Utility of an abbreviated version of the stanford-binet intelligence scales (5th ed.) in estimating 'full scale' IQ for young children with autism spectrum disorder.

The fifth edition of the Stanford-Binet Intelligence scales allows 'full scale' IQ (FSIQ) to be estimated using an abridged version of the test-the abbreviated battery IQ (ABIQ). Set within a public early intervention team service, the current cross-sectional study investigated the utility of the ABIQ in estimating FSIQ for 40 children with autism spectrum disorder (ASD) aged 3-5 years. A strong ABIQ-FSIQ association was yielded (r = 0.89; r2 = 0.808) and the ABIQ did not over-estimate mean FSIQ above a clinically-relevant threshold; however, clinically significant over-estimation occurred in 17.5% of individual cases. While the findings provide support for the utility of the ABIQ in estimating FSIQ for young children with ASD, caution relating to the over-estimation of FSIQ is warranted. Careful clinical judgment-ideally based on examination of previous cognitive assessment results (if available), thorough interactional observations, and close multi-disciplinary consultation-is necessary to determine the applicability of the ABIQ to individual cases. Autism Res 2018, 11: 503-508. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We investigated the utility of a shortened version of the Stanford-Binet Intelligence Scales in estimating IQ for 40 young children with autism spectrum disorder (ASD). The findings provide qualified support for the instrument: acceptably accurate IQ estimation was achieved for most cases; but not so for a sizeable minority (17.5%). Careful clinical judgment is necessary to determine the applicability of the ABIQ to individual cases.

An examination of the relationship between autism spectrum disorder, intellectual functioning, and comorbid symptoms in children.

There is a deficiency of research looking at how rates of comorbid psychopathology are effected by autism spectrum disorder (ASD) and intellectual functioning level. The present study aimed to extend the literature in this area by evaluating how ASD and IQ scores are related to ratings on a measure of comorbid symptoms. Twenty-three children with ASD and 87 children without ASD participated in this study. Rates of tantrum behavior, avoidant behavior, worry/depressed, repetitive behavior, under-eating, over-eating, and conduct behavior were examined utilizing the Autism Spectrum Disorders-Comorbidity for Children (ASD-CC). Correlational and multiple regression analyses were then conducted. ASD diagnosis significantly predicted rates of tantrum behavior, avoidant behavior, and repetitive behavior. Children with ASD tended to have higher rates of all three of these comorbid symptoms than children without ASD. Although not statistically significant, there was a negative correlation between IQ and rates of comorbid symptoms, such that children with higher IQ scores tended to have lower rates of comorbid symptoms. The implications of these findings on assessment and intervention are discussed.

Comparison of the Leiter International Performance Scale-Revised and the Stanford-Binet Intelligence Scales, 5th Edition, in children with autism spectrum disorders.

A review of hospital records was conducted for children evaluated for autism spectrum disorders who completed both the Leiter International Performance Scale-Revised (Leiter-R) and Stanford-Binet Intelligence Scales, 5th Edition (SB5). Participants were between 3 and 12 years of age. Diagnoses were autistic disorder (n  =  26, 55%) and pervasive developmental disorder-not otherwise specified (n  =  21, 45%). Analysis showed that the full sample received significantly higher scores on the Leiter-R than SB5 (mean discrepancy of 20.91 points), specific diagnosis was not a significant factor, and younger children had a larger discrepancy between tests. These analyses strongly suggest that the Leiter-R and the SB5 may not be equivalent measures of intellectual functioning in children with autism spectrum disorders, and that use of one or the other exclusively could lead to misclassification of intellectual capacity.

Gender and geographic differences in the prevalence of intellectual disability in children: analysis of data from the national disability registry of Taiwan.

