Cognitive profile of adults with intellectual disabilities from indigenous communities in Ontario, Canada

摘要

Background: Interpreting cognitive assessment results for individuals from indigenous communities can be complex. Factors such as culture, language, and education may influence results. Although there is research regarding the cognitive assessment of typically functioning individuals from indigenous communities there is limited information on adults with intellectual disabilities (ID). This is important because adults with ID are frequently referred for cognitive assessment. Methods: 60 adults from indigenous communities were assessed using the WAIS-IV. Scores for verbal and perceptual abilities were compared for age, sex, education, and first language spoken. Results: Higher perceptual abilities were found compared to verbal abilities. Only education significantly influenced scores, and it impacted both verbal and perceptual abilities. Conclusion: Adults with ID from indigenous communities were found to have significantly stronger visual-spatial compared to verbal abilities. More education was correlated with higher scores. Implications for practice include the importance of using a strength-based approach with an emphasis on visual, hands-on learning.