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Samenvatting ontwikkelingspsychopathologie tentamen 2
- Instelling
- Universiteit Utrecht (UU)
Samenvatting ontwikkelingspsychopathologie tentamen 2 bevat H6, 8, 10, 13 en 14 van het boek Disorders of Childhood
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Developmental psychopathology deel 2Chapter 6: intellectual developmental disorder
Children with intellectual developmental disorder have been the causes of bewilderment, the
targets of ridicule and institutionalization, and the focus of parents’ love and care. Any
historical perspective on intellectual developmental disorder must include the centuries of
mistaken beliefs and woeful attempts at intervention; it also must include the longstanding
concern expressed for children with intellectual disabilities by parents, teachers, and mental
health professionals, as well as the recent developments related to progress in mapping the
human genome.
Developmental Tasks and Challenges related to intelligence and cognition
A child’s IQ is more related to the child’s later occupational success than is the
socioeconomic status of the family within which the child grows up.
What are the underlying components and mechanisms of intelligence?
The definition of intelligence provided by Gottfredson: ‘’Intelligence involves the ability to
reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and
learn from experience. It is not merely book learning, a narrow academic skill or test- taking
smarts. Rather it reflects a broader and deeper capability for comprehending our
surroundings- ‘catching on,’ ‘making sense of things’, or ‘figuring out’ what to do.’’
Most researchers agree that intelligence involves: the performance of basic mental tasks:
including perception of the environment, communication, language, and higher- level tasks
such as reasoning, problem solving and planning.
Traditional intellectual models emphasize the components or capacities of intelligence that are
related to academic, educational, and occupational outcomes (verbal and mathematical
abilities). Intelligence can be differentiated between:
1. Fluid intelligence: the ability to reason and solve problems in new situations
2. Crystallized intelligence: the skills and knowledge acquired through education and
experience, include capacities for music, art, mechanics and relationships.
3. Practical intelligence and creativity
4. Speed/efficiency of mental processing and working memory.
5. Motivational aspects: achievement mindsets, curiosity and effort.
How does cognitive and intellectual development unfold over time?
Cognitive development: the developmental course of internal mental processes such as
perception, attention, memory, concept formation and mental rules and representations.
Intellectual development: the general emergence of intellectual functioning, including
specific patterns of strengths and weaknesses in cognitive functioning, resulting in individual
differences.
,Current models of cognition emphasize evolutionary contexts, experience- expectant learning
and both qualitative and quantitative change across development.
Experience- expectant learning: an example of a brain- behavior relation
For example: children learn and remember more information as they age, but they
also become faster and more efficient at manipulating that information.
The pace of progress is greater through the preschool and elementary school years and slows
somewhat during adolescence.
Components and mechanisms of intellectual functioning are:
Reasoning
Complex problem solving
Speed of processing and learning
Patterns of individual differences are relatively stable from four or five years of age through
adulthood, with growth, change and decline observed throughout the lifespan.
One important outcome related to cognitive and intellectual development is: academic
achievement.
The developmental cascade model of cognitive functioning identified a number of early
emerging cognitive abilities as the ‘’building blocks’’ for later school achievement. In this
model, various child, parent, and environmental factors influenced the cascading effects.
What are the roles of genes, brain structure and function, and the environment in the
development of intelligence?
Both heredity and the environment contribute to children’s cognitive and intellectual
development.
Genes are involved in its development, but the contribution of any single gene is relatively
small. These genetic effects on intelligence increase with age. With gene-environment
transactions, ‘’as children select and evoke experiences in line with their genetic
predispositions, and as these experiences, in turn, stimulate their cognitive development,
early genetic influences on cognition will become amplified:
Children living in poverty do not get to develop their full genetic potential.
Children who live in supportive, enriching environments can seek out and respond to
positive learning experiences form birth onward.
Children who live in impoverished environments are not able to easilty search out or
receive the kinds of learning experiences available to children form middle- and high-
SES backgrounds, so genetic differences are masked by environmental disadvantage.
,Genetic influence on intelligence is associated with brain structure and function:
Multiple brain regions (such as the prefrontal cortex) are involved.
