Neurodiversity Cognitive Assessment Statistics


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Neurodiversity Cognitive Assessment Statistics 2023: Facts about Neurodiversity Cognitive Assessment outlines the context of what’s happening in the tech world.

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Top Neurodiversity Cognitive Assessment Statistics 2023

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Neurodiversity Cognitive Assessment “Latest” Statistics

  • 18 persons with high-functioning ASD with a mean age of 28 to 95 years were treated with memantine at a mean dosage of 19.7 ± 1.2 mg/day; a range of 15 to 20 mg per day, and 94% of the study participants finished it.[1]
  • 83% of the 364 randomly assigned participants who were males finished the main endpoint, 86% of them completed it, and 80% of them completed the final endpoint.[1]
  • The estimated percentage of children having a genetic cause among those who received both CMA and WES testing was 15.8%.[1]
  • Although ASD affects between 0.1% and 1.8% of the world’s population, ASD’s pathophysiology is still not fully known.[1]
  • Children with autism spectrum disorders often have epileptiform abnormalities on electroencephalography. ASDs reported to occur between 10% and 72% of the time.[1]
  • Group 2 treatment/placebo showed a 14.15% change for the placebo with a -3.98% change for the treatment.[1]
  • A person receives treatment using hyperbaric oxygen therapy, which involves breathing at pressures above normal atmospheric pressure while consuming 10% oxygen.[1]
  • ASD is a public health issue that affects youngsters between 0.6% and 1.7% of the time.[1]
  • In an independent 81-sample validation set, subsets of these characteristics correctly categorized the ASD and TD samples with average accuracies of 84% and 86% and with a maximum accuracy of 81%.[1]
  • Up to 74% of children with ASD utilize new, unorthodox, and off-label medications, yet treating doctors often are not aware of their use.[1]
  • Memantine therapy was linked to a substantial decrease in clinician and informant-rated clinical global impression improvement subscale 83% assessments of autism severity.[1]
  • There is a great chance for your students to thrive and realize their full learning potential since some of our customers have attained 10% accomplishment.[2]
  • 13% of all kids enrolled in school have an Individualized Education Plan, or IEP, which necessitates extensive modifications to the core curriculum to fit their requirements.[3]
  • DHS organization’s neuro-diverse testing teams produce 30% more than the others.[4]
  • In 2020, SAP intends to have 1% of its workforce that is neuro-diverse. This figure was picked since it nearly reflects the prevalence of autism in the general community.[4]
  • The unemployment rate might reach 80%. This number includes those who are more severely ill yet are not eligible for neurodiversity programs.[4]
  • 7% of people require mental health services. Brain damage was acquired by 5% of people.[5]
  • Geographically, North America is the biggest market for cognitive assessment, with a consumption market share of about 37%, followed by Europe with a consumption market share of about 26% in 2018.[6]
  • With a market share close to 17%, Pearson was the most significant company in cognitive evaluation.[6]
  • American Psychiatric Association’s most recent recommendations estimated a prevalence of up to 6%.[7]
  • Diagnostic standards and service accessibility impact the prevalence, which ranges from 1% to 1.6% internationally.[7]
  • Just 6% of participants across 301 studies on autism exhibited intellectual impairment, compared to 30% of the autistic community.[8]
  • People sometimes assume incorrectly that autistic school-aged children with limited language skills—about 30% of them—are less intelligent than other children.[8]
  • The researchers used 242 children and young people with fragile X syndrome, Down syndrome, or other types of intellectual impairment to test the battery, and they discovered that over 80% of individuals with a mental age of at least 4 get reliable findings from it.[8]

Also Read

How Useful is Neurodiversity Cognitive Assessment

One important aspect of neurodiversity is the concept of cognitive assessment. Cognitive assessments are used to evaluate an individual’s cognitive abilities, such as memory, attention, processing speed, and executive functioning. These assessments can be valuable tools for understanding an individual’s strengths and weaknesses, as well as helping to identify areas where support may be needed.

For individuals who are neurodivergent, cognitive assessments can be particularly useful. By gaining a better understanding of their unique cognitive profile, individuals can advocate for the accommodations and support they need to thrive in academic, work, and social settings. Cognitive assessments can also help individuals identify strategies to manage challenges and leverage their strengths.

Moreover, cognitive assessments can be valuable for parents, educators, and employers. For parents of neurodivergent children, cognitive assessments can provide insight into their child’s learning style and academic needs. This information can guide decisions about educational interventions and support services. Similarly, for educators, cognitive assessments can inform instructional practices and help tailor supports to meet the needs of neurodivergent students. In a work or organizational setting, cognitive assessments can help employers understand the cognitive strengths and challenges of their employees, allowing for targeted support and accommodations to maximize productivity and job satisfaction.

One criticism of cognitive assessments in the context of neurodiversity is the potential for bias and misinterpretation. Traditional assessments may not adequately capture the strengths and abilities of neurodivergent individuals, leading to misleading results or inappropriate interventions. For example, a standardized test of working memory may not accurately reflect the cognitive abilities of an individual with ADHD, who may excel in certain tasks but struggle with sustained attention.

To address this concern, it is important to use a holistic approach to cognitive assessment that takes into account the individual’s unique characteristics and experiences. This may involve using a combination of traditional standardized tests, informal observations, interviews, and self-report measures to paint a comprehensive picture of an individual’s cognitive abilities. Additionally, it is crucial to involve the individual in the assessment process, soliciting their input and incorporating their perspectives into the evaluation.

In conclusion, cognitive assessments can be a valuable tool in understanding the cognitive abilities of neurodivergent individuals. By gaining insight into an individual’s unique cognitive profile, it is possible to provide targeted supports and accommodations to help them thrive. However, it is essential to approach cognitive assessment with an open mind, recognizing the limitations of traditional standardized tests and incorporating a comprehensive, holistic approach to truly capture the richness and diversity of cognitive abilities within the neurodiverse community.

Reference


  1. aetna – http://www.aetna.com/cpb/medical/data/600_699/0648.html
  2. cognassist – https://cognassist.com/insights-hub/science-behind-cognassist/
  3. mtholyoke – https://commons.mtholyoke.edu/theaccessibletoolbox/teaching-strategies-student-perspectives/working-with-neurodiverse-students/supporting-successful-statistics-learning-for-neurodiverse-students/
  4. hbr – https://hbr.org/2017/05/neurodiversity-as-a-competitive-advantage
  5. geniuswithin – https://www.geniuswithin.org/what-is-neurodiversity/
  6. globenewswire – https://www.globenewswire.com/en/news-release/2022/06/15/2463010/0/en/Cognitive-Assessment-Market-Size-2022-2027-Analysis-By-Business-Share-Strategies-Investment-Opportunities-Revenue-Expectation-Future-Trends-Prominent-Players-Covid-19-Impact-Analys.html
  7. nih – https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7732033/
  8. spectrumnews – https://www.spectrumnews.org/features/deep-dive/the-blurred-line-between-autism-and-intellectual-disability/

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