High Intellectual Ability (HIA)

When the intelligence quotient (IQ) of an individual is around or above 130 we can affirm that the person has a high intellectual capacity. The intelligence test is used to evaluate the quotient. Currently, the predominant paradigm in this field is that of multiple intelligences contributed by Howard Gardner. Thus, we must differentiate between high capacities with a predominance in one area such as logical-mathematical, spatial, linguistic, musical, intrapersonal, among others.

In the field of intelligence we must take into account precocity, that is, the speed with which a skill or knowledge is acquired in terms of chronological age. This will give us an indicator of the child’s needs as well as the possibility of carrying out a more adequate and individualized program.

What are people with high abilities like?

In general, people with high abilities are subject to pressures and stress both from others and from themselves, since they usually have a low tolerance to frustration, which results in a more unhealthy self-esteem and self-concept. In addition, they tend to have a strong sense of justice and a preference for perfectionism. Although it is true that not everything has to be fulfilled, it is a portrait that is usually observed to a great extent.

Psychological intervention in children with HIA

Children with high abilities need psychological help to provide them with certain tools to cope with the world around them, but especially with the emotional world. This is where NeuronUP comes into play.

How to work with high intellectual abilities?

We use NeuronUP for cognitive stimulation and attention training mainly. It was while working with it that I realized that by choosing certain exercises well and with the right difficulty, children with high abilities could also benefit from it.

Working with this platform on social skills and emotions is dynamic and useful. In this sense, for example, facial recognition when expressing an emotion is very important and that helps us to detect what is happening in a given social situation and, most interestingly for people with high abilities, it allows them to understand the situation deeply. The imperative need of a why is solved with exercises of this type that also make them see that there are more emotions than the basic ones. The more difficult levels make them see the nuances of emotions and learn to put themselves in the place of others. It also tends to be a challenge and if they fail we take advantage of it to work on frustration tolerance.

People with high abilities can be very creative but also very rigid in their opinion based on their experience or that of people close to them. A priori it is not something negative, however when the perception they have is wrong or it is only something that can hardly happen, or that has several explanations that do not depend on themselves, it becomes complicated. That is why reflecting with them about the different consequences of an action or the possible reasons for a person to show a certain expression or emotion is very important.

Conclusions

These exercises allow children with high abilities to be better able to successfully face situations in their environment and to understand their inner world. NeuronUP has become an essential support element in our program of attention to High Intellectual Abilities students. It also has the incentive that children and adolescents enjoy learning. This is how a neurorehabilitation tool becomes an instrument of daily use for everyone.