The external validity of Asperger disorder: Lack of evidence from the domain of neuropsychology.

The present study compared individuals with high-functioning autism (HFA) and Asperger disorder (AD) in intellectual, motor, visuospatial, and executive function domains. Participants with AD demonstrated significantly higher Verbal and Full Scale IQ scores, significantly larger Verbal–Performance IQ discrepancies, and significantly better visual–perceptual skills than those with HFA. Once the superior intellectual abilities of the AD group were controlled (both statistically through analysis of covariance and by examining IQ-matched subgroups of HFA and AD participants), no significant group differences in motor, visuospatial, or executive functions were evident, save a marginally significant trend toward poorer fine motor performance in the AD group. This suggests that AD may simply be "high-IQ autism" and that separate names for the disorders may not be warranted. The relation of these findings to theories of autism and AD are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of growth in verbal abilities among children with autism spectrum disorder.

Verbal skills were assessed at approximately ages 2, 3, 5, and 9 years for 206 children with a clinical diagnosis of autism (n = 98), pervasive developmental disorders-not otherwise specified (PDD-NOS; n = 58), or nonspectrum developmental disabilities (n = 50). Growth curve analyses were used to analyze verbal skills trajectories over time. Nonverbal IQ and joint attention emerged as strong positive predictors of verbal outcome. The gap between the autism and other 2 groups widened with time as the latter improved at a higher rate. However, there was considerable variability within diagnostic groups. Children with autism most at risk for more serious language impairments later in life can be identified with considerable accuracy at a very young age, while improvement can range from minimal to dramatic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modeling longitudinal change in the language abilities of children with autism: Parent behaviors and child characteristics as predictors of change.

The objective of the current study was to evaluate the patterns of longitudinal change in the language abilities of 28 children with autism during early and middle childhood. Results from fitting a series of multilevel models showed that children's rate of language growth was independently predicted by (a) children's responsiveness to others' bids for joint attention and (b) parents' responsiveness to their children's attention and activity during play. Both predictive relations could not be explained by initial variation in global developmental characteristics, such as IQ, mental age, or language abilities. These findings support a social?pragmatic view on language acquisition, which emphasizes the collaborative process through which children and their parents negotiate shared meaning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The structure of intelligence in children and adults with high functioning autism.

Confirmatory factor analyses of the commonly used 11 subtests of the Wechsler child and adult intelligence scales were accomplished for 137 children and 117 adults with high functioning autism (HFA) and for comparable age groups from the standardization samples contained in the Wechsler manuals. The objectives were to determine whether the structure of intelligence in HFA groups was similar to that found in the normative samples, and whether a separate "social context" factor would emerge that was unique to HFA. Four-factor models incorporating a Social Context factor provided the best fit in both the autism and normative samples, but the subtest intercorrelations were generally lower in the autism samples. Findings suggest similar organization of cognitive abilities in HFA, but with the possibility of underconnectivity or reduced communication among brain regions in autism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ level and performance on the Halstead-Reitan Neuropsychological Test Battery for Older Children.

121 9–14 yr olds were divided into 4 groups based on their WISC-R Full Scale IQ score: (a) 70–79, (b) 80–89, (c) 90–99, and (d) >100. Performance of these 4 groups was compared on the Halstead-Reitan Neuropsychological Test Battery for Children (HRNTBC) using a multiple-levels-of-inference framework: (a) level of performance, (b) pattern of performance, and (c) right–left hand differences. Results indicate a significant influence of IQ on level of performance for 6 of 14 test measures. Tests of problem-solving abilities, language skills and auditory perceptual analysis were most affected, whereas little influence was observed for tests of basic and simple motor functions. Right–left hand differences were also unaffected by IQ level. Results call attention to the importance of considering IQ level in the interpretation of performance on the HRNTBC. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Oral and literate traditions among Black Americans living in poverty.

