Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability

The "psychiatric" neuron: the psychic neuron of the cerebral cortex, revisited

Nearly 25 years ago, Dr. Patricia Goldman-Rakic published her review paper, "The 'Psychic' Neuron of the Cerebral Cortex," outlining the circuit-level dynamics, neurotransmitter systems, and behavioral correlates of pyramidal neurons in the cerebral cortex, particularly as they relate to working memory. In the decades since the release of this paper, the existing literature and our understanding of the pyramidal neuron have increased tremendously, and research is still underway to better characterize the role of the pyramidal neuron in both healthy and psychiatric disease states. In this review, we revisit Dr. Goldman-Rakic's characterization of the pyramidal neuron, focusing on the pyramidal neurons of the prefrontal cortex (PFC) and their role in working memory. Specifically, we examine the role of PFC pyramidal neurons in the intersection of working memory and social function and describe how deficits in working memory may actually underlie the pathophysiology of social dysfunction in psychiatric disease states. We briefly describe the cortico-cortical and corticothalamic connections between the PFC and non-PFC brain regions, as well the microcircuit dynamics of the pyramidal neuron and interneurons, and the role of both these macro- and microcircuits in the maintenance of the excitatory/inhibitory balance of the cerebral cortex for working memory function. Finally, we discuss the consequences to working memory when pyramidal neurons and their circuits are dysfunctional, emphasizing the resulting social deficits in psychiatric disease states with known working memory dysfunction.

Usefulness of interactive video-based instruction on learning performance in relation to cognitive development of children with moderate intellectual disability

The usefulness of information and communication technology has been witnessed around the globe with the occurrence of rapid changes in the field of education i.e. through the formal or informal way. For this, the researchers have assessed Interactive video-based instruction (IVBI) on (N = 95; males = 47 & females = 48 age range between 12 and 15 years) moderate intellectual disability children in Guwahati, Assam, India from three day-care rehabilitation centres. The main objective was to examine the effect of IVBI intervention (IIVBI & CIVBI) on academic performance in association with the cognitive development of children with moderate intellectual disability in a comfortable setting within working hours. The findings conclude that children in the CIVBI group performed more actively as compared to IIVBI and comparison group, and it was due to the involvement of video-based instruction that helped understand the topic more precisely and acts effectively for CIVBI children in an experimental setting.

Adapting cognitive behaviour therapy for people with intellectual disabilities: an overview for therapist working in mainstream or specialist services

This paper is an introduction to adaptations to make cognitive behaviour therapy (CBT) more accessible to people with intellectual disabilities. It is intended to inform therapists who may work with people with intellectual disabilities in mainstream services.

The paper describes adaptations that consider neuropsychological processes, such as memory, and executive functions, such as planning, problem solving and self-regulation, and identifies that these factors are not unique to people with intellectual disabilities. We describe adaptations based on a review of literature describing CBT for people with intellectual disabilities (Surley and Dagnan, 2019) and draw on clinical experience to give examples of adaptations where possible. The paper particularly emphasises the generalisability of adaptations used with people with intellectual disabilities to therapy with wider populations and suggests that CBT therapists working in mainstream services will have the skills to be able to adapt therapy for people with intellectual disabilities.

Key learning aims

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Study Protocol for a Randomized Controlled Trial Evaluating the Effectiveness of a Group-Based Self-Determination Enhancement Intervention for Adults with Mild Intellectual Disability and Their Caregivers

Self-determination is regarded as an adult outcome for people with an intellectual disability (ID). However, self-determination curricula are rarely available in Hong Kong. This paper outlines a protocol for an experimental study that examines the effectiveness of a group-based self-determination enhancement intervention for adults with mild ID and their caregivers. A randomized controlled trial with pre-test, post-test and three-month follow-up is proposed. A total of 120 participants will be randomly assigned to three conditions: self-determination enhancement group, self-determination enhancement PLUS group (with caregivers in a parallel group) and leisure activity group as a control condition. Five groups will be organized for each of the three conditions. There will be 10 sessions per group covering the core components of self-determination including self-knowledge, goal setting and attaining goals, self-regulating and adjusting plans. Components for caregivers include understanding how self-determination and REACH responding skills can support their children to exercise self-determination through positive interaction. Self-determination competencies and personal well-being will be measured at three points in time. The proposed study is the first evidence-based local study aimed at examining a culturally tailored self-determination enhancement intervention for people with ID and fills a research gap in existing interventions. If the intervention is demonstrated to be effective, it will provide new knowledge for a group-based intervention and will be used with Chinese-speaking people with ID in different parts of the world. (Trial registration: ClinicalTrials.gov: NCT05167929).

Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability

Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service.

Self-Determination Competencies, (Dis)Agreement in Decision-Making, and Personal Well-Being of Adults with Mild Intellectual Disabilities in Hong Kong

Background: The self-determination of people with an intellectual disability (ID) in the contexts of adulthood and Chinese culture is under-examined in the field of ID, even though the concept of self-determination has vigorously developed in recent decades. This study examined the relationship between self-determination competencies and the personal well-being of adults with mild ID in Hong Kong, as well as their personal goals and decision-making (dis)agreements with their significant others. Methods: We interviewed 170 participants using the AIR Self-Determination Scale—Chinese Version (AIR SDS-C) and the Personal Well-Being—Intellectual Disability (Cantonese) (PWI-C), along with a self-constructed questionnaire. Results: When the demographic characteristics were controlled, self-determination competencies correlated positively with personal well-being (r = 0.313, p < 0.001), diverse personal goals were identified, and agreement with significant others was dominant in both daily and major decision-making. Conclusions: A positive correlation between self-determination and personal well-being was confirmed in a Chinese population with mild ID. These findings expand the understanding of the types of personal goals and agreement patterns of people with mild ID and yield implications for further research and practices.