Cognitive and intellectual performance of children with borderline intellectual functioning: An explorative study

Bastianina Contena, Margherita Lang, Valeria Scandurra, Maria Rosaria Scordo, Rosetta Storino, Stefano Taddei

Accepted April 30, 2017

First published April 30, 2017

Abstract

Borderline Intellectual Functioning (BIF) is often investigated with other clinical conditions, but little it is known about the cognitive functioning of children with this intellectual performance. Methods: Starting from the scientific debate about the relationship between intellectual performance and executive and cognitive functioning, the present study uses the Planning, Attention, Simultaneous and Successive (PASS) theory to explore the cognitive functioning of 28 children with BIF. Results: Results suggest the presence of weaknesses in the verbal domain of intelligence and in the cognitive profile, particularly concerning Planning and Attention. Conclusions: The cognitive functioning is discussed in its relationship with the different profiles and the behavioral problems associated.

References

  • ACHENBACH, T.M. & RESCORLA, L. (2001). ASEBA School-AgeForms & Profiles. Aseba: Burlington.

  • ALLOWAY, T.P. (2010). Working memory and executive functionprofiles of individuals with borderline intellectual functioning.Journal of Intellectual Disability Research, 54(5), 448-456.DOI:10.1111/j.1365-2788.2010.01281.x.

  • AMERICAN PSYCHIATRIC ASSOCIATION (APA) (2013).Diagnostic and Statistical Manual of Mental Disorders (5th ed.).Arlington, VA: American Psychiatric Publishing.

  • ARDILA, A., PINEDA, D. & ROSSELLI, M. (2000). Correlationbetween intelligence test scores and executive function measures.Archives of Clinical Neuropsychology, 15(1), 31-36. DOI:10.1016/S0887-6177(98)00159-0.

  • ASONITOU, K., KOUTSOUKI, D., KOURTESSIS, T. & CHARITOU,S. (2012). Motor and cognitive performance differences betweenchildren with and without developmental coordination disorder(DCD). Research in Developmental Disabilities, 33(4), 996-1005.DOI:10.1016/j.ridd.2012.01.008.

  • BARKL, S., PORTER, A. & GINNS, P. (2012). Cognitive training forchildren: Effects on inductive reasoning, deductive reasoning,and mathematics achievement in an Australian school setting.PsychologyintheSchools,49(9),828-842.DOI:10.1002/pits.21638.

  • BEN-YIZHAK, N., YIRMIYA, N., SEIDMAN, I., ALON, R., LORD,C. & SIGMAN, M. (2011). Pragmatic language and schoolrelated linguistic abilities in siblings of children with autism.Journal of Autism and Developmental Disorders, 41(6), 750-760.DOI: 10.1007/s10803-010-1096-6.

  • BONIFACCI, P. & SNOWLING, M.J. (2008). Speed of processing andreading disability: A cross-linguistic investigation of dyslexia andborderline intellectual functioning. Cognition, 107(3), 999-1017.DOI:10.1016/j.cognition.2007.12.006.

  • CHAN, R.C., SHUM, D., TOULOPOULOU, T. & CHEN, E.Y.(2008). Assessment of executive functions: Review ofinstruments and identification of critical issues. Archives ofClinical Neuropsychology, 23(2), 201-216. DOI:10.1016/j.acn.2007.08.010.

  • DAS, J.P. & NAGLIERI, J.A. (1996). Mental retardation and assessmentof cognitive processes. In: J.W. Jacobson & J.A. Mulick, (Eds.),ManualofDiagnosisandProfessionalPracticeinMentalRetardation.Washington, DC: American Psychological Association.

  • DAS,J.P.,NAGLIERI,J.A.&KIRBY,J.R.(1994).AssessmentofCognitiveProcesses: The PASS Theory of Intelligence. Boston: Allyn & Bacon.

  • DENNIS, M., FRANCIS, D.J., CIRINO, P.T., SCHACHAR, R.,BARNES, M.A. & FLETCHER, J. M. (2009). Why IQ is not acovariate in cognitive studies of neurodevelopmental disorders.Journal of the International Neuropsychological Society, 15(03),331-343. DOI:10.1017/S1355617709090481.

  • EK, U., NORRELGEN, F., WESTERLUND, J., DAHLMAN, A.,HULTBY, E. & FERNELL, E. (2012). Teenage outcomesafter speech and language impairment at preschool age.Neuropsychiatric Disease and Treatment, 8, 221-227.DOI:10.2147/NDT.S30106.

  • EMBREGTS, P.J.C.M. & VAN NIEUWENHUIJZEN, M. (2009).Social information processing in boys with autistic spectrumdisorder and mild to borderline intellectual disabilities. Journalof Intellectual Disability Research, 53(11), 922-931. DOI:10.1111/j.1365-2788.2009.01204.x.

  • EMERSON, E., EINFELD, S. & STANCLIFFE, R.J. (2010). The mentalhealthofyoungchildrenwithintellectualdisabilitiesorborderlineintellectual functioning. Social Psychiatry and PsychiatricEpidemiology, 45(5), 579-587. DOI:10.1007/s00127-009-0100-y.

  • EMERSON, E. & ROBERTSON, J. (2010). Obesity in youngchildren with intellectual disabilities or borderline intellectualfunctioning. International Journal of Pediatric Obesity, 5(4), 320-326. DOI: 10.3109/17477160903473713.

  • FERNELL, E. & EK, U. (2010). Borderline intellectual functioning inchildren and adolescents insufficiently recognized difficulties. ActaPaediatrica,99(5),748-753.DOI:10.1111/j.1651-2227.2010.01707.x.

  • FERRARI, M. (2009). Borderline intellectual functioning and theintellectual disability construct. Journal Information, 47(5), 386-389. DOI:10.1352/1934-9556-47.5.386.

  • FIORELLO, C.A., HALE, J.B., HOLDNACK, J.A., KAVANAGH,J.A., TERRELL, J. & LONG, L. (2007). Interpreting intelligencetest results for children with disabilities: Is global intelligencerelevant? Applied Neuropsychology, 14(1), 2-12. DOI:10.1080/09084280701280338.

  • FLANAGAN, D.P., FIORELLO, C.A. & ORTIZ, S.O. (2010).Enhancing practice through application of Cattell-Horn-Carrolltheory and research: A “third method” approach to specificlearning disability identification. Psychology in the Schools, 47(7),739-760. DOI:10.1002/pits.20501.

  • GOLDSTEIN, S. & NAGLIERI, J.A. (2009). The changing face ofautism: New data on attention impairments. The ADHD Report,17(3), 1-3. DOI:10.1521/adhd.2009.17.3.1.

  • GRÉGOIRE, J. (2013). Measuring components of intelligence missionimpossible? Journal of Psychoeducational Assessment, 31(2), 138-147. DOI:10.1177/0734282913478034.

  • IBM CORP. (2012). IBM SPSS statistics for Windows, version 21.0.

  • Armonk, NY: IBM Corp.ISEMAN, J.S. (Ed.). (2012). School success and cognitive instructionfor students with ADHD. The ADHD Report, 20(1), 1-6.

  • LÓPEZ-VILLALOBOS, J.A., LLANO, A.D., SÁNCHEZ-AZÓN,M. I., SANGUINO-ANDRÉS, R. & ALBEROLA-LÓPEZ, S.(2012). Disruptive behavior disorders: Multidimensional analysis.InternationalJournalofClinicalHealth&Psychology,12(3),405-417.

  • MASI, G. (1998). Adolescents with borderline intellectualfunctioning: Psychopathological risk. Adolescence, 33(130), 416.

  • NAGLIERI, J.A. (1999). Essentials of CAS Assessment (Vol. 2). NewYork: Wiley.

  • NAGLIERI, J.A. & DAS, J.P. (1997). Cognitive Assessment System.Itasca, IL: Riverside Publishing.

  • NAJAFI, S., SADEGHI, V., MOLAZADE, J., GOODARZI, M.A. &TAGHAVI, M.R. (2010). Brain cognitive functions in normal,ADHD and RD (Reading disable) children (A comparativestudy). Procedia Social and Behavioral Sciences, 5, 1849-1853.DOI:10.1016/j.sbspro.2010.07.376.