Intellectual disability (ID) is not uncommon in children, but data at the national level are limited, especially those on geographic differences. On the basis of the Disabled Welfare Law, Taiwan began to certify disabled residents and provide various services in 1980. All the cases are registered, and the registry provides a rare opportunity for studying ID at the national level. Using the data from 2004 to 2010, we calculated the prevalence of ID in children by age, gender, and geographic area and assessed the changes over time. We limited analyses to children at least 3 years of age, because certification before 3 years old is discouraged by the government. We found that from 2004 to 2010, the registered cases between 3 and 17 years old ranged from 20,531 to 23,547, and the prevalence of ID increased constantly from 4.40/1000 to 5.79/1000 (p<0.01), which generally increased every year in all age groups (p<0.01). In each year there were more boy cases than girl cases, and the boy-to-girl ratio generally decreased with age (p<0.01 for chi-square test for trend in all years). The prevalence rate ratio ranged from 1.33 to 1.37 (p<0.01 in all years), and the changes in the rate ratio were small over the years. We observed a higher prevalence in the rural areas over the years, and the prevalence rate ratio ranged from 1.34 to 1.43 (p<0.01 in all years), with an increasing trend over time (p<0.01).

Cognitive and developmental influences in visual-motor integration skills in young children.

Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration skills in young children (N = 856). We used a block regression analysis to determine the contribution of maturation, as indicated by age, followed by broad cognitive factors (Study 1) and subsequently by individual subtests in verbal and nonverbal domains subsumed under each factor (Study 2) in explaining score variance of the Bender Visual-Motor Gestalt Test (2nd ed.; BG-II; Brannigan & Decker, 2003) Copy and Recall scores in children between the ages of 4 and 7 years. Results confirm that maturation accounted for a large proportion of variance in both BG-II Copy and Recall performance, above which Stanford-Binet Intelligence Scale (5th ed.; SB-5; Roid, 2003) Quantitative Reasoning and Fluid Reasoning factors significantly contributed to visual-motor integration performance for the Copy phase, and SB-5 Quantitative Reasoning and Visual-Spatial factors accounted for a significant amount of variance for the Recall phase. Additionally, nonverbal domains were more related to visual-motor performance than verbal domains. Results from this study are interpreted to suggest nonverbal reasoning and visual-spatial attention are important contributing factors to visual-motor integration, as measured by the BG-II. Developmental implications of visual-motor integration skills, nonverbal problem solving, and mathematical competence are discussed.

Cognitive development and Down syndrome: age-related change on the Stanford-Binet test (fourth edition).

Growth models for subtests of the Stanford-Binet Intelligence Scale, 4th edition ( R. L. Thorndike, E. P. Hagen, & J. M. Sattler, 1986a , 1986b ) were developed for individuals with Down syndrome. Models were based on the assessments of 208 individuals who participated in longitudinal and cross-sectional research between 1987 and 2004. Variation in performance among individuals was large and significant across all subtests except Memory for Sentences. Scores on the Memory for Sentences subtest remained low between ages 4 to 30 years. Greatest variation was found on the Pattern Analysis subtest, where scores continued to rise into adulthood. Turning points for scores on the Vocabulary and Comprehension subtests appeared premature relative to normative patterns of development. The authors discuss development at the subdomain level and analyze both individual and group trajectories.

Executive functioning and the impact of a hearing loss: performance-based measures and the Behavior Rating Inventory of Executive Function (BRIEF).

The impact of deafness on a child's rated executive functioning behaviors and performance capabilities on neurological, cognitive, and achievement domains were examined in a sample of 22 deaf students (ages 5 to 18). The parent and teacher ratings on the Behavior Rating Inventory of Executive Function (BRIEF) showed significant positive correlations (p < .01) on six of the eight clinical scales. There were significant correlations between the BRIEF reports and the students' scores on the Wisconsin Card Sorting Test, the (Children's) Color Trails Test, and the Woodcock-Johnson: Writing Fluency subtest. The Wisconsin Card Sorting Test: Total Errors scale and the Writing Fluency subtest accounted for 70% variance of the parent BRIEF Global Executive Composite and 65% of the variance for the teacher report on this same composite scale. Students with genetic deafness were rated with significantly less challenges with executive functioning (p < .05) on BRIEF scales and performed significantly better on select student measures than students with other causes of deafness.

