598.2022.10.04.2
M. Carmela, Perrone Flavia, L. Vittorio, S. Catena
Background: The interest of diagnosis in clinical psychology is growing, but psychological diagnosis is a complex construct to describe because it is not a static process. It can be subject to change due to continuous evolutions/involutions present in a person’s psychic life. This review aims to describe the concept of psychological-clinical diagnosis. Method: We have carried out, following PRISMA guidelines, a systematic review of literature on Pubmed. Data for this systematic review have been collected in compliance with the reporting elements used for systematic reviews and metanalysis. Search terms were "Psychological diagnosis” AND “Psychological formulation”. Results: Psychological diagnosis can be defined as a process through which clinicians aim to know people's psychic functioning to investigate conscious and unconscious, healthy or pathological psychic dimensions. Psychological diagnosis has great importance in the clinical setting. Conclusion: Psychological diagnosis can be carried out at different levels, according to the context in which it is applied, using a multi-instrumental and multidimensional to investigate the state of an individual's functioning. The literature about this topic is poor and often connected to psychiatric diagnosis, which reduces its particular features. In light of this, it is important to give an overview of the concept of psychological-clinical diagnosis.
{"title":"Methodological Considerations on Psychological Diagnosis and Consulting in Clinical Settings","authors":"M. Carmela, Perrone Flavia, L. Vittorio, S. Catena","doi":"10.6000/2292-2598.2022.10.04.2","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.04.2","url":null,"abstract":"Background: The interest of diagnosis in clinical psychology is growing, but psychological diagnosis is a complex construct to describe because it is not a static process. It can be subject to change due to continuous evolutions/involutions present in a person’s psychic life. This review aims to describe the concept of psychological-clinical diagnosis. \u0000Method: We have carried out, following PRISMA guidelines, a systematic review of literature on Pubmed. Data for this systematic review have been collected in compliance with the reporting elements used for systematic reviews and metanalysis. Search terms were \"Psychological diagnosis” AND “Psychological formulation”. \u0000Results: Psychological diagnosis can be defined as a process through which clinicians aim to know people's psychic functioning to investigate conscious and unconscious, healthy or pathological psychic dimensions. Psychological diagnosis has great importance in the clinical setting. \u0000Conclusion: Psychological diagnosis can be carried out at different levels, according to the context in which it is applied, using a multi-instrumental and multidimensional to investigate the state of an individual's functioning. The literature about this topic is poor and often connected to psychiatric diagnosis, which reduces its particular features. In light of this, it is important to give an overview of the concept of psychological-clinical diagnosis.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.6000/2292-2598.2022.10.04.5
I. Yakymchuk, Iryna O. Vakhotska, K. Radzivil, K. Ivashchenko, Viktoriia Poliekhina
Objective: The research provided the empirical study of the gender differences in the experience of stress and coping with it in boys and girls diagnosed with high-functioning autism through qualitative methods. Methods: Observation was the main method used in the study, which was implemented by filling in the observation diary by specialists and parents of adolescents with autistic disorders. The main coping strategies under research were addressing others, avoiding the problem, and working on the problem. Content analysis was used as the main data processing method. Results: The study found some gender differences in coping with stress between males and females. Besides, it was found that the use of certain forms of coping behavior differs depending on age. Conclusions: The study allowed us to determine that boys tend to choose a strategy of working on the problem in interpersonal interaction, while girls are disposed to avoid the problem. The opposite picture was observed for the social environment: girls with ASD tend to use a strategy of addressing others, and boys avoid the problem through self-isolation.
{"title":"Gender Differences in Stress Resistance of Adolescents with Autism Spectrum Disorders","authors":"I. Yakymchuk, Iryna O. Vakhotska, K. Radzivil, K. Ivashchenko, Viktoriia Poliekhina","doi":"10.6000/2292-2598.2022.10.04.5","DOIUrl":"https://doi.org/10.6000/2292-2598.2022.10.04.5","url":null,"abstract":"Objective: The research provided the empirical study of the gender differences in the experience of stress and coping with it in boys and girls diagnosed with high-functioning autism through qualitative methods. Methods: Observation was the main method used in the study, which was implemented by filling in the observation diary by specialists and parents of adolescents with autistic disorders. The main coping strategies under research were addressing others, avoiding the problem, and working on the problem. Content analysis was used as the main data processing method. \u0000Results: The study found some gender differences in coping with stress between males and females. Besides, it was found that the use of certain forms of coping behavior differs depending on age. \u0000Conclusions: The study allowed us to determine that boys tend to choose a strategy of working on the problem in interpersonal interaction, while girls are disposed to avoid the problem. The opposite picture was observed for the social environment: girls with ASD tend to use a strategy of addressing others, and boys avoid the problem through self-isolation.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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