Editorial

Ravenscroft, John; Damen, Saskia

doi:10.1177/0264619619847016

Cited by 1 publication

(1 citation statement)

References 15 publications

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“…In addition to such propensity, many uncertainties exist regarding the neuropsychological potential, causing special educational hesitancy [ 3 ]. Fortunately, the prevailing attitude among researchers and clinicians working within the field of deafblindness and rare disorders is that the affected child or adolescent has an unlocked cognitive potential [ 4 – 6 ]. Because of methodological issues connected to research on rare diseases, this belief has proven challenging to substantiate scientifically.…”

Section: Introductionmentioning

confidence: 99%

Cognitive potential of children and adolescents with CHARGE syndrome and deafblindness

Skei,

Hartshorne

et al. 2024

Orphanet J Rare Dis

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Background The present study aimed to test the hypothesis stating that the cognitive potential of individuals with deafblindness is equal to those without a deafblind condition, an assumption that until now has been empirically unsubstantiated within the field of deafblindness. Methods To explore the assumption, 15 children and adolescents with CHARGE underwent cognitive assessment with WISC-V using a sequential two-level assessment design. The 1st level involved standardized test conditions. The 2nd level was designed as a continuation of the performances obtained from the 1st level and involved accommodations to compensate for sensory motor impairment. Statistical procedures involved the sample as a whole and when divided into two subgroups: (i) participants with CHARGE without deafblindness; (ii) participants with CHARGE and deafblindness using the 1st level scores as base line. Results Although results showed significantly lower scores in the deafblind subgroup with standardized procedures, they approximated the others after accommodating for their sensory deficits. This positive increase proved significant. Conclusion Findings supported the assumption of equal cognitive potential of individuals with and without deafblindness. Results indicated that the children and adolescents with deafblindness had most effect of the accommodations, enabling them to approximate the results of the subgroup without deafblindness. These gains were attributed enhanced accessibility endorsed by the accommodations and represented the participants latent cognitive dispositions only realized under certain circumstances.

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Section: Introductionmentioning

confidence: 99%