Specific Features of Cumulative Cognitive Deficit (CCD) in Internationally Adopted Children
After the initial amazing advancements with the English language learning, some internationally adopted children experience problems at school, the progress slows down, and they actually fall behind the school requirements. Some of these children may even show significant difficulty in their academic work, which, in turn, brings behavioral and emotional problems. Dr Gindis speaks about the characteristics of Cumulative Cognitive Deficit that some of these children may experience. This is the abstract of the article “Detecting and remediating the Cumulative Cognitive Deficit in school age internationally adopted post-institutionalized children,” initially published in: POST, Issue #27.
Boris Gindis, Ph.D.
Cumulative Cognitive Deficit in international adoptees: its origin, indicators, and means of remediation
Through direct and mediated learning major cognitive skills and processes are formed and put in action. Deprived of such experiences, children may have problems moving to more advanced levels of learning. When a child misses certain stages of normal cognitive development and never learns generic concepts necessary for successful schooling, the educational matter this child is taught simply does not have any structural support upon which to be understood, remembered, and used. In this article Dr. Gindis re-visits the origins of CCD in international adoptees and points out at the utmost importance of early intervention, discussing some available remedial methodologies.