People with Kabuki syndrome have a very specific cognitive and behavioral profile. They generally fall in the mild intellectual disability range but some individuals are more or less severely impacted cognitively. Most have specific issues with visuospatial processing and memory, which become more apparent as they get older. [1]
Visuospatial or visual-spatial challenges are common in Kabuki syndrome and can affect learning, organization, reading comprehension, math, and movement. There is no direct treatment for visuospatial cognitive problems. Strengthening visuospatial skills is often a collaborative effort between caregivers, therapists, and teachers. You can learn more about how your/your child’s brain works through neuropsychological testing.
In addition, we know people with Kabuki syndrome can have a problem with neurogenesis (making new brain cells) in the hippocampus of the brain. [2] This leads to a problem encoding new memories. Encoding means adding information into the memory for retrieval later. With a significant amount of repetition, children with Kabuki syndrome are able to encode new facts or processes. It is recommended that children with Kabuki syndrome be taught using a great deal of repetition in practicing their academic skills, even more than other children with intellectual disability.
People with Kabuki syndrome are at higher risk of executive dysfunction. Executive function enables people to plan ahead, focus their attention, remember instructions, control their impulses and juggle multiple tasks successfully. They should be carefully monitored for signs of ADHD. Additionally, we are aware that most individuals with Kabuki syndrome have impairing anxiety and that this typically gets worse when they get older. In people with Kabuki syndrome, anxiety often looks like obsessive-compulsive tendencies, perseveration (repeating things again and again) and difficulty with uncertainty (changing of routines or expectations). [3, 4]
People with Kabuki syndrome are also at risk for significant fine motor challenges that can lead to difficulty with handwriting. Alternatives to handwritten work should be offered. Physical therapy and early intervention are recommended and can play an important role in helping individuals acquire and strengthen their motor skills. [5]