Modern Ideas about Intellectual Disability in Medical Psychology in the Context of Non-Verbal Communication of Primary School Children  - Pages 594-601

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.1

Published: 27 November 2020

Abstract: Objective: The study of intellectual disabilities in children and their diagnosis has become more and more relevant in recent years. In the 21st century, in terms of diagnostics and the implementation of psychological influences, the problem of identifying the features of communication skills in children with intellectual disabilities becomes very significant and urgent.

Background: This study aims to review modern ideas about the role of intelligence in the development of communication. The methodological framework of this study was the combination of various theoretical methods of cognition. The author analysed the scientific literature of Russian and foreign researchers.

Method: The following methods of scientific cognition were used: data synthesis and analysis. In the process of writing this work on the modern ideas of scientists, according to the subject matter, the author studied the current level of research on this issue.

Results: The works of Russian and foreign scientists were considered, as well as conclusions, were drawn about the levels of study of the problem of intellectual disability in children.

Conclusion: The practical significance of this study lies in the identification of modern ideas about intellectual disabilities. The study and research of this subject will provide opportunities for the development of a programme of psychological influence on the optimisation of non-verbal communication of children with intellectual disabilities.

Keywords: Intelligence, intellectual disabilities, mental retardation, clinical psychology, mental development.

Specificities of Communication in Children with Intellectual Disorders  - Pages 602-609

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.2

Published: 27 November 2020

Abstract: Objective: The purpose of this work is to study the characteristics of communication in children with intellectual disabilities.

Background: The study of the specificities of communication in children with intellectual disabilities has become more and more relevant in the past few years.

Method: The methodological basis of this study was the combination of various theoretical methods of cognition.

Results: In the process of writing this work, the author studied the techniques of verbal and non-verbal communication. The works of Russian and foreign authors, as well as methods of improving communication in children with intellectual disabilities, were considered. It was found that the impact of intellectual disabilities with mild mental retardation on the cognitive, behavioural and emotional-personal spheres of the communicative process naturally entails the emergence of serious difficulties in establishing contacts with people around, and therefore in the process of social adaptation of the child in general.

Conclusion: The practical significance of this work lies in the study of the characteristics of communication in children with intellectual disabilities, which will be useful for psychologists, teachers and medical workers. The study and research of this topic will provide further opportunities for the development of a program of psychological influence to optimise communication for children with intellectual disabilities and their adaptation in society.

Keywords: Intellectual impairment, mental retardation, social interaction, social adaptation, non-verbal communication, verbal communication.

Nonverbal Communication as a Means of Social Integration: The Development of Nonverbal Communication in Primary Schoolers with Intellectual Disabilities  
- Pages 610-618

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.3
Published: 27 November 2020

Abstract: Objective: The study of nonverbal communication in primary schoolers with intellectual disabilities is an urgent topic for medical psychology.

Background: The purpose of this paper is to study nonverbal communication as a means of social integration.

Method: The methodological basis of this study is represented by various theoretic methods of scientific cognition. Methods of synthesis and analysis, system analysis of data and analysis of literary sources were used. In the context of the study, papers of foreign authors on the topic of nonverbal communication were considered.

Results: The study of the nonverbal communication development in primary school-aged children will allow for more successful socialisation of children with mild mental retardation, which in turn partially compensates for the intellectual impairment, and will also reduce the risks of social isolation.

Conclusion: This study is of practical value for psychologists and educators who work with children with a certain level of intellectual disability.

Keywords: Schoolchildren, communication, intellectual disability, psychological influence, socialisation.

Study of the Understanding of Gestural Communication in Children with Intellectual Disabilities in the Dynamics of Psychological Impact  - Pages 619-632

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.4

Published: 27 November 2020

Abstract: Objective: The purpose of the study is to investigate the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.

Background: Gestures are one of the most important components of non-verbal communication. The development of non-verbal communication in children with intellectual disabilities contributes to their normal social adaptation.

Method: To study the current state and dynamics of the development of the ability to recognise and understand gestures in the process of psychological influence, factor analysis was used by the principal component method with the use of varimax rotation. To verify the applicability of factor analysis to the selected variables, the Kaiser-Meier-Olkin measure of sample adequacy and Bartlett's sphericity test were used.

Results: The data of the study showed that, depending on the level of intelligence or, more precisely, on the diagnosis given to the child, there are differences in the dynamics of the development of the components of non-verbal communication. Children with mild mental retardation display lower results than children with mixed specific disorders of psychological development and children with a normative level of intellectual development.

Conclusion: The results obtained in the process of this study can be applied in practice by teachers and psychologists when working with children with intellectual disabilities.

Keywords: Sign language, schoolchildren, psychology, pedagogy, communication skills.

Features of Non-Verbal Communication of Children with Intellectual Disabilities and Differences from their Normatively Developing Peers  - Pages 633-641

Oksana V. Zashchirinskaia

DOI: https://doi.org/10.6000/2292-2598.2020.08.04.5

Published: 27 November 2020

Abstract: Objective: The study aimed to study the specific features of non-verbal communication in children with intellectual disabilities in the dynamics of psychological impact.

Background: In the 21st century, in terms of diagnostics and the implementation of psychological influences, the problem of identifying the features of the communication skills of children with intellectual disabilities becomes very significant and urgent. At present, intellectual disabilities are understood as a heterogeneous group of intellectual impairments, different in clinical manifestations, but based on the criterion of a decrease in cognitive development. A comparatively large number of works are devoted to the study of the features of the communication skills of children with intellectual disabilities. However, the research on their non-verbal communication skills is rather small.

Method: The experimental research was conducted in three stages – first, the initial level of development of the abilities of recognition, naming and use of various communicative, modal and descriptive-pictorial gestures was measured.

Results: After that, for ten lessons with children, the program "Lessons of non-verbal communication at school" was carried out, after which abilities were tested repeatedly. Parents and teachers were also interviewed twice.

Conclusion: The study was carried out based on educational institutions outside school hours. The study involved 128 children from 6 schools in St. Petersburg. Non-verbal communication of children with mild mental retardation in comparison with normatively developing peers and with mixed specific psychological disorders is characterised by a lower level of development of cognitive, emotional-personal and behavioural components. Moreover, the most pronounced is the underdevelopment of the cognitive component, which is associated with the peculiarities of the impairment of intelligence. The study also showed that the emotional-personal and behavioural components are at a more preserved level of development in children with intellectual disabilities, which can be interpreted as the compensatory ability of the child's psyche.

Keywords: Children with special educational needs, students with intellectual disabilities, school curriculum, inclusive education, communication between students.