Nicholas Jude
Haukeland University Hospital, Bergen, Norway.
Statped, Bergen, Norway.
Front Psychol. 2020 Sep 25;11:571358. doi: 10.3389/fpsyg.2020.571358. eCollection 2020.
The overall goal of a cognitive assessment is to improve communication, learning, and quality of life for a child who is deafblind. This article will give a brief description and perspective on different evaluation approaches as a basis for reliable cognitive assessments and offer suggestions on how to improve the quality of a cognitive assessment in our clinical practice. The assessor should be aware of the limitations of norm-referenced tests if standardized normative measures are applied to evaluate the cognitive functions of a child who is deafblind. However, if engaging a child with deafblindness in a standardized normative assessment, special considerations and assessment concessions would be required. Furthermore, key issues on how to improve the quality of a cognitive assessment by affording multiple assessment pathways for cognitive assessments will be addressed. Particular attention is given to the following assessment approaches: multi-method, multi-informant assessment, ecological assessment, and dynamic assessment. The use of multiple assessment pathways is necessary to reveal the genuine cognitive abilities and potentials of a child with deafblindness.
认知评估的总体目标是改善聋盲儿童的沟通、学习和生活质量。本文将简要描述不同的评估方法并给出相关观点，作为进行可靠认知评估的基础，并就如何在临床实践中提高认知评估的质量提供建议。如果应用标准化的规范测量方法来评估聋盲儿童的认知功能，评估者应意识到常模参照测试的局限性。然而，如果让一名聋盲儿童参与标准化的规范评估，则需要特殊考虑和评估让步。此外，还将探讨如何通过提供多种认知评估途径来提高认知评估质量的关键问题。特别关注以下评估方法：多方法、多信息提供者评估、生态评估和动态评估。使用多种评估途径对于揭示聋盲儿童真正的认知能力和潜力是必要的。