Differences in the clinical presentation of Trisomy 21 with and without autism.

BACKGROUND: Autism occurs 10 times more often in children with Down syndrome than in the general population, but diagnosing co-occurring autism in Down syndrome with severe intellectual disability is challenging. The objective of this case-control study was to identify characteristics differentiating children with trisomy 21 with and without autism and to determine the extent to which severe cognitive impairment affects the measures of autism symptomatology. METHOD: Twenty children with trisomy 21 and autism (cases) were compared with children with trisomy 21 without autism (controls) matched on chronologic age, race and gender. Communication, cognitive and adaptive behaviour skills were assessed with standardized instruments. Medical history was reviewed and medical records were examined for early head growth. Scores on the diagnostic algorithm of the Autism Diagnostic Interview--Revised (ADI-R) were compared after adjusting for cognitive ability as measured by the Stanford-Binet (Fifth Edition) non-verbal change sensitive score. RESULTS: Cases performed significantly more poorly on all assessments. Mean case-control differences for matched pairs were all significant at P < 0.0001 for receptive and expressive language skills, cognitive skills and adaptive skills. Seven cases had a history of seizures compared with one control(P = 0.01). After adjusting for cognitive ability, the mean scores on the Reciprocal Social Interaction, Communication, and Restricted, Repetitive and Stereotyped Behaviours domains of the ADI-R diagnostic algorithm remained significantly higher in cases compared with controls (P < 0.0001). All participants had decreased head size consistent with Down syndrome, with no case-control differences. CONCLUSION: Children with trisomy 21 and autism have significantly more impaired brain function than children with trisomy 21 without autism. However, the deficits in the core domains of social reciprocity and communication, and the restricted and repetitive interests are not entirely explained by the more severe cognitive impairment. This autism phenotype in children with trisomy 21 which includes an increased risk for seizures may indicate a widespread loss of functional connectivity in the brain.

Parent report of attention problems predicts later adaptive functioning in children with brain tumors.

Children with brain tumors are at risk for psychological and behavioral difficulties. This study examined the ability of parent report of attention problems, withdrawal, anxiety, and depression, as well as IQ, to predict later adaptive functioning in 42 children treated for brain tumors. Age at diagnosis, SES, gender, and scores on the Neurological Predictor Scale (NPS) also were examined as predictors. Parent report of attention problems, SES, and NPS were significant predictors of later adaptive functioning across domains. This finding highlights the ability of parent report of attention problems to predict later adaptive functioning in children treated for brain tumors.

The construct validity of the stanford-binet 5 measures of working memory.

This study examines the validity of the measures of verbal and nonverbal working memory on the Stanford-Binet Fifth Edition (SB5). The validity evidence included Rasch-based, criterion-referenced item mapping, correlations with other clinical measures of memory, and prediction of reading and mathematics scores. The item mapping clearly demonstrates a parallel between increasing item difficulty and a progression of item characteristics that placed increasing demands on verbal and nonverbal working memory. The higher correlations of the SB5 verbal and nonverbal working memory subtests with other measures of verbal and nonverbal memory, respectively, and lower correlations with nonverbal and verbal memory measures, respectively, clearly show convergent and divergent validity. The higher correlations between SB5 verbal working memory and reading skills and between SB5 nonverbal memory and mathematics skills are consistent with past research.

