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. 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. ❏ 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 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. 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. 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;
2. Intellectual Disability may be used when there is strong presumption of sub average intellectual functioning, i.e., due to limitations or significant impairments where the student is unable to participate in the standardized testing process.
Cognitive. ✓ Cognitive training and learning activities using explicit brain training apps such as Lumosity, language and literacy exercises, visual and spatial puzzles ✓ Work on areas such as memory, problem solving, attention, Numeracy, flexibility and speed of information processing. ✓ Using adaptive equipment such IPAD, Computers or more conventional media such writing pads and white boards.
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. Understand AOTA’s Code of Ethics, Core Values & Attitudes, & Standards of Practice as the basis for professional behavior.
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. • 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
