• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.3
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• pp.192-196
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• 2024

Objectives: Borderline intelligence has been excluded from formal diagnostic systems and not included in disability diagnoses, leaving gaps in treatment, education, and social welfare despite various functional impairments. Therefore, we aimed to shed light on ways to enhance the intelligence and functioning of individuals with borderline intelligence by reviewing research on its progression, education, and treatment. Methods: Ten studies that met the inclusion and exclusion criteria were included in the final literature review and analyzed according to detailed topics (participant characteristics, design, and results). Results: Borderline intelligence is associated with various comorbid conditions, such as anxiety, depression, attention deficit/hyperactivity disorder, and addictive disorders, which negatively impact its course and prognosis. Individuals with borderline intelligence often face challenges in academics, employment, interpersonal relationships, and health owing to lifelong cognitive impairments. The treatment of borderline intelligence necessitates addressing environmental factors, such as neglect and abuse, as well as treating comorbid mental disorders, which are crucial for prognosis. Tailoring treatment programs for cognitive profile characteristics have been proposed, and studies have reported the effectiveness of pharmacotherapy, working memory training, and intensive rehabilitation training. Therefore, early intervention during childhood brain development is necessary. Risk factors, such as lack of parental education, and their impact on treatment outcomes have also been reported. Conclusion: Extensive research is needed on education, treatment, and prognosis related to borderline intelligence. Active intervention for children with borderline intelligence is essential to improve their functioning and quality of life.

• Journal of Korea Game Society
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• v.16 no.2
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• pp.129-138
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• 2016

Recently, the number of children who are required to take special care are increasing because of the fast-changing society and the environment factor. Among them, most children in poor family are leading to Children with borderline intelligence, so urgent action are needed to prevent this situation. This study is conducted to establish the reason why children with borderline intelligence are taking place. In addition, this study embodies serious game as a solution which is able to prevent and cure this children with borderline intelligence problem. This game was made to improve weak memory, concentration and judgment of children with borderline intelligence and was verified in effectiveness by thirty people and experts.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.384-393
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• 2017

The purpose of this study was to find out the subjective cognition-patterns of school aged children with borderline intelligence function to the School using Q Methodology. Q-sample was included 21 statements obtained from literatures and in-depth interviews with 4 specialist & 4 children with borderline intelligence function. P-sample was consisted through the consent of 18 children with borderline intelligence function and their parents. The 21 selected Q-statements were classified into a normal distribution using a 5 point scale. The collected data analyzed using a Quanl PC program. This study found out two subjective cognition-patterns of school aged children with borderline intelligence function to the school. Two types were 'participatory & dependent type', and 'onlooking & atrophic type'. This research finding can be used to make clear understanding on diverse voices of school aged children with borderline intelligence function to the School. And this result will attribute to mediations of educational welfare practice for maintaining a safe & healthy learning environment.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.3
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• pp.188-191
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• 2024

Borderline intellectual functioning (BIF), characterized by intelligence quotient scores between 71 and 84, can lead to challenges in daily life. This review explored the multifaceted nature of BIF by examining the interplay between genetic predisposition, prenatal/perinatal factors, environmental influences, and underlying medical conditions.

• Journal of Oriental Neuropsychiatry
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• v.19 no.1
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• pp.97-105
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• 2008

Objective : The objective of this study is to investigate the intellectual characteristics of the specific language impairment(SLI) and the borderline intelligence-language disorder (BI-LD). Method : 30 Children participated in this study, IS children with SLI(K-WISC-ill FIQ above 85, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80), 14 children with BI-LD(K-WISC-ill FIQ $70^{\sim}85$, Test of Problem Solving score below -1.25SD, verbal comprehension factor index of K-WISC III below 80). All students were evaluated with K-WISC III, Test of Problem Solving. full-scale IQ (FSIQ), \ verbal intelligence quotient (VIQ), Verbal Comprehension Index, and Test of Problem Solving score were compared between two groups. Result : All subtests scores of PIQ in the SLI were significantly higher than those in the BI-LD. there was no significant difference in the subtests scores of VIQ. In the VIQ subtests, Information, Arithmetic, Comprehension score were higher in the SLI compared to the BI-LD, but the score of Similarities and Vocabulary were similar between two groups. Conclusion: These results suggest that inspite of the difference of PIQ, SLI and BI-LD have similar language abilities, and there are some different intellectual characteristics between SLI and BI-LD

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.3
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• pp.175-180
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• 2024

The definitions of "slow learners" and "borderline intellectual functioning (BIF)" have not reached a consensus and have continually evolved in terminology. The criteria for diagnosing BIF include the Full-Scale Intelligence Quotient, adaptive functioning, and onset of symptoms from the developmental period; however, specific standards have not been provided. Until the Diagnostic and Statistical Manual of Mental Disorders-IV, a range for the Full-Scale Intelligence Quotient was provided, but due to its limitations in reflecting the actual functioning of individuals with BIF, this criterion was removed from the Diagnostic and Statistical Manual of Mental Disorders-5. The absence of specific diagnostic criteria complicates the identification of individuals with BIF, highlighting the need for a more precise classification and definition.

