Study limitations and research on psychology practice led Dr. Cambrodí to raise important scientific conclusions set out in his book “Principles of Psychology of Mental Deficient” Edited by Herder, Barcelona 1983. And in other two books, grouped under the theme “Psychology of Mental Deficiency” are exposed “Deficiency Process”, Edited by Caixa de Barcelona, Tarragona 1987; and “The Relational Combinatorial”, Edited by Pagès, Lleida 1990.
From these “principles” articulated his Deficiency process called to account for possible developments that will occur in the construction of intelligence of any subject affected by shortcomings, deficiencies or intellectual disabilities if we do not intervene logical and appropriate manner. Such “process” is based on three criteria and in three sequences.
CRITERIA
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A) Evolutionary approach: It raises the educational needs not a static but changing fact, ongoing transformation. It is not seeing the subject as it is at any given time if not as it will be throughout the evolutionary process.
B) Cognitive Criteria: On the cognitive process lies the specificity of the condition of necessity as essentially educational need is knowledge-based, interpreting the cognitive system in its broadest sense, sheltering under its influence all other areas of development. This cognitive prominence is evidenced by the successive evolution of the delay and the breakdown, they just giving the intelligence deficit a dynamic of its own, different from the “normal” child.
C) Constructivist Criteria: The subject with neck, as in the course of its evolutionary process is deconstructing their cognitive function, it is structuring its limitation. What follows that this developmental deficiency is greater or lesser degree, “built” in the course of their own development.
SEQUENCES
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A) Sequence Causal, in the initial quantitative differences, resulting from the inadequacies of biological organization (representative dynamics, decentration and logical deductions) and environmental interaction (physical experimentation, contradiction-denial) produce representative gaps and theoretical disjointedness action-representation.
B) Sequence Generative wherein from those gaps and disjointedness is creating insufficient logical representative combinatorial and relational processes and / or defective (imperfect transanalógica discrimination, defective analysis processes, imperfections in qualitative identity, creation produces heterotopic behavior of structures, relational knowledge acquisition imperfect, defective synthesis processes, imperfections in quantitative identity).
C) Sequence Effector, wherein those processes by the combination relational deficienciador process is consolidated by cognitive destructuration in a qualitative differences end.
So that what initially shortcomings and risks are to some extent reversible, become consolidated and irreversible deficiencies. Hence it is so important to know the process, periodically assess subjects with neck, knowing the ways of influencing the process and go readjusting interventions periodically to prevent shortfalls are consolidated in qualitative differences.
The latest proposals of intervention proposed by Dr. Cambrodí are intended to influence the process of building intelligence defectively, placing at central Relational Combinatorial (type combinations, complexity and number of them occurring in each action, etc.).
