Cognitive deficit describes the negative status in intellectual functioning in disorders such as mental retardation. Less often, it is used to describe specific deficits in Cognitive Abilities such as learning disabilities and dyslexia. In contrast, terms such as learning disability are used to describe specific deficits that may have little to do with overall cognitive functioning. Cognitive deficits of children can be ranged from mental retardation with minimal functioning to mild impairment through specific operations.
Low Iodine during Pregnancy leads to Cognitive Deficits in Children
A survey of around 1100 mothers and their children found that even a mild level of iodine deficiency during pregnancy was associated with negative effects such as lower IQ and less reading ability. At 7 years of age, children whose mothers had iodine/creatinine ratios of less than 140 µg/g were more likely to have scores in the lowest quartile for verbal IQ, lowest reading accuracy, and low reading comprehension, compared with children of mothers with ratios of 140 µg/g or more. Subdividing of the iodine-negative group revealed ongoing worsening of scores from 50 to 140 µg/g.
Identify the Mental issues with Cognitive Ability Test!
Some mental issues are created before birth due to improper care of mother and some mental issues are created after birth due to improper care of child. A mental issue is the right identification only when a child has both cognitive negatives and poor adaptive behavior skills. Children with lowest Cognitive Ability but proper social behavior are not determined with mental issues. Evaluation of mental issue will be done by gathering of information by a team of professionals, including teacher, mental health specialists, and health care providers. Social behavior is assessed with a proper organized interview of the caregiver using the Vineland Adaptive Behavior Scale or similar social adaptation measure, usually performed by a mental health professional. Cognitive Ability Test can be done by some education test procedures.
Qualifying Test Scores
Please note that all documentation must be the original or photocopy of the original and stamped by Notary. By taking review of your qualifying scores may be delayed if your documentation does not meet this requirement. Further, in order for Cogat Composite Scores to be accepted for Mensa membership, tests must be administered by a neutral and qualified 3rd party in a traditional testing environment under conditions appropriate for the norming standards of each test such as the classroom of a certified school teacher or a private psychologist. Mensa reserves the right to alter or change these Cogat Scores as the tests shown are re-standardized. Mensa will appraise all applications individually and reserves the right to make the final identification about the acceptability of any test.
Identification Process
Gifted and talented education is provided for students who consistently perform above grade level and demonstrate need for additional advanced academic differentiation in kindergarten through grade 12. Multiple criteria are used for determination and include both formal and informal indicators.
Formal Indicators included:
Cogat Norms referenced assessments in reasoning skills, i.e. Cognitive Abilities Test (CogAT) and achievement top scores, i.e. Iowa Test of Basic Skills (ITBS).
Informal Indicators may include:
Teacher and parent checklists and performance indicators, i.e. academic grades in reading/language arts and mathematics, writing samples, North Carolina End-of-Grade, Literacy Profiles, Math Profiles, portfolios, work samples, and projects, plus any other available anecdotal information.