Cognitive Abilities of Maltreated Children

Autor/inn/en	Viezel, Kathleen D.; Freer, Benjamin D.; Lowell, Ari; Castillo, Jenean A.
Titel	Cognitive Abilities of Maltreated Children
Quelle	In: Psychology in the Schools, 52 (2015) 1, S.92-106 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21809
Schlagwörter	School Psychologists; Cognitive Ability; Child Abuse; Child Neglect; Child Development; Risk; Control Groups; Vocabulary Skills; Coding; Scores; Profiles; Intelligence Quotient; Short Term Memory; Cognitive Processes; Verbal Ability; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Denkfähigkeit; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Kindesentwicklung; Risiko; Aktiver Wortschatz; Codierung; Programmierung; Charakterisierung; Profilanalyse; Intelligenzquotient; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Mündliche Leistung
Abstract	School psychologists should be aware of developmental risk factors for children who have been abused or neglected. The present study used the "Wechsler Intelligence Scale for Children, Fourth Edition" to examine the cognitive abilities of 120 children in foster care subsequent to maltreatment. Results indicated that, compared to a demographically matched comparison group, the children who experienced maltreatment had lower full-scale intelligence quotients and profile analysis uncovered potential strengths and weaknesses. The perceptual reasoning and working memory abilities of the maltreated group were commensurate with those of the comparison group. Conversely, the overall verbal comprehension and processing speed abilities of the maltreated children were significantly lower than the control group. At the subtest level, the children who experienced maltreatment had lower Vocabulary, Comprehension, and Coding scores. To address the paucity of information in the literature about children who have been neglected, follow-up analyses were conducted for children who were neglected, but not abused. Results indicated a similar, but not identical, pattern of findings. Implications and recommendations for school psychologists are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10