Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance
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| Language: | English |
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University of Cincinnati / OhioLINK
2012
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171435 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-ucin1346171435 |
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NDLTD |
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English |
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Psychology children autism neuropsychological intelligence |
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Psychology children autism neuropsychological intelligence Baum, Katherine T. Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| author |
Baum, Katherine T. |
| author_facet |
Baum, Katherine T. |
| author_sort |
Baum, Katherine T. |
| title |
Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| title_short |
Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| title_full |
Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| title_fullStr |
Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| title_full_unstemmed |
Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance |
| title_sort |
measurement of intelligence in children and adolescents with autism spectrum disorder: factors affecting performance |
| publisher |
University of Cincinnati / OhioLINK |
| publishDate |
2012 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171435 |
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AT baumkatherinet measurementofintelligenceinchildrenandadolescentswithautismspectrumdisorderfactorsaffectingperformance |
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ndltd-OhioLink-oai-etd.ohiolink.edu-ucin13461714352021-08-03T06:15:48Z Measurement of Intelligence in Children and Adolescents with Autism Spectrum Disorder: Factors Affecting Performance Baum, Katherine T. Psychology children autism neuropsychological intelligence <p>The assessment of children with autism spectrum disorders (ASD) requires the measurement of intelligence, because the diagnostic criteria include a judgment about whether social and communication deficits are greater than would be expected given the child’s developmental level. In addition, results of cognitive testing, including IQ scores and the potential discrepancy between verbal and nonverbal intellectual abilities, impact educational placement, treatment strategies, research design, and theories of neurodevelopment and cognition in ASD. Despite its widespread importance, there are fundamental methodological aspects of intellectual assessment in ASD, such as the intelligence measure selected, that may affect testing results. </p><p>The Wechsler Intelligence Scale for Children (WISC) and the Stanford-Binet (SB) are two of the most commonly used measures to evaluate intelligence in ASD. Full-scale and composite scores on the WISC and SB are highly correlated with each other in pediatric and typically-developing populations. Despite these high correlations, significant discrepancies between the scores, as many as 20 IQ points, have been reported for an individual. Comparisons between scores on the WISC and SB have not been made in children with ASD. </p><p>Forty children with ASD between the ages of 10 and 16, who were recruited through an autism clinic, completed a test battery (WISC-IV, SB-5, Beery VMI, CELF-Screener, and NEPSY – Theory of Mind) and parents completed several measures assessing behavior, ASD symptomatology and adaptive functioning. </p><p>Full-scale (FSIQ), verbal, nonverbal and working memory scores were highly correlated between the two tests. FSIQ and verbal IQ scores differed significantly between the two tests, although on average, less than 4 IQ points. The majority (72%) obtained higher FSIQ scores on the SB-5, with 14% obtaining scores on the two tests that were greater than one standard deviation from one another. Verbal and nonverbal differences between scores were similar with 16% and 18%, respectively, scoring more than one standard deviation. Classification of verbal-nonverbal discrepancies was consistent for 62-67% of the sample, depending on criteria used. Domains of cognitive functioning that are disproportionately affected in this population (e.g., language abilities, visual-motor skills, and theory of mind) were not related to intelligence scores. However, age was associated with FSIQ and nonverbal IQ difference scores with older participants scoring higher on the SB-5. Nearly all IQ scores from both the WISC-IV and SB-5 were moderately correlated with adaptive functioning. </p><p>Overall, the convergent validity of the WISC-IV and SB-5 is good in individuals with ASD. Although the average difference between tests on FSIQ and verbal scores was relatively small, approximately 15% of individuals obtained significantly different scores and classifications on the two tests. Older children and those with greater theory of mind skills tended to score higher on SB-5 full-scale and nonverbal indices relative to the WISC-IV. Further, verbal-nonverbal discrepancy classifications were only moderately consistent. Replication of these findings and comparisons to other diagnostic groups will provide further support for the convergent validity of the two measures and a more comprehensive assessment of neuropsychological functioning may determine whether these factors differentially impact performance on these two IQ tests.</p> 2012-10-15 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171435 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171435 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |