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Child Psychology Module 10 intelligence and Developmental
- 1. INTELLIGENCE AND DEVELOPMENTAL DISABILITIES IN EDUCATION Module 10
- 2. INTELLIGENCE: NATURE AND NURTURE, STABILITY AND CHANGE 10.1
- 3. INTELLIGENCE: NATURE AND NURTURE, STABILITY AND CHANGE • Intelligence – Potential to learn • Stable • Nature? • Nurture? • Twin Studies
- 4. INTELLIGENCE: NATURE AND NURTURE, STABILITY AND CHANGE BEHAVIOR GENETICS, BOUCHARD HTTPS://WWW.YOUTUBE.COM/WATCH?V=IYT2ALZZZQS
- 6. TRADITIONAL INTELLIGENCE TESTING BRIEF HISTORY OF PSYCHOLOGICAL TESTING
- 7. 6-11 Years-of-Age TRADITIONAL INTELLIGENCE TESTING HISTORIC ASSESSMENTS OF INTELLIGENCE • Binet & Simon, France 1904 – Purpose • Identify children unable to learn in school – Need help – Developed test • Assessed – Memory – Verbal Skills – General Knowledge – Developed concept of mental age (MA) • An individual’s level of mental development relative to others
- 8. TRADITIONAL INTELLIGENCE TESTING • Wechsler Scales • Overall IQ – Verbal Comprehension Index – Working Memory Index – Processing Speed Index • Determines weak & strong areas 6-11 Years-of-Age
- 10. 6-11 Years-of-Age TYPES OF INTELLIGENCE: • Sternberg’s Triarchic Theory of intelligence – 3 forms of Intelligence: • 1. Analytical intelligence • 2. Creative intelligence • 3. Practical intelligence
- 11. 6-11 Years-of-Age • 1. Analytical intelligence – Ability to: • Analyze • Judge • Evaluate • Compare • Contrast TRIARCHIC THEORY OF INTELLIGENCE STERNBERG CONT.
- 12. 6-11 Years-of-Age • 2. Creative intelligence – Ability to: • Create • Design • Invent • Originate • Imagine TRIARCHIC THEORY OF INTELLIGENCE STERNBERG CONT.
- 13. 6-11 Years-of-Age • Practical intelligence – Ability to: • Use • Apply • Implement • Put ideas into practice TRIARCHIC THEORY OF INTELLIGENCE STERNBERG CONT.
- 14. TRIARCHIC THEORY OF INTELLIGENCE STERNBERG CONT. • In school: – High analytic • Favored in conventional schooling – High creative • Not at top of class, do not conform to expectations – High practical • Do not relate well to demands of school • Often successful as adults 6-11 Years-of-Age
- 15. HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES 10.4
- 16. HOWARD GARDNER OF THE MULTIPLE INTELLIGENCE THEORY HTTPS://WWW.YOUTUBE.COM/WATCH?V=L2QTSBP4FRG
- 17. 6-11 Years-of-Age HOWARD GARDNER THEORY OF MULTIPLE INTELLIGENCES – verbal – mathematical – spatial – bodily-kinesthetic – musical – interpersonal – intrapersonal – naturalist Everyone has all of these intelligences to varying degrees. Which are your strengths?
- 18. 6-11 Years-of-Age INTERPRETING DIFFERENCES IN IQ SCORES • Most researchers agree: – Genetics – Environment • Interact to influence intelligence
- 19. 6-11 Years-of-Age USING INTELLIGENCE TESTS • Psychological tests are tools • Avoid using information in negative ways – Avoid stereotyping & expectations – IQ NOT sole indicator of competence – Use caution in interpreting an overall IQ score
- 21. 21 EXTREMES OF INTELLIGENCE • IQ score of 70 or below – Intellectual disability • (mental retardation) • IQ score of 130 or above – Gifted
- 22. EXTREMES OF INTELLIGENCE • Intellectual disability – For proper diagnosis • Clinicians observe – Functioning in everyday environment – Person’s background – Community standards
- 23. 23 EXTREMES OF INTELLIGENCE • Features of intellectual disability ? – Most consistent sign • Person learns very slowly – Other areas of difficulty • Attention • Short-term memory • Planning • Language
- 24. 24 EXTREMES OF INTELLIGENCE • Causes of intellectual disability – Biological causes • Prenatal difficulties or birth complications • Genetic disorders – Most common • Fragile X syndrome • Down syndrome • Biological abnormalities – Cerebellum • Regulates motor behavior • Possibly learning & attention
- 25. 25 EXTREMES OF INTELLIGENCE • Mild intellectual disability – IQ 50–70 – About 85% – Termed “educational” • Can have a somewhat normal life – May need assistance – Get married – Work in unskilled or semiskilled jobs – Intellectual performance may improve with age
- 26. 26 EXTREMES OF INTELLIGENCE • Moderate intellectual disability – IQ 40-55 – About 10% – Most Down syndrome – Can care for themselves – Benefit from vocational training – Need to be taught basic skills • Hygiene • Taking the bus
- 27. EXTREMES OF INTELLIGENCE • Severe and profound intellectual disability – IQ 25-40 – 3% to 4% – Often require lifelong careful supervision – Group homes
- 28. 28 EXTREMES OF INTELLIGENCE • Quality of life – Depends largely on sociocultural factors • Intervention programs – Comfortable and stimulating residences – Social opportunities – Economic opportunities – Proper education
- 29. EXTREMES OF INTELLIGENCE • Gifted and talented – Gifted • IQ 130-144 – Highly gifted • IQ 145 and above – Problem • Keeping them stimulated – Or else? – Specialized programs needed
- 31. 31 DEVELOPMENTAL DISABILITIES AND EDUCATION • Autism – Identified in 1943 • Extremely unresponsive to others • Uncommunicative – Possibly mute – May gain language and lose it • Repetitive • Rigid • Symptoms appear before age 3 – Can be identified • 18-24 mos.
- 32. 32 DEVELOPMENTAL DISABILITIES AND EDUCATION • Unusual motor movements – “self-stimulatory” behaviors • Jumping • Arm flapping • Making faces – Relieves anxiety – May engage in self-injurious behaviors • Banging heads • At times seem overstimulated &/or under stimulated by environments
- 33. DEVELOPMENTAL DISABILITIES AND EDUCATION • Over ½ intellectual disabilities • Most social deficits • How do we help them?
- 34. 34 • Treatment – Applied behavior analysis therapy • Modeling and operant conditioning – Reward system • Teach new, appropriate behaviors – Speech – Social skills – Classroom skills – Self-help skills – Reduce negative behaviors DEVELOPMENTAL DISABILITIES AND EDUCATION
- 35. DEVELOPMENTAL DISABILITIES AND EDUCATION • Autism increase in # diagnosed – 1 in 150 • To (10 yrs.) • 1 in 68 – Boys continue • 5-1 boys/girls – Why increase?
- 36. DEVELOPMENTAL DISABILITIES AND EDUCATION • Learning Disabilities – Gov’t defines learning disabilities – 3x’s more common in boys – Children excluded: • Severe emotional disorders • 2nd language background • Sensory disabilities – EX: Blind • Neurological deficits
- 37. LEARNING DISABILITIES DEFINITION INCLUDES: Significant difficulty in school- related area Listening Thinking Reading Writing Spelling Math 80% also have reading problems
- 38. DEVELOPMENTAL DISABILITIES AND EDUCATION • Specific Disabilities – Dyslexia • Severe impairment in ability to read & spell – Common problem – Writing may be extremely slow & illegible – Spelling errors • Problem matching sounds & letters