Synapse production and synaptic pruning (interacting with environments)
Myelination link brain development with cognitive development.
Connectivity among brain regions.
Differences in the dopamine system: underlie the tendency to be imaginative, curious,
and intellectual.
The child’s immediate and larger environments also have an impact:
Parental: education, interest in academics, and beliefs about children’s intelligence
leads to positive intellectual outcomes.
Prenatal and postnatal environments
Maternal drug or alcohol use or exposure to toxins negatively affects intelligence.
Poverty: inadequate diet, lack of timely access to health services, parental preoccupation
with other problems, and insufficient intellectual stimulation and support in the home
negative effects on intellectual development.
Learning depends on intellectual and cognitive development. The development of self-
regulation is critical. These capacities and skills underlie children’s expected mastery and
progress in early school skills, such as reading and mathematics, with individual variations in
the timing and nature of children’s learning.
The sociocultural context of academic pathways, with an emphasis on cultural values
related to education and achievement, must be considered. Children’s learning occurs in the
context of transactions among individuals (children, parents, teachers), settings (home, school,
child care) and institutions (communities, schools, governments).
The Flynn effect: the gradual increase in IQ scores over many decades: better nutrition,
better health, and better schooling continues to contribute to large- scale gains in intelligence.
Intellectual Developmental Disorder
Intellectual developmental disorder (intellectual disability): a developmental disorder
reflecting significant deficits in intellectual functioning and adaptive functioning, both of
which emerge early in development.
Intellectual functioning: a reflection of an individual’s cognitive ability, including every day
and academic problem-solving abilities.
Adaptive behavior: a reflection of an individual’s ability to manage daily living tasks,
including self-care and household tasks.
One of the most important distinctions related to the clinical presentation of intellectual
developmental disorder is level of severity:
Mild: requiring intermittent support: 85% of the individuals
Moderate: requiring limited support: 10% of the individuals
Severe: requiring extensive support: 3 – 4% of the individuals
Profound: requiring pervasive support: 1-2% of the individuals
These levels of severity indicate the degree of impairment in adaptive functioning.
, According to the AAIDD and DSM-5 adaptive functioning refers to how well an individual
negotiates everyday tasks and challenges in conceptual, social, and practical domains.
Children with poor adaptive functioning exhibit problems with:
Basic activities of daily living, such as getting dressed and maintaining hygiene
Others do well with basic tasks but struggle with more complex activities: performing
household chores or managing finances.
The AAIDD emphasizes a holistic perspective: intellectual developmental disorder isn’t a
physical or mental disorder, but rather a developmental disability that involves significant
limitations, both in intellectual functioning and in adaptive behavior leading to impaired
conceptual, social, and practical skills. Each area of dysfunction includes a corresponding
descripition of the support necessary for maximizing the individual’s well- being:
Intermittent support: mild severity
Limited support: moderate severity
Extensive support: severe severity
Pervasive support: profound severity
AAIDD emphasizes the possibility of adaptation.
The AAIDD model describes several domains of functioning:
Health
Participation
Context
The prevalence of intellectual developmental disorder range between 1% and 2% of the
population. It is more observed in boys.
Zigler’s Developmental Approach to Intellectual Developmental Disorder
Zigler described two groups:
1. The first group included individuals with mild forms of intellectual disability,
reflecting the low end of the normal distribution of intelligence in the general
population this type of intellectual disability appeared to run in families = familial
intellectual developmental disorder
2. The second group included individuals with more severe forms of intellectual
disability, usually the result of pathological processes such as genetic disorders.
Zigler’s developmental approach asserted that most children with intellectual developmental
disorder (children with mild forms of disability) display developmental pathways that are like
children without intellectual developmental disorder.
Children with intellectual developmental disorder are delayed in:
Mastery of most motor, cognitive, emotional and social tasks
Stopping short of the eventual achievements of their typically developing peers
But children with intellectual developmental disorder exhibit the same kinds of sequences and
coherent growth that are characteristic of most children, they just develop in a slowly but
organized way.
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