Calendario de sueño combinado con la escala de somnolencia de Stanford. Una mayor aproximación al estudio del ritmo circadiano sueño-vigilia / Sleep log combined with the Stanford sleepiness scale. A greater approximation to the sleep-wake circadian rhythm

Para la evaluación de los ritmos circadianos y sus trastornos los estudios polisomnográficos son costosos y laboriosos y los estudios actigráficos poco concretos. Un calendario de sueño puede aportar abundante información objetiva y subjetiva. Se describe la estructura de un calendario de sueño que se combina con la escala de somnolencia de Stanford y que está basado en el diseñado por Metrodesign Associates-Charles Pollak. Se comenta el análisis numérico y gráfico y se describe el "corredor de máxima vigilia" y las "zonas de tendencia al sueño"; se concluye que con estos análisis se obtiene información acerca del tiempo de sueño que ha precisado cada persona día a día, del ritmo circadiano sueño-somnolencia-vigilia, de la latencia para conseguir la máxima vigilia (inercia de sueño), del promedio de la somnolencia, de los promedios correspondientes a tiempo de acostarse, latencia de sueño, número de despertamientos, hora final de despertar, de levantarse, tiempo total de sueño nocturno, tiempo que ha precisado para estar plenamente vigil tras el inicio del sueño y número y duración de las siestas. Todo ello permite conocer las horas más probables de máxima vigilia y de máxima tendencia al sueño y sirve de base para aconsejar la hora aproximada en que se debe iniciar y terminar el sueño de forma espontánea y adecuada al propio ritmo circadiano. Se comenta su posible utilidad individual y colectiva (AU)

In order to evaluate circadian rhythms and their disorders polysomnographic studies are expensive and time wasting and actigraphic studies are not specific. A sleep log can bring plenty of subjective and objective information.We describe the structure of a sleep log which is combined with the Stanford Sleepiness Scale and is based on the one designed by Metrodesign Associates-Charles Pollak. We comment both numeric and graphic analysis and describe the "maximum wakefulness corridor" and the "sleep trend zones" concluding that with these analysis we can get information about the day by day needed individual sleep time, the sleep-sleepiness-wake circadian rhythm, and the means related to maximum wakefulness latency (sleep inertia), sleepiness value, bedtime, sleep latency, number of awakenings, final wake up time, get up time, total nocturnal sleep time, time needed to become fully awake after sleep onset and number of siestas and their length. All these data allow knowing the most probable maximum alertness hours and the most probable maximum tendency to sleep hours and set the basis to recommend the approximate sleep and wake time in an spontaneous form and according to the own circadian rhythm. The possible individual and collective utility is commented (AU)

Association between intellectual functioning and age in children and young adults with Duchenne muscular dystrophy: further results from a meta-analysis.

This study used meta-analytical techniques to explore the association between intelligence and age in children with Duchenne muscular dystrophy (DMD). The sample comprised 1224 children and young adults with DMD (mean age 12 y 3 mo, SD 4 y; range 2 y to 27 y). Standardized measures including the Wechsler Intelligence Scales (WIS) and the Stanford-Binet Intelligence Scales were used to estimate intelligence. No age-related difference was noted for Full-scale and Performance intelligence quotients (IQ). However, Verbal IQ increased significantly with age. Age-related increases were noted for the WIS Information, Similarities, Arithmetic, Comprehension, Digit Span, Picture Arrangement, Block Design, and Coding subscales. These results support the notion that younger children with DMD have deficits in verbal reasoning and verbal processing. Older children with DMD, particularly those of 14 years and older, were less likely to present with these problems. Implications of these findings and possible future research directions are discussed.

Task orientation, parental warmth and SES account for a significant proportion of the shared environmental variance in general cognitive ability in early childhood: evidence from a twin study.

Prior research suggests shared environmental influences on cognitive performance are important in early childhood. However, few studies have attempted to identify the factors comprising this shared environmental variance. To address this issue, we examined the covariance between task orientation, parental warmth, socioeconomic status and general cognitive ability in a British twin study of 125 pairs of identical and same-sex fraternal twins. Task orientation correlated r =.41 with general cognitive ability Bivariate genetic analyses suggested that this correlation was mediated by shared environmental influences. Additional analyses suggested that SES and parental warmth mediated about two-thirds of the shared environmental covariance between task engagement and cognitive skills.

