Cognitive. ❏ Significant subaverage global intellectual functioning (two or more standard deviations +/- SEM) on an individually administered intelligence test: e.g., an IQ of 70 +/- SEM or below. ❏ For infants, a clinical judgment of significant subaverage intellectual functioning may be used. ❏ Intellectual Disability may be used when there is strong presumption of mental impairment but the individual’s intelligence cannot be measured by standard tests: e.g., with individuals too impaired or uncooperative, or with infants. ❏ It is required that an individual administered standardized test of cognitive ability be administered by a qualified school psychologist. Adaptive Behavior Intellectual Disability exists concurrently with related limitations in 2 or more adaptive behavior skill areas: ❏ Significant deficits in 2 or more global adaptive behaviors (two or more standard deviations +/- SEM or below; e.g., SS of 70 +/- SEM or below) on an individually administered adaptive behavior rating scale. Given a score higher than 70, using the SEM, written justification should be provided, or additional measures demonstrating significant subaverage adaptive behavior should be administered. OR ❏ When the global adaptive behavior score is above 70, deficits in adaptive behavior can be defined as limitations (two or more standard deviations +/- SEM; e.g., scaled score of 4 +/- SEM or below) in 2 or more adaptive behavior skills areas / subskills: ❏ Communication, ❏ Self-Care, ❏ Home Living, ❏ Social Skills, ❏ Community Use, ❏ Self-Direction, ❏ Health and Safety, ❏ Functional Academics, ❏ Leisure, and ❏ Vocational. Adaptive behavior may be quantified in a manner similar to cognitive levels by use of formal adaptive scales.
Cognitive. Disabilities — A range of disabilities that may manifest in a cognitive impairment and prompt a wide range of needs and abilities that vary for each specific individual. Conditions range from individuals having a serious mental impairment caused by Alzheimer’s disease, bipolar disorder or medications to non-organic disorders such as dyslexia, attention deficit disorder, poor literacy, or problems understanding information. At a basic level, these disabilities affect the mental process of knowledge, including aspects such as awareness, perception, reasoning, and judgment.
Cognitive radio definition and characteristics Since the original definition suggested by Mitola, several other definitions were pro- posed to define the edges of cognitive radio. The following few paragraphs provide the principal alternative definition of cognitive radio found in the literature.
Cognitive. Behavioral Therapy: Based on the theory that most emotional and behavioral reactions are learned and that new ways of reacting and behaving can be learned.
Cognitive. 1. Significant sub average intellectual functioning: an IQ of 70 +/- SEM or below on an individually administered intelligence test. Given a score higher than 70, using the SEM, written justification should be provided, or additional measures demonstrating significant sub average intellectual functioning should be administered;
Cognitive. Determine the strengths and weaknesses of a person’s thinking in eleven domains including: general awareness, attention, memory, verbal comprehension, visual-spatial ability, computation, abstract thought, impulsivity, problem solving, social comprehension, and judgment. • Obtain level of academic functioning and compare results to national norms. • Rule out learning disabilities, ADD/ADHD, or nonverbal learning disability. • Rule out thought disorders and screen for organic impairment. Behavioral: • Screen for substance abuse. • Screen for trauma and abuse. • Screen for risk of self-harm, aggression, and treatment compliance or flight. • Screen for behaviors that are high risk, illegal, or violate the rights of others or major social values.
Cognitive emphasis on disruption of decision making, working memory and attention, memory and learning, processing speed
Cognitive. REHABILITATION THERAPY — A structured set of therapeutic activities designed to retain an individual's ability to think, use judgment and make decisions. The focus is on improving deficits in memory, attention, perception, learning, planning, and judgment. The term, cognitive rehabilitation, is applied to a variety of intervention strategies or techniques that attempt to help patients reduce, manage, or cope with cognitive deficits caused by brain injury.
Cognitive. 1. Understand AOTA’s Code of Ethics, Core Values & Attitudes, & Standards of Practice as the basis for professional behavior.
Cognitive development is influenced by many factors and there is evidence that malnutrition can impair cognitive functions (A Xxxxxxx, Xx, Xxxxxxxx, Xxxxxx, & Xxxx, 2013). However, there is not enough research to date investigating the association between dietary patterns and neurocognitive development (Xxxxx Xxxxxxx, Xx, Xxxxxxxx, Xxxxxx, & Xxxx, 2013). Maternal fish consumption (which is a rich source of omega-3) during pregnancy has been positively associated with cognitive development in offspring. It is important to examine the relationship between nutritional intake and cognitive development of the offspring because omega-3 supplementation may be a low-risk and cost-effective approach to improve some aspects of neurocognition. During the third trimester of pregnancy, fetuses require around 40- 60mg of omega 3 per kilogram body weight per day and the appropriate level of omega-3 is crucial in the last trimester due to rapid growth of the baby’s brain. During that time large amounts of DHA accumulate in the brain therefore indicating a demand for the nutrients (Xxxxxxxx et al, 2012). Cohort studies have reported that consumption of fish during pregnancy, especially oily fish containing Omega 3, is positively associated with better cognitive performance of their offspring (i.e., improved performance on tests of language and visual motor skills (Xxxxxx et al 2009; Xxxx et al 2008) and higher scores on memory task (Xxxxxx et al 2009). Moreover, Xxxx et al (2008) reported that children whose mothers had eaten fish in late pregnancy had a higher verbal IQ compared to offspring of mothers that did not eat fish. Higher consumption of fish oil in pregnant women is also linked to offspring’s better performance on digit span test which measures working memory (Xxxxxxx et al. 2011). There is some evidence suggesting that prenatal fatty fish consumption (four times a week) has positive effects on the offspring’s cognitive abilities compared to mothers with no fish intake (at 18 months after birth) (Xxxxxxx, Xxxxxxxxxx, Xxxxxxx, & Xxxxxxx, 2004). Xxxxxxx et al. (2003) reported higher IQ at age 4 in children of mothers supplemented with cod liver oil (rich source of omega 3) from week 18 until 3 months after delivery than children of mothers supplemented with corn oil (n = 36; 106.4 [7.4] vs 102.3 [11.3]). Findings from observational studies provide a stronger support for more frequent fish intake during pregnancy and its association with improved offspring’s’ cognitive funct...
