Problem solving verbal strategies in children with mild intellectual disability

Abstract

Problem solving is a process conditioned by the development and application of efficient strategies. The aim of this research is to determine the level of verbal strategic approach to problem solving in children with mild intellectual disability (MID). The sample consists of 93 children with MID, aged between 10 and 14. Intellectual abilities of the examinees are within the defined range for mild intellectual disability (AM=60.45; SD=7.26). The examinees with evident physical, neurological, and emotional disorders were not included in the sample. The closed 20 Questions Test (20Q) was used to assess the development and use of verbal strategy, where the examinee is presented with a poster containing 42 different pictures, and instructed to guess the picture selected by the examiner by asking no more than 20 closed questions. Test χ2, and Spearman and Pearson's correlation coefficient were used in statistical analysis. Research results indicate that most children with MID, aged between 10 and 14, use non-efficient strategy in solving the 20 Questions Test. Although strategic approach to problem solving is present in most children (72%), more than half of the examinees (53.5%) use an inadequate strategy. Most children with MID have the ability to categorize concepts, however, they do not use it as a strategy in problem solving.

Rešavanje problema je proces koji je uslovljen kreiranjem i primenom efikasnih strategija. Cilj ovog istraživanja je utvrđivanje nivoa razvoja verbalnog strateškog pristupa rešavanju problema kod dece sa lakom intelektualnom ometenošću (LIO). Uzorkom je obuhvaćeno 93-oje dece sa LIO, uzrasta 10-14 godina. Intelektualne sposobnosti ispitanika su u okvirima definisanog raspona za laku intelektualnu ometenost (AS=60,45; SD=7,26). U uzorak nisu uključeni ispitanici sa evidentnim somatskim, neurološkim i emocionalnim poremećajima. Za procenu formiranja i upotrebe verbalne strategije korišćen je Test 20 pitanja (20Q) zatvorenog tipa, tokom čije primene se ispitaniku prikazuje poster sa 42 slike različitog sadržaja, sa nalogom da, postavljajući maksimalno 20 zatvorenih pitanja, pogodi koju sliku je ispitivač zamislio. U statističkoj obradi su korišćeni χ2 test, Spirmanov i Pirsonov koeficijent korelacije. Rezultati istraživanja ukazuju na to da se većina dece sa LIO na uzrastu između 10 i 14 godina služi neefikasnim strategijama rešavanja Testa 20 pitanja. Iako je verbalni strateški pristup rešavanju zadatka prisutan kod većine (72%), neadekvatnom strategijom se rukovodi više od polovine (53,5%) ispitanika. Većina dece sa LIO poseduje sposobnost kategorizacije pojmova, ali je ne koristi kao strategiju rešavanja zadatka.