Neuropsychological presentation and adaptive skills in high-functioning adolescents with visual impairment: A preliminary investigation

Abstract

Studies in infants and young children with congenital visual impairment (VI) have indicated early developmental vulnerabilities, conversely research with older children and adults have highlighted areas of cognitive strength. A minimal amount is known, however, about the possible combination of strengths and weaknesses in adolescence, and this present study therefore aims to explore the neuropsychological presentation and adaptive behavior profile in high-functioning adolescents with congenital VI. Participants completed a battery of commonly used neuropsychological measures assessing memory, executive function, and attention. The measures utilized focused on auditory neuropsychological function, because only subtests that could be completed with auditory administration were suitable for this sample. Parents completed standardized measures of adaptive behavior, executive function, and social communication. Compared to aged-based norms for normal sight, adolescents with VI demonstrated strengths in aspects of working memory and verbal memory. Furthermore, performance across the neuropsychological battery was within or above the average range for the majority of the sample. In contrast, parent-report measures indicated areas of weakness in adaptive functioning, social communication, and behavioral executive functioning. Overall, this study provides preliminary evidence that relative to fully sighted peers, high-functioning adolescents with VI present with an uneven profile of cognitive and adaptive skills, which has important implications for assessment and intervention.

Adaptive behaviour and quality of life in school-age children with congenital visual disorders and different levels of visual impairment

“…The results of the current study indicated reduced adaptive behaviour in children with visual impairment across domains of practical, social, and conceptual function. These results mirror previous studies that also reported reduced adaptive behaviour in school-age children and in adolescents with congenital VI (Greenaway, Pring, Schepers, Isaacs, & Dale, 2017;Metsiou et al, 2011;Papadopoulos, Metsiou, & Agaliotis, 2011a). In line with these reports, the most pronounced difficulties were found for children with S/PVI in practical aspects of adaptive behaviour, i.e.…”

“…Ratings of strengths and difficulties (SDQ) further indicated that peer relationships are an area of concern for children with VI. Difficulties in social function have been consistently observed across pre-school, middle childhood, and adolescents in congenital VI (Bathelt et al, 2017;Greenaway et al, 2017;Jure et al, 2016;Tadić et al, 2010). Reported difficulties were most pronounced for children with S/PVI, but ratings in the MVI group overlapped with both the S/PVI and control group.…”

“…Vision related quality of life may also be appropriately compared with more generalized paediatric quality of life measures in the future (Tadic et al, 2016). Further, understanding the role of other factors that may influence adaptive behaviour and quality of life, like cognitive skills (Bathelt et al, 2016;Greenaway et al, 2017) and mental health (Harris & Lord, 2016) are important avenues for future research.…”

Event-related potential response to auditory social stimuli, parent-reported social communicative deficits and autism risk in school-aged children with congenital visual impairment

“…Verbal comprehension was assessed using verbal subtests of the Wechsler Intelligence Scale for Children 4th edition (WISC-IV) (Wechsler, 2004). Verbal subtests of previous and current editions of the WISC have also been used with children with VI (Greenaway et al, 2016; Dekker, 1993; Tillman, 1973; Tillman and Bashaw, 1968; Witkin et al, 1968). The administered subtests included all items of the Verbal Comprehension composite score (Vocabulary, Similarities, Comprehension).…”

Let's Get It On: Dressing Skill Development in Children With Vision Impairment and Children With Down Syndrome

“…This means that the choice of clothing is determined by commercial availability, but parents/caregivers ultimately prescribe item purchase. As parents play a crucial role in initiating and supporting the development and acquisition of independence skills, parental influence resulting from culture, expectations, and willingness can affect skill development (Taverna et al, 2011;Greenaway et al, 2017;Ayllón et al, 2019).…”