TY - JOUR
T1 - Training communication abilities in Rett Syndrome through reading and writing
AU - Fabio, Rosa Angela
AU - Castelli, Ilaria
AU - Marchetti, Antonella
AU - Antonietti, Alessandro
PY - 2013
Y1 - 2013
N2 - The goal of this clinical case study is to investigate the possibility of training communication abilities in people with Rett syndrome (RS). Usually, girls with RS never exceed the sensorimotor stage of development, but the inter-individual variability typical of RS may lead us to doubt the irrevocability of that developmental limit, especially for those girls who are engaged in cognitive rehabilitation. The case study reported here concerns a 21 year old girl with RS who was engaged in cognitive rehabilitation training based upon the principles of Feuerstein’s modificability and mediated learning theory. The training aimed to teach her basic concepts and enhance reading-writing abilities. Statistical
analyses showed that the girl reached adequate reading-writing abilities, proving the validity of the cognitive intervention which allowed her to communicate by composing words with her forefinger on an alphabetic table. Although these results need to be cautiously considered as they derive from a single case study, they have implications for future cognitive rehabilitation for deeply impaired clinical conditions as in the case of RS.
AB - The goal of this clinical case study is to investigate the possibility of training communication abilities in people with Rett syndrome (RS). Usually, girls with RS never exceed the sensorimotor stage of development, but the inter-individual variability typical of RS may lead us to doubt the irrevocability of that developmental limit, especially for those girls who are engaged in cognitive rehabilitation. The case study reported here concerns a 21 year old girl with RS who was engaged in cognitive rehabilitation training based upon the principles of Feuerstein’s modificability and mediated learning theory. The training aimed to teach her basic concepts and enhance reading-writing abilities. Statistical
analyses showed that the girl reached adequate reading-writing abilities, proving the validity of the cognitive intervention which allowed her to communicate by composing words with her forefinger on an alphabetic table. Although these results need to be cautiously considered as they derive from a single case study, they have implications for future cognitive rehabilitation for deeply impaired clinical conditions as in the case of RS.
KW - COMMUNICATION
KW - Cognitive rehabilitation
KW - RETT SYNDROME
KW - TRAINING
KW - COMMUNICATION
KW - Cognitive rehabilitation
KW - RETT SYNDROME
KW - TRAINING
UR - http://hdl.handle.net/10807/49212
U2 - 10.3389/fpsyg.2013.00911
DO - 10.3389/fpsyg.2013.00911
M3 - Article
SN - 1664-1078
SP - N/A-N/A
JO - Frontiers in Psychology
JF - Frontiers in Psychology
ER -