Comparison of high-functioning atypical autism and childhood autism by Childhood Autism Rating Scale-Tokyo version.

To assess autistic symptom differences between high-functioning atypical autism (atypical symptomatology) (HAA; IQ >/= 70) and childhood autism (HCA), 53 HAA children (mean: 6.0 +/- 0.5 years) were compared with 21 HCA children (mean: 8.2 +/- 1.1 years) on the Childhood Autism Rating Scale-Tokyo version (CARS-TV). Because IQ on the Japanese version of the Stanford-Binet and CARS-TV total scores differed significantly between HAA and HCA, analysis of covariance was conducted with IQ and CARS-TV total scores controlled for. In two items of CARS-TV (relationship with people and general impressions) the HAA children were significantly less abnormal than the HCA children. Affect tended to be significantly milder in HAA than HCA. Anxiety reaction was significantly more abnormal in HAA than HCA. These findings may be useful to distinguish between HAA and HCA.

Sentence memory of individuals with Down's syndrome and typically developing children.

BACKGROUND: Individuals with Down's syndrome (DS) have an auditory short-term memory span disproportionately shorter than the non-verbal mental age (MA). This study evaluated the Baddeley model's claim that verbal short-term memory deficits might arise from slower speaking rates (and thus less material rehearsed in a 2 s passive store) by using the sentence memory subtest of the Stanford-Binet. Previous work had shown digit span recall speaking rate to be comparable to the examiner's slow rate (one syllable per second) for both DS and language-matched participants. METHOD: Thirty individuals with DS were compared to two control groups [non-verbal MA-matched and mean length of utterance (MLU)-matched] on the sentence span and speaking rate for the longest verbatim recalled sentence. Sentence stimuli were presented at a normal speaking rate. RESULTS: The DS group had shorter sentence memory span than the MA-matched group and a faster, rather than slower, speaking rate (syllables per second) than the MLU-matched controls. CONCLUSIONS: Language production level accounted for a substantial portion of the variance in the sentence memory span in the DS group. Thus, language production skill, rather than speaking rate, predicts variability in verbal memory span.

Analysis of WISC-III, Stanford-Binet:IV, and academic achievement test scores in children with autism.

Nonverbal IQs were greater than verbal IQs for young children (3-7 years of age) on the Stanford-Binet:IV (n = 53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6-15 years of age (n = 63). Stanford-Binet:IV profiles were generally consistent for the low-IQ (< 80) and high-IQ (> or = 80) groups, with high scores on visual matching tests (Bead Memory and Quantitative Reasoning). The low- and high-WISC-III IQ groups both performed well relative to IQ on tests of lexical knowledge (Similarities, Information, and Vocabulary), but not on language comprehension and social reasoning (Comprehension). The low-IQ group did best on visuo-motor subtests (Object Assembly and Block Design), but the high-IQ group did not. The high-IQ group had significantly low scores on the Digit Span, Arithmetic, Coding, VMI, and WIAT Written Expression tests, suggesting attention and writing weaknesses.

Final intelligence in late treated patients with phenylketonuria.