  • ORSINI, A. & PICONE, L. (2006). WISC-III: Contributo alla taraturaitaliana. Firenze: Giunti O.S. Organizzazioni Speciali.

  • SCHUCHARDT, K., GEBHARDT, M. & MÄEHLER, C. (2010).Working memory functions in children with different degrees ofintellectual disability. Journal of Intellectual Disability Research,54(4), 346-353. DOI: 10.1111/j.1365-2788.2010.01265.x.

  • SHAW, S.R. (2008). An educational programming framework fora subset of students with diverse learning needs borderlineintellectual functioning. Intervention in School and Clinic, 43(5),291-299. DOI: 10.1177/1053451208314735.

  • TADDEI, S. & NAGLIERI, J.A. (2005). L’adattamento italiano delDas-Naglieri Cognitive Assessment System. In J.A. Naglieri &J.P. Das (Eds.), Cognitive Assessment System. Firenze: Giunti O.S.Organizzazioni Speciali.

  • VAN DER MEER, D.J. & VAN DER MEERE, J.J. (2004). Responseinhibition in children with conduct disorder and borderlineintellectual functioning. Child Neuropsychology, 10(3), 189-194.DOI:10.1080/09297040409609809.

  • VAN DER MEERE, J.J., VAN DER MEER, D.J., KUNERT, H.J.,BORGER, N. & PIRILA, S. (2008). Impulsive responses inchildren with conduct disorder and borderline intellectualfunctioning. Child Neuropsychology, 14(2), 187-194.DOI:10.1080/09297040701660283.

  • VAN NIEUWENHUIJZEN, M., CASTRO, B., AKEN, M. &MATTHYS, W. (2009). Impulse control and aggressive responsegeneration as predictors of aggressive behaviour in children withmild intellectual disabilities and borderline intelligence. Journalof Intellectual Disability Research, 53(3), 233-242.

    doi.org/10.1111/j.1365-2788.2008.01112.x.
  • VAN NIEUWENHUIJZEN, M. & VRIENS, A. (2011). (Social)Cognitive skills and social information processing in childrenwith mild to borderline intellectual disabilities. Researchin developmental disabilities, 33(2), 426-34.

    doi.org/10.1016/j.ridd.2011.09.025.
  • VUIJK, P.J., HARTMAN, E., SCHERDER, E. & VISSCHER, C. (2010).Motor performance of children with mild intellectual disability andborderline intellectual functioning. Journal of Intellectual DisabilityResearch, 54(11), 955-965. DOI:10.1111/j.1365-2788.2010.01318.x.

  • WECHSLER, D. (1991). The Wechsler intelligence scale for children –third edition. San Antonio, TX: The Psychological Corporation.

  • WILLIS, J., DUMONT, R. & KAUFMAN, A. (2011). Assessmentof intellectual functioning in children. In K. Geisinger (Ed.),APA Handbook on Testing and Assessment. Washington, DC:American Psychological Association.

SHOW ALL REFERENCES (40)HIDE REFERENCES

Article info

Cite the article:

Author Surname Author Initial. Title. Publication Title. Year Published;Volume number(Issue number):Pages Used. doi:DOI Number.


Contena Bastianina. Lang Margherita. Scandurra Valeria. Scordo Maria Rosaria. Storino Rosetta. Taddei Stefano. Cognitive and intellectual performance of children with borderline intellectual functioning: An explorative study. BPA Applied Psychology Bulletin. 2017;278(1):24-35.

Citation Tool

How to cite this article

Author Surname Author Initial. Title. Publication Title. Year Published;Volume number(Issue number):Pages Used. doi:DOI Number.


Contena Bastianina. Lang Margherita. Scandurra Valeria. Scordo Maria Rosaria. Storino Rosetta. Taddei Stefano. Cognitive and intellectual performance of children with borderline intellectual functioning: An explorative study. BPA Applied Psychology Bulletin. 2017;278(1):24-35.