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Arguably, individuals living with deafblindness are among the hardest hit by the effects of the corona virus disease of 2019 (COVID- 19), given the importance of the sense of touch for their ability to interact with the world. To address this challenge, it is imperative to facilitate the implementation of evidence- and experience-based recommendations, and to improve knowledge translation on a global scale. Deafblind International organized a webinar to provide a platform where participants could exchange experiences and solutions to overcome the challenges created by the arrival of COVID-19, in order to facilitate information exchange among stakeholders in deafblindness during this pandemic. We present an overview of its content here and place the summarized themes in context with existing research literature. Abstract submission was open for 4 weeks in May 2020, resulting in 30 submissions from 13 countries across 5 continents. Of the 26 presenter teams, 9 (35%) had a co-presenter that was living with deafblindness themselves. The number of individual participants across all sessions ranged from 55 to 140 ( M = 98), with a total of 3709 session registrations overall, and the organizers estimate a total attendance of around 400 participants. Based on extensive field notes taken during the webinar, and repeated viewing of the recordings, qualitative description allowed the team to synthesize eight principal themes across the event: access to information, communication, service accessibility, adaptations to service delivery, online safety and security, physical distancing, mental health and research. The first Deafblind International webinar was able to fill an important gap by bringing together a variety of stakeholders in deafblindness across the globe. The event created a sense of group membership and peer support, brought the participants, researchers, the professionals as well as their service agencies closer together and generated a sense of hope and collaboration.

This article highlights a theoretical and practical framework for integrating the neuropsychological concept of autobiographical memory with the experiential learning that takes place in the outdoors. Autobiographical memories, our recollections of specific, personal events, are constructed through a personal narrative process; the way we choose to tell the stories of our lives, to ourselves, and crucially to others. Our interdisciplinary framework suggests that the participant comes to value memories of particular past events because they come to be seen as part of a shared history with others. Elements of outdoor activities can aid in the formulation of personal narratives and the generation of autobiographical memories. Our case study of a person with congenital deafblindness shows that taking an outdoor education approach can aid in providing shared authentic memorable experiences and in facilitating the construction of autobiographical memories in the bodily tactile modality.

This book presents varying assessment purposes, procedures and analytic approaches for professionals who are involved in making examinations and assessments of cognition in cases of congenital deafblindness in both children and adults. People with congenital deafblindness often have hidden cognitive potential that those around them fail to detect. This can lead to missing out on communication, or not even having the opportunity to develop a tactile language. A professional assessment of the cognition may reveal latent abilities and with suitable strategies the person with congenital deafblindness can develop their full potential. The book is aimed at professionals who are involved in making examinations and assessments of cognition in cases of congenital deafblindness in both children and adults. It is also an important contribution to further research in this area.

Objective: To determine if the auditory middle latency responses (AMLR), auditory late latency response (ALLR) and auditory P300 were sensitive to auditory processing disorder (APD) and lis...

Background: The present study investigated the impact of coexisting anxiety disorder in children with ADHD on their ability to regulate behavior. Method: Parent reports on the Behavior Rating Inventory of Executive Function (BRIEF) in a comorbid group of children with ADHD and anxiety ( n = 11) were compared to BRIEF reports in a group of children with a “pure” ADHD ( n = 23), a “pure” anxiety ( n = 24) and a group without any diagnosis ( n = 104) in a 2 (ADHD vs. no ADHD) × 2 (anxiety vs. no anxiety) design. Results: The children with ADHD and anxiety disorder scored significantly higher on the Inhibit scale than children within the other three groups. Main effects of diagnosis appeared in ADHD children on the Inhibit, Emotional Control, and Working Memory scales, and on the Shift and Emotional Control scales in anxious children. Conclusion: The results indicate that a behavioral dysregulation in ADHD children is aggravated by comorbid anxiety.

Objective: This paper provides an overview of the services developed in response to the unique mental health needs of a remote Aboriginal community. We describe an evolving service on the Tiwi Islands in the Northern Territory and the challenges that need to be addressed if the community is to continue to take a leading role in dealing with mental health issues. Conclusions: The Tiwi Mental Health Service demonstrates that community members are able to identify needs and respond accordingly if they are provided with the relevant information and supported in their decision-making process. The establishment of social governance mechanisms and the long-term commitment by a change agent to facilitate the empowerment process are important keys to success. The main challenge in establishing services in rural Aboriginal communities is to identify and support community strengths, including leaders and cultural practices.

This study addressed the presence of executive dysfunction in children with CHARGE syndrome, a genetic disorder with multiple physical anomalies and severe challenging behaviors. Ninety-eight children were included in the study. More than half received clinically significant scores on the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000) scales of Shift, Monitor, and the Behavioral Regulation Index, with additional high scores on Inhibit and the Global Executive Composite. Associations were found with the age the child first walked, scores on the Autism Behavior Checklist (ABC; Krug et al., 1993), and being classified as deafblind. Difficulties with making transitions and flexible problem solving, monitoring their work and their effect on others, and acting on impulse, may be related to the behavioral difficulties exhibited by children with CHARGE. Interventions targeting improved self-regulation may help to manage this challenging behavior.

I present the case of a 12-year-old girl diagnosed with CHARGE syndrome. As an infant she had shown typical characteristics of CHARGE. Neuroimaging revealed asymmetrical ventriculomegaly. Both her teacher and parents reported academic and psychosocial problems. Neuropsychological assessment revealed significant executive dysfunction, including attention difficulties. We discuss the possible association between executive deficits and school and psychosocial problems. This case also highlights the importance of evaluating executive function in children with CHARGE, which is particularly useful in efficiently identifying needs for direct intervention.