UNLABELLED: Despite neonatal screening programmes, there is still a number of patients with phenylketonuria who are not diagnosed and start treatment late. The question in this study was to evaluate which factors will contribute, other than the quality and duration of dietary treatment, to final outcome in late treated patients with phenylketonuria. We retrospectively analysed the data of 40 patients with phenylketonuria, of whom 2 patients at 35 and 24 years of age had a normal IQ despite never being treated. In 38 patients starting dietary treatment between 0.7 and 7 years of age, mean IQ/DQ at diagnosis was 52.7 (SD = 16) (mean age 2.5 years), final IQ (mean age 33.5 years) was 79.0 (SD = 16), the difference was highly significant (P < 0.0001). Important factors for the final intelligence in adult late treated patients with phenylketonuria were onset (r = -0.46, P < 0.009) and DQ/IQ (r = 0.51, P < 0.002) when dietary treatment was started. Thus, in late treated patients with phenylketonuria, in addition to the quality and duration of treatment, the outcome is mainly influenced by the age of starting treatment and also by the intellectual status of the patient. In one of the two patients with normal intelligence, nuclear magnetic resonance spectroscopy showed that brain phenylalanine was undetectable even though blood phenylalanine was 30 mg/dl. A second metabolic disorder may protect these patients from severe brain damage. CONCLUSION: These data indicate that brain damage in untreated or late treated patients with phenylketonuria is influenced by various genetic factors.

Predicting IQ of biologically "at risk" children from age 3 to school entry: sensitivity and specificity of the Stanford-Binet Intelligence Scale IV.

Predictive validity of the Stanford-Binet Intelligence Scale Fourth Edition (S-B IV) from age 3 years to ages 4-5 years was evaluated with biologically "at risk" children without major sensory or motor impairments (n = 236). Using the standard scoring, children with full scale IQ < or = 84 on the Wechsler Preschool and Primary Scale of Intelligence at age 4-5 years were poorly identified (sensitivity 54%) from the composite S-B IV score at age 3. However, sensitivity improved greatly to 78% by including as a predictor the number of subtests the child was actually able to perform at age 3 years. Measures from the Home Screening Questionnaire and ratings of mother-child interaction further improved sensitivity to 83%. The standard method for calculating the composite score on the S-B IV excludes subtests with a raw score of 0, which overestimates cognitive functioning in young biologically high risk children. Accuracy of early identification was improved significantly by considering the number of subtests the child did not perform at age 3 years.

The impact of receiving the same items on consecutive computer adaptive test administrations.

This study addresses item exposure in a Computerized Adaptive Test (CAT) when the item selection algorithm is permitted to present examinees with questions that they have already been asked in a previous test administration. The results indicate that the combined use of an adaptive algorithm to select items and latent trait theory to estimate person ability provides substantial protection from score contamination. The implications for constraints that prohibit examinees from seeing an item twice are discussed.

Individual differences in young children's IQ: a social-developmental perspective.

From a sample of middle-class mothers and their 3-year-old children, a selected group of 36 mothers were divided into 2 groups according to the quality of their responses to the Adult Attachment Interview as a Questionnaire (Crandell, Fitzgerald, & Whipple, 1997). Twenty mothers provided coherent accounts of their early parent-child relationships (secure) and 16 mothers provided idealised, entangled, or otherwise incoherent accounts of their early parent-child relationships (insecure). The mothers were administered an abbreviated version of the WAIS-R and the children were given an abbreviated version of the Stanford-Binet Intelligence Scale. The quality of mother-child interactions was assessed by videotaping a 20-minute play episode and clean-up period, and by rating the degree of synchrony according to a modified version of the Belsky Parent-Child Interaction System (Whipple, Denburg, & Davies, 1993). The results were that children of secure mothers scored 19 points higher on the Stanford-Binet test compared to children of insecure mothers. (The adjusted mean difference was 12 points when maternal IQ, education, and family SES were taken into account.) The group difference in the children's IQ remained significant when comparisons were made between a subgroup of 12 secure and 12 insecure mothers who were matched for maternal IQ. Finally we examined the subgroup of 16 cases where child IQ scores were either 10 points higher or lower than maternal IQ. In all 6 cases where child IQ was at least 10 points below maternal IQ, the child had a mother who was insecure; in contrast, only 4 of the 10 children who had IQ scores 10 points higher than maternal IQ had an insecure mother. In terms of parent-child interaction patterns, there was suggestive evidence that the degree of parent-child synchrony was also related to child IQ. The results suggest important social-developmental contributions to young children's performance on standardised tests of intellectual ability.