Verbal skills traditional in many Black communities were acquired by a pattern of socialization that emphasized children's participation in community interaction, their adaptability to changing circumstances, and their individual interpretive talents. These skills, including the oral negotiation of written materials in family and social contexts, were largely adaptive to community needs, but this pattern of language socialization was not as congruent with school use of oral and written language as the mainstream socialization pattern. Current changes in the needs for language use in the workplace call for greater adaptability, collaborative skills, and individual responsibility and commitment. Aspects of traditional Black language socialization could make a contribution here, but current changes in Black family and community structures in inner-city life are rapidly eroding the earlier pattern. The changing workplace needs raise educational problems for both mainstream and minority populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measurable biological substrates to verbal-performance differences in Wechsler scores.

Reports on 3 studies involving 12 normal controls, 19 children with reading disabilities and 23 with attention deficit hyperactivity disorder (ADHD) (aged 96–153 mo) relating to hemispheric asymmetry, particularly asymmetry of the planum temporale in normal and reading disabled populations and possible implications with regard to the meaningfulness of IQ test results. A great deal of neurobiological research has examined this region of the brain because it has long been recognized for its role in linguistic processing. Specifically, the planum temporale has consistently been found to be associated with language comprehension and has been the focus of multiple clinical and experimental studies. This research suggests that both the Verbal IQ and Verbal Comprehension factors of the WISC-III are related to the length of the left temporal bank of the planum temporale. Based on these studies, verbal performance differences may reflect the asymmetry of the planum. With advanced technology and functional neuroimaging, further research may provide information relating to how these findings can be useful in clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associations of postural knowledge and basic motor skill with dyspraxia in autism: Implication for abnormalities in distributed connectivity and motor learning.

Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were (a) to determine whether dyspraxia in autism is associated with impaired representational (“postural”) knowledge and (b) to examine the contributions of postural knowledge and basic motor skill to dyspraxia in autism. Thirty-seven children with autism spectrum disorder (ASD) and 50 typically developing (TD) children, ages 8–13, completed (a) an examination of basic motor skills, (b) a postural knowledge test assessing praxis discrimination, and (c) a praxis examination. Children with ASD showed worse basic motor skill and postural knowledge than did controls. The ASD group continued to show significantly poorer praxis than did controls after accounting for age, IQ, basic motor skill, and postural knowledge. Dyspraxia in autism appears to be associated with impaired formation of spatial representations, as well as transcoding and execution. Distributed abnormality across parietal, premotor, and motor circuitry, as well as anomalous connectivity, may be implicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linguistic and non-linguistic abilities in a patient with early left hemispherectomy

A patient who underwent early removal of the left hemisphere because of Sturge-Weber syndrome was submitted to detailed linguistic and visuospatial batteries. The performances were compared to performances of subjects matched for age, education and IQ, but without focal cerebral lesions. Language was mildly impaired but to the same extent as in IQ controls. On the contrary, visuospatial abilities were clearly worse than in IQ controls, and the most preserved visuospatial abilities seemed to be the less sophisticated ones. Non literal comprehension of language, a function generally attributed to the right hemisphere, was intact. This same pattern, that is, preservation of language and impairment of visuospatial abilities, also seems to occur in subjects who have undergone surgical removal of the right hemisphere; in other words, the cognitive pattern seems the same regardless of which hemisphere is removed. These observations suggest that no matter which hemisphere is removed, functional reorganisation follows a hierarchical criterion which privileges the linguistic function, and the visuospatial functions most essential for independent survival.     

Speech and language development of children born at < or = 32 weeks' gestation: a 5-year prospective follow-up study

Speech and language comprehension and production were assessed at the age of 5 years in a cohort of children born preterm at < or = 32 weeks' gestational age (N=55) in comparison with children born at term and of similar age, sex, and social backgrounds. Data both including and excluding major neurological disabilities are presented. Mean performance for the entire group of preterm children was significantly lower than for the controls on most of the measures including the composite IQ scores. When the nine children who had major neurological disabilities were excluded from the preterm group, statistically significant differences were found on four of the total 12 speech and language measures. Intellectually normal preterm children without major neurological disability were slower than the controls on rapid word retrieval. In addition, difficulties in comprehending relative concepts were typical for the preterm children. The results suggest 'subtle dysnomia', which is indicative of later reading problems. On global verbal measures and on the basic speech and language aspects the study groups did not differ. Specific language impairment, defined as a discrepancy of > 1SD between Performance IQ and Verbal IQ scores, showed a tendency to be more common in the control group. Within both the study groups, the boys showed a tendency for a greater discrepancy between their Performance and Verbal IQ scores.     

