Dragana Maćešić-Petrović

EXECUTIVE FUNCTIONS IN CHILDREN WITH INTELLECTUAL DISABILITIES

Executive functions are higher order functions on the top level in the cognitive hierarchy, which implies the presence of basic intellectual functions in respect to which they are superior. Executive functions thus play the role of controller and modulator of cognitive functions. It is believed that the position of executive functions, i.e. the frontal lobe, (Freeman, 2000) is responsible for the overall ability of representation of the outer world. Executive functions are responsible for acquisition of all knowledge. Complexity of identifi cation of the aforementioned functions is refl ected, inter alia, in the fact that one of the requirements for their operation is voluntary attention, which is also an executive function (Ranganath et al., 2003). Impaired ability in self-control as well as emotional instability, carelessness in behaviour, impulsiveness, neglected hygiene, mental rigidity, diffi culties in planning, commencing and implementation of activities and Students You are en titled to a 50 % discount on a subscrip tion to The British Journal of Developm ental Disabi lities

Intellectual disabilities and intervention strategies: international approach

Abstract Introduction: This study focuses on the strategies of implementing practical activities in children with intellectual disabilities. It is aimed at encouraging and rehabilitating neuropsychological processes of attention, behaviour and cognition (visual and spatial abilities, elemental and complex motor abilities and conceptual functions). Subject: This study was aimed at children with mild intellectual disabilities with the emphasis on their cognitive and behavioural functioning in relation to different aspects of the applied treatment strategies. Material and methods: The sample consists of 124 examinees with mild intellectual disability, of both genders, aged between 8 and 13, attending primary schools in Belgrade. In this research we applied the Trial Making Test (TMT; Reitan, 1971) for attention assessment, the IOWA Conners’ Rating Scale for Children for behaviour assessment, and the Test of Concept Utilization (TCU; ) for the assessment of cognitive functions. Results: The results indicate the presence of developmental disabilities in the examined areas in more than 50% of the tested children and a high statistically significant correlation between the applied treatment modalities and tested abilities and functions (r = 0·52–0·59, df<0·01). The study points out the necessity of implementing the multimodal approach: team work of professionals and non-professionals (cooperation between professionals and parents), complementary treatment (medical and special treatment, psychosocial interventions, combination of treatment strategies), psychotherapy and psycho-pharmacotherapy when necessary, as well as special education and rehabilitation, based on individual education programs and individual training programs (IEP and ITP) and special rehabilitation procedures and methods. Conclusion: New treatment strategies, with the emphasis on special rehabilitation treatment, were proposed in conclusion.

Intellectual functioning and behavioral disorders

The paper discusses areas of behavioral functioning of children with intellectual disability, such as behavior with or without hyperactivity. The study covered 124 children with intellectual disability attending elementary schools in Belgrade. The Conners Rating Scale was used, and the areas of behavior in the classroom, participation in the group and attitude towards authority were covered. The results of our study suggest the presence of disorders in behavior and social–emotional functioning ranging from 11.2 to 40.4%. We have highlighted the importance of the use of multimodal approach and method of reeducation of psychomotor activity in rehabilitation of the studied children.

Behavioral Disorders and Drug Therapy

This work treats the fields of behavioral and emotional disorders such as ADHD at the children with intellectual disability in condition of possibility of applying the drug treatment. The research included the 124 examinees with mild intellectual disabilities who attend primary schools in Belgrade. The IOWA Conners scale was applied in the research for estimating the behavior and the efficiency of applied drug treatment. The research results point up the presence of behavior disturbances and disturbances of emotional functioning in a range from 11.2% to 40.4%. In accordance with the gained results of research this work points out the importance of applying different method approaches such as multimodal oriented treatment based on the activities of the multidisciplinary team which includes psychopharmacological approach (sympathomimetics-psychostimulances and atoksomethyn), behavioral oriented treatment, such as psychotherapy with families and children with ADHD and social work with environment.