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Ting, Victoria; Weiss, Jonathan A. – Journal of Autism and Developmental Disorders, 2017
Children with autism spectrum disorder (ASD) often exhibit emotional problems, which can be associated with emotion regulation (ER) difficulties. Parent co-regulation is often associated with child ER and emotional problems, though little work has been done with reference to youth with ASD. This study investigated the association among parent…
Descriptors: Pervasive Developmental Disorders, Autism, Emotional Problems, Self Control
Peer reviewedSchmidt, Sandra Banik – Illinois School Research and Development, 1980
In a review of heredity v environment theories, the author concludes that no individual, regardless of potential, can approach the full development of his or her abilities without exposure to an enriched environment. (Editor/SJL)
Descriptors: Child Development, Children, Intelligence Differences, Learning Theories
Fishler, Karol; Koch, Richard – American Journal on Mental Retardation, 1991
Comparison of the mental status of 30 subjects with Down's Syndrome mosaicism and 30 matched subjects with trisomy 21 Down's Syndrome found that the mean intelligent quotient of the mosaic Down's Syndrome group was significantly higher and that this group showed better verbal abilities and more normal visual-perceptual skills. (Author/DB)
Descriptors: Child Development, Downs Syndrome, Genetics, Intelligence
Peer reviewedFinch, A. J., Jr.; And Others – Perceptual and Motor Skills, 1983
Children referred for psychological evaluations of completed the Bender-Gestalt and then reproduced designs from memory. Numbers of designs recalled increased with age and Performance Intelligence Quotient. The importance of developmental level in evaluation and establishment of cut-off recall scores for designs were discussed. (Author/RD)
Descriptors: Age Differences, Child Development, Elementary Secondary Education, Intelligence Differences
Peer reviewedMcDonald, Geraldine – Oxford Review of Education, 1998
Discusses the reasons for the rise in IQ scores over time. Demonstrates the effect of the decrease in age at levels of schooling on the rise in IQ scores utilizing the data from the 1936 and 1968 standardization of the Otis Intermediate Test of Mental Ability, Form A, in New Zealand. (CMK)
Descriptors: Age Grade Placement, Child Development, Cognitive Ability, Educational Change
Peer reviewedSchliefer, Michael – Alberta Journal of Educational Research, 1995
Claims in "The Bell Curve" that Head Start and other early intervention programs are a failure and a waste of funds depend on a notion of cognitive ability reduced to IQ. They ignore other studies that demonstrate the success of such programs and that, consistent with Piagetian views, recognize the interrelationships of cognitive,…
Descriptors: Child Development, Cognitive Ability, Cognitive Development, Early Intervention
Peer reviewedAman, Michael G.; Armstrong, Sharon; Buican, Brett; Sillick, Traci – Research in Developmental Disabilities, 2002
Twenty children with attention deficit hyperactivity disorder (ADHD) and low IQs were followed up 4.5 years later (ages 8-20). A majority continued to screen positive for ADHD, as well as display high rates of comorbid anxiety disorders, tics, and elimination disorders. Multiple medication trials resulted in significantly lower hyperactivity…
Descriptors: Adolescents, Age Differences, Anxiety, Attention Deficit Disorders
Peer reviewedLewis, Barbara A.; Singer, Lynn T.; Fulton, Sarah; Salvator, Ann; Short, Elizabeth J.; Klein, Nancy; Baley, Jill – Journal of Communication Disorders, 2002
A study of very low birth weight babies with (n=89) and without (n=71) bronchopulmonary dysplasia (BPD) and term controls was conducted at age 8. The BPD group demonstrated reduced articulation, receptive language skills, performance IQ, and gross and fine motor skills, and almost half were enrolled in speech-language therapy. (Contains…
Descriptors: Birth Weight, Child Development, Children, Communication Disorders
Peer reviewedCloke, Daphne – Educational Studies, 1983
A case study of a pair of extremely deprived twin boys focuses on their verbal communication. Talkativeness alone was not regarded as a measure of intelligence, but attention was paid to the less talkative twin's greater use of imaginative speech. Speculations are made on the evolutionary role of creative speech. (IS)
Descriptors: Case Studies, Child Development, Child Neglect, Child Welfare

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