Communication Development in Children with Intellectual Disabilities: Implications for Education and Psychology
Bibliographic record
Abstract
This article discusses communication disorders in children and adolescents with mild intellectual disability and the relationship between communication, social interaction, and development. A theoretical and methodological framework is developed, including a structural-functional communication model, and the psychological models associated with communication disorders are presented. This study demonstrates that communication disorders are influenced by three main factors: emotional needs, regulative, and cognitive, which are suggested to reflect predominant communication styles. Data were collected using clinical observations, standardized diagnostic tools, and formal psychological measures. For example, standardized tests included the Peabody Picture Vocabulary Test, CELF, Wechsler Intelligence Scale for Children, and Vineland Adaptive Behavior Scales, aiming better to understand the child's communication and adaptive behavior. The findings suggest that it is important to consider family dynamics and composition when looking at the development of communication disorders. In addition, age-related differences and dominant communication styles were presented in what educating children/adolescents with disabilities looks like in inclusive education. Some practical interventions discussed included differentiated instructional approaches, speech and language therapy, peer-mediated interventions, and evidence-based social skills intervention programs. The goal of the intervention is to improve speech and language skills, improve the child's social interaction, and improve children's academic performance in school settings where they support the need for inclusion while meeting the needs of the child. In conclusion, the study validates the hypothesis regarding the significant role of social emotions in preschool children's communication process. The methodology developed for developing social emotions in preschool children effectively enhances emotional spheres and normalizes peer relationships. The article underscores the need for understanding the psychodynamic and poly-structural continuum of communication disorders, providing a theoretical basis for optimal conditions in the socialization of children with mild intellectual disability.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".