Verbal Working Memory Processes in Students With Mild and Borderline Intellectual Disabilities: Differential Developmental Trajectories for Rehearsal and Redintegration

Re-analyzing and confirming a differential use of redintegration in students with mild and borderline intellectual disabilities

While numerous studies on verbal working memory have investigated the capacity of the phonological loop and the effectiveness of rehearsal as one core process for maintaining the memory trace, the reconstruction of the memory trace from long-term memory, called redintegration, has been studied less thoroughly. This holds particularly for the population of students with special educational learning needs and mild and borderline intellectual disabilities (MBID). In a previous study, we found a differential developmental relation between the effectiveness of redintegration and vocabulary size, counter-intuitively suggesting that students with MBID tend to show less effective redintegration with higher vocabulary size. However, differential item functioning (DIF) in the picture naming task may have biased the result. Therefore, the current study is a re-analysis of this interaction controlling for DIF in the vocabulary measure. To this end, the items of the picture naming task (k = 95) were analyzed through a Rasch model, and k = 29 biased items were excluded. The resulting corrected vocabulary score was used to predict the redintegration effectiveness, comparing students with and without MBID. The interaction remains significant, supporting the original finding that students with MBID have a differential developmental pattern and are less able to make adequate use of a growing vocabulary when reconstructing traces in their working memory. Implications of this result for the understanding of MBID and further research directions are discussed.

Cyberbullying and empathy among elementary school students: Do special educational needs make a difference?

The present study investigates involvement in cyberbullying and empathy skills, as well as the relationship between the two among general education sixth grade elementary school students with and without special educational needs (SEN). Specifically, 120 students with SEN (Autistic Spectrum Disorder-ASD, Attention Deficit Hyperactivity Disorder-ADHD, learning disabilities) and 120 students without SEN from 29 randomly selected schools of the second biggest city in Greece completed a self-report questionnaire, which included a short version of the "Cyberbullying Questionnaire" (Smith et al., An investigation into cyber bullying, its forms, awareness and impact, and the relationship between age and gender in cyber bullying. A report to the Anti-Bullying Alliance. Unit for School and Family Studies, 2006) and the "Basic Empathy Scale"-BES (Jolliffe & Farrington, 2006, J Adolesc, 29:589, 2006). The results showed that, regardless of gender, involvement in cyberbullying (as victims/bullies) concerned primarily students with SEN, mainly those with ASD and ADHD. Accordingly, students with SEN and mostly those with ASD expressed lower affective and cognitive empathy compared to the rest of the students. Finally, for all the participating students both affective and cognitive empathy negatively predicted engagement in cyberbullying (as victims/bullies). Implications for preventive actions in elementary education, and especially for children with SEN, are discussed in detail.