Toward a model of neuropsychological activity

The main purpose of this research was to establish the intercorrelations existing among different psychological and neuropsychological test scores in a normal and homogeneous population. A second purpose was to attempt further step in the component analysis of cognitive activity measured by means of neuropsychological tests. A comprehensive neuropsychological test battery was assembled and individually administered to a 300-subject sample, aged 17-25 year-old. All of them were right-handed male university students. The battery included some basic neuropsychological tests directed to assess language, calculation abilities, spatial cognition, praxic abilities, memory, perceptual abilities, and executive functions. In addition, the Wechsler Adult Intelligence Scale was administered. Forty-one different scores were calculated. Correlations among the different test scores were analyzed. It was found that some of the tests presented a quite complex intecorrelation system, whereas other tests presented few or no significant correlations. Mathematical ability tests and orthography knowledge represented the best predictors of Full Scale IQ. A factor analysis with varimax rotation disclosed five factors (verbal, visuoperceptual, executive function, fine movements, and memory) accounting for 63.6% of the total variance. Implications of these results for a neuropsychological model about brain organization of cognition were analyzed.     

Effect of altering the daily herbage allowance to cows in mid lactation on the composition, ripening and functionality of low-moisture, part-skim Mozzarella cheese

A retrospective chart review was used to examine sexual behavior (hypersexual, exposing, and victimizing) and cognitive impairment in 200 youth who had serious mental illness. Lower IQ was associated with increased sexual acting-out. For more serious victimizing sexual behaviors, only Verbal IQ differences reached statistical significance. Overall, sexual behavior was strongly associated with a history of sexual abuse. Sexual abuse history was significantly associated only with lower Performance IQ. Therefore, the association between low Verbal IQ and sexual victimizing behavior is distinct from the effects of sexual abuse. Results underscore the importance of verbal cognitive abilities, regardless of overall cognitive level, in the etiology and treatment of sexual behaviors, especially among individuals without a history of sexual abuse.     

Luria-Nebraska Neuropsychological Battery—Children's Revision: Concurrent validity with three learning disability subtypes.

Concurrent validity of the Luria-Nebraska Psychological Battery—Children's Revision (LNNB—C) was studied in 82 learning disabled children who were divided into three groups according to Verbal and Performance IQ differences on the Wechsler Intelligence Scale for Children—Revised (WISC—R). The three groups, comparable in age and on WISC—R Full-Scale IQ scores, were designated auditory-linguistic (Verbal IQ?     

Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.

In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading (“Reading Peak” and “Reading Dip”) or arithmetic (“Arithmetic Peak” and “Arithmetic Dip”) higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the “Arithmetic Peak” subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological characteristics and test behaviors of boys with early onset conduct problems.

School-age children and adolescents with conduct problems typically exhibit deficits in verbal IQ, language abilities, and executive functions. This study examined the extent to which this pattern was evident in a clinic group of preschool boys with early onset conduct problems who met criteria for oppositional defiant disorder (ODD) with and without attention deficit hyperactivity disorder (ADHD). A 2nd question focused on the strength of relation between clinic boys' uncooperative or inattentive test behaviors and their test performance. As expected, the clinic boys showed a neuropsychological profile highly similar to the one found in older conduct problem populations. Verbal tests distinguished clinic from matched comparison boys even after controlling for observers' ratings of disruptive behavior during testing. Clinic boys with ODD and ADHD had lower verbal and executive function scores than clinic boys with ODD alone. After general vocabulary knowledge and test behavior were controlled, clinic boys were found to have poorer vocabularies for describing affective states than comparison group boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing the Canadian and American WAIS-III normative systems in inpatient neuropsychiatry and forensic psychiatry.

