A SET-CHC Framework for Addressing Non-medical Challenges in Children with Kabuki Syndrome Type 2

Abstract

The integration of science, engineering, and technology (SET) as a joint framework within the context of the Cattell-Horn-Carroll (CHC) theory offers a new lens to examine, understand and address the complex issues of managing children diagnosed with Kabuki Syndrome Type 2 (KS2). This integrated SET-CHC framework, which delineates both broad and narrow cognitive abilities identified in the CHC Theory, provides a systematic method for identifying specific learning needs and developing targeted strategies to address the KS2 challenges within the context of educational therapy. By integrating advancements in the SET-CHC framework, such as the application of assistive technologies and use of data-driven interventions, educational therapists and other allied professionals can develop and implement individualized strategies to support children diagnosed with KS2, particularly to address its coexisting or concurrent conditions, which include intellectual and developmental delays or disabilities (IDD/D), syndromic autism (SAu), and learning disabilities (LD), among others. The combination of CHC-based cognitive profiling and SET-supported innovative therapeutic tools fosters an adaptive learning environment, promoting holistic development and improving educational outcomes for those children with KS2.