This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students.

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

In recent years, the number of students with learning disabilities who access to higher education has increased, so it's important to provide them with support and individual accommodations. In order to analyse the barriers that these students have to face, a research of the database Web of Science has been done using the following concepts: learning disabilities, higher education, university, barriers. 23 papers were chosen, reviewed and compared. From this analysis we've known that, even though a great effort has been made in order to provide them the individual accommodations they may need, students with learning disabilities still have to deal with different barriers in college. The short and long term effects of these results will be discussed.

Addictive behaviors pose significant challenges for people with intellectual disability (ID), yet research remains limited. This umbrella review aims to synthesize evidence from systematic reviews on substance use (SU), gambling, and gaming among people with ID, focusing on prevalence and patterns, risk factors and motivations, and intervention approaches. Understanding these aspects is essential for developing effective prevention and treatment. Following the Preferred Reporting Items for Overviews of Reviews (PRIOR) guidelines, two independent reviewers searched the Web of Science, PsycINFO, and the Cochrane Database of Systematic Reviews for systematic reviews and meta-analyses focused on people with ID and SU, gambling, or gaming. Quality was assessed using the JBI Checklist for Systematic Reviews. No eligible studies were found for gambling and gaming. Nine reviews addressed SU (alcohol, tobacco, cannabis, solvents, stimulant, and depressant drugs), revealing higher prevalence among men, adults, and those with less complex support needs. Motivational, educational, and behavioral interventions were employed. Cognitive behavioral therapy, motivational enhancement therapy, and mindfulness showed potential efficacy in increasing knowledge, motivation, and reducing SU. The findings underscore the importance of inclusive prevention strategies that address social determinants of health (such as socioeconomic status and living conditions), transdiagnostic protective factors, and evidence-based, person-centered, and rights-based frameworks. While SU interventions for people with ID show promise, further research and more robust designs that incorporate these conceptual perspectives is needed. Moreover, it is essential to investigate polypharmacy and behavioral addictions to address these issues from a phenomenological and contextual perspective.