Canadian clinicians have used American norms for adult intelligence tests for more than 60 years. However, the availability of the Canadian norms for the WAIS-III prompts clinicians in Canada to make a decision regarding which norms to use in clinical practice. The purpose of this study is to compare the interpretive effects of applying American and Canadian normative systems in a sample of 100 forensic psychiatry and neuropsychiatry inpatients. The Canadian normative system yielded scores that were systematically lower than the American scores. Thus, clinicians may conclude greater impairment in intellectual ability when using Canadian norms. The index scores that were most similar were Processing Speed followed by Verbal Comprehension. With the exception of these two indices, clinically different conclusions might be derived on 13-21% of individual IQ or Index scores for these patients. The scores that differed the most were the Full Scale IQ and the Performance IQ. The subtests, in general, were highly similar across the normative systems, although scores using the Canadian norms were systematically lower. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological functioning of girls with attention-deficit/hyperactivity disorder followed prospectively into adolescence: Evidence for continuing deficits?

The current study prospectively followed girls with attention-deficit/hyperactivity disorder (ADHD), along with a matched comparison sample, 5 years after childhood neuropsychological assessments. Follow-up neuropsychological measures emphasized attentional skills, executive functions, and language abilities. Paralleling childhood findings, the childhood-diagnosed ADHD group displayed moderate to large deficits in executive/attentional performance as well as in rapid naming relative to the comparison group at follow up (Mage 14.2 years). ADHD-inattentive versus ADHD-combined contrasts were nonsignificant and of negligible effect size, even when a refined, sluggish cognitive tempo subgroup of the inattentive type was examined. Although ADHD versus comparison group differences largely withstood statistical control of baseline demographics and comorbidities, control of childhood IQ reduced executive function differences to nonsignificance. Yet when the subset of girls meeting diagnostic criteria for ADHD in adolescence was compared with the remainder of the participants, neuropsychological deficits emerged even with full statistical control. Overall, childhood ADHD in girls portends neuropsychological and executive deficits that persist for at least 5 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some useful statistics for the interpretation of the WISC-R.

Argues that based on factor analytic research (A. S. Kaufman, 1975) on the WISC-R, a linear combination of 4 subtests (I,S,V,C) converted into a verbal comprehension deviation quotient (VCDQ) offers a purer measure of verbal skills than the WISC-R's Verbal IQ. Similarly, a perceptual organization deviation quotient (PODQ) was developed as an alternative to Performance IQ. Reliability of both the PODQ and the VCDQ was found to be equivalent to that of the WISC-R's Verbal and Performance IQ, and they are equally easy to compute. The impact of using the VCDQ and the PODQ vs the Verbal and Performance IQ was examined using the WISC-R scores of a sample of 275 urban school children who were referred for psychological examination. Differences that could substantially effect test interpretation were found. Special considerations in the use of the PODQ and the VCDQ and the use of a freedom from distractibility deviation quotient (FDDQ) devised by J. S. Sattler (1974) are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is phonological awareness?

Phonological awareness was hypothesized to be composed of at least 3 component skills—IQ, verbal short-term memory, and speech perception. In addition, 4 linguistic manipulations within 3 phonological awareness tasks were theorized to affect item difficulties. Multiple measures of IQ, verbal short-term memory, speech perception, and phonological awareness were administered to 136 3rd and 4th graders. Application of structural equation modeling revealed that IQ, speech perception, and verbal short-term memory each contributed unique variance to the phonological awareness construct. All 4 experimental linguistic manipulations influenced phonological awareness item difficulties as well. Results underscore the importance of speech perception for phonological awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive arithmetic across cultures.

Canadian university students either of Chinese origin (CC) or non-Asian origin (NAC) and Chinese university students educated in Asia (AC) solved simple-arithmetic problems in the 4 basic operations (e.g., 3?+?4, 7?–?3, 3?×?4, 12?÷?3) and reported their solution strategies. They also completed a standardized test of more complex multistep arithmetic. For complex arithmetic, ACs outperformed both CCs and NACs. For simple arithmetic, however, ACs and CCs were equal and both performed better than NACs. The superior simple-arithmetic skills of CCs relative to NACs implies that extracurricular culture-specific factors rather than differences in formal education explain the simple-arithmetic advantage for Chinese relative to non-Asian North American adults. NAC's relatively poor simple-arithmetic performance resulted both from less efficient retrieval skills and greater use of procedural strategies. Nonetheless, all 3 groups reported using procedures for the larger simple subtraction and division problems, confirming the importance of procedural knowledge in skilled adults' performance of elementary mathematics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)