• Clinical and Experimental Pediatrics
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• v.63 no.6
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• pp.219-225
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• 2020

Background: There is increasing concern that moderate preterm (32-33 weeks' gestation) and late preterm (34-36 weeks' gestation) birth may be associated with minor neurodevelopmental problems affecting poor school performance. Purpose: We explored the cognitive function, cognitive visual function, executive function, and behavioral problems at school age in moderate to late preterm infants. Methods: Children aged 7-10 years who were born at 32⁺⁰ to 36⁺⁶ weeks of gestation and admitted to the neonatal intensive care unit from August 2006 to July 2011 at the National Health Insurance Service Ilsan Hospital were included. We excluded children with severe neurologic impairments, congenital malformations, or chromosomal abnormalities. Neuropsychological assessments consisted of 5 neuropsychological tests and 3 questionnaires. Results: A total of 37 children (mean age, 9.1±1.2 years) participated. The mean gestational age at birth was 34.6±7.5 weeks, while the mean birth weight was 2,229.2±472.8 g. The mean full-scale intelligence quotient was 92.89±11.90; 24.3% scored between 70 and 85 (borderline intelligence functioning). An abnormal score was noted for at least one of the variables on the attention deficit hyperactivity disorder diagnostic system for 65% of the children. Scores below borderline function for executive quotient and memory quotient were 32.4% and 24.3%, respectively. Borderline or clinically relevant internalizing problems were noted in 13.5% on the Child Behavior Check List. There were no significant associations between perinatal factors or socioeconomic status and cognitive, visual perception, executive function, or behavior outcomes. Conclusion: Moderate to late preterm infants are at risk of developing borderline intelligence functioning and attention problems at early school age. Cognitive and executive functions that are important for academic performance must be carefully monitored and continuously followed up in moderate to late preterm infants.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.26 no.3
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• pp.176-182
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• 2015

Objectives : The purpose of this study was to analyze the factors related to the disclosure patterns of sexual abuse in children and adolescent victims. Methods : A sample of 153 children and adolescents who visited the Sunflower children's Center (Incheon) between January 1, 2011 and December 31, 2012 were analyzed. The medical records of the victims were reviewed retrospectively. Results : Ninety (58.8%) subjects made a disclosure of sexual abuse voluntarily. The revelation was most commonly made to a parent. The severity and duration of sexual abuse were related to the disclosure patterns. In addition, the group that displayed below average intelligence, particularly subjects in the group with borderline intellectual functioning, tended to disclose their history of abuse less voluntarily than the subjects with normal intelligence. Conclusion : The current study provides insight into the factors that affect disclosure patterns in children and adolescent sexual abuse victims. To prevent sexual abuse, we suggest that special legal assistance and social concern be required for children and adolescents with borderline intellectual functioning.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.3
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• pp.25-35
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• 2018

Objective : The purpose of this study was to identify changes in reading ability among children with Borderline Intelligence by applying an electronic media reading training protocol. Methods : A picture book reading training protocol was applied to 10 childrens with borderline intelligence using electronic media to improve reading skills. This protocol was performed for 10 session once a week. After the analysis of the content validity index about the protocol presented in this study, this prococol was applied to the subjects. To analyze the changes of the reading ability for the subjects, KNISE-BAAT type A and B reading test were used. Results : According to the tests taken before and after implementing, the Application of Picture Booking Training Protocol using Electronic Media there was a significant improvement in Reading ability (Understanding words, Completion sentence, Vocabulary selection, Vocabulary arrangement, Understanding short text). However, there was no significant difference in Oral Reading. Conclusion : Application of Picture Booking Training Protocol using Electronic Media may be used as a beneficial measure to improve the reading abilities of children with Borderline Intellectual.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.3-17
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• 1995

The so-called borderline children are characterised by disturbances in the sense of reality and interpersonal relationships, lack of control, fluctuation of functioning, uneven development and excessive anxiety. But the concept of borderline disorder of childhood is very difficult to define and diagnose in current classification system. The present study adapted the consensus symptoms in borderline children by Bemporad and Vera eight cases aged 7-11 were examined in 37 variables. Results are as follows 1) All subjects are boys and girl hardly be diagnosis n current diagnostic system and have many concurrent diagnoses. Common chief complaints in the sense of reality. 2) In KEDI-WISC test, the borderline children showed average intelligence, but performance IQ tends to be higher than verbal IQ. In Rorscharch test, they showed high thought disorder index, emotional instabilities and aggressive impulses. The results of TOVA suggested attentional deficit in half of the subjects. The organicity is not prominent. 3) Many of the borderline children were unwanted baby. Although primary care takers of all the subjects were their mothers there were moderate problems in caring attitude of their children and marital relationship with their husband. Sccioeconomic status was generally below middle class. Most of all subjects have delayed language development, but have overcome subsequently. Many subjects were rejected by peers because of their aggression. 4) The first visit of the subjects was about 6 years of age. Average duration of treatment was 2 years. All of them were treated in the outpatient basis except one. The effect of pharmacotherapy was doubtful and the necessity of long term play therapy was suggested. Although there were many limitations of method in present study, it was suggested that further research is needed for diagnostic criteria, epidemiology and treatment.