Revisiting Cognitive and Adaptive Functioning in Children and Adolescents with Autism Spectrum Disorder

Abstract

Profiles of performance on the Stanford Binet Intelligence Scales (SB5) and Vineland Adaptive Behavior Scales (VABS) were examined in 73 children and adolescents with autism spectrum disorder. SB5 cognitive profiles were observed to be similar between participants with and without early language delay, but different between participants with and without intellectual disability. With few exceptions, the distribution and cognitive profiles of participants with specific nonverbal IQ-verbal IQ and abbreviated IQ-full scale IQ discrepancy patterns paralleled previous reports. A cognitive functioning advantage over adaptive functioning was observed to be strongest in participants without intellectual disability and older participants. The previously reported VABS "autism profile" was not observed. Current findings clarify previous research and will inform the diagnostic process and treatment planning.

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

“…If the ABIQ is to be used during early intervention for ASD, its practical advantages should be accompanied by robust evidence for its utility in estimating FSIQ. While a strong ABIQ‐FSIQ association was yielded in the SB5 standardization sample [Roid, ], the utility of the ABIQ in estimating FSIQ for young children with ASD remains unclear: two relevant studies did yield strong ABIQ‐FSIQ associations but both included adolescents as well as young children with ASD [Coolican et al, ; Matthews et al, ]. The current cross‐sectional study investigates the utility of the ABIQ in estimating FSIQ for young children with ASD, aged 3–5 years.…”

“…The fifth edition of the Stanford‐Binet intelligence scales (SB5) encompasses a widely‐accepted and standardized test of cognitive ability; it principally assesses overall or ‘full scale’ IQ (FSIQ), as well as verbal and nonverbal IQ [Roid, ]. The SB5 was administered to a subsample of young children with ASD during its validation, and independently‐run studies provide additional support for its utility within this population [Coolican, Bryson, & Zwaigenbaum, ; Lennen, Lamb, Dunagan, & Hall, ; Matthews et al, ; Roid, ]. Young children with ASD often find it difficult to engage with cognitive assessments due to the considerable attentional and communicative demands involved [Kasari, Brady, Lord, & Tager‐Flusberg, ]; thus notable advantages of the SB5 include its use of child‐friendly toys that may help maintain attention, and its facilitation of the separate estimation of nonverbal and verbal IQ [Roid, ].…”

Toward the identification of adaptive functioning intervention targets for intellectually‐able, transition‐aged youth with autism: An examination of caregiver responses on the Vineland‐II

“…Although not considered a core feature of the disorder, most individuals with autism spectrum disorder (ASD) demonstrate impaired adaptive functioning [i.e., the age‐appropriate skills necessary to live independently; e.g., Kanne et al, ; Matthews et al, ; Szatmari et al, ]. Additionally, an ASD diagnosis requires that autism symptoms “[…] cause clinically significant impairment in social, occupational, or other important areas of current functioning” [American Psychiatric Association, ].…”

“…Specifically, DLS scores are often well below what would be expected for intellectually‐able individuals. Standard scores indicative of impairment relative to intellectual functioning have been repeatedly documented across domains on the Vineland [Kanne et al, ; Matthews et al, ; Mazefsky, Williams, & Minshew, ] as well as other measures [Kenworthy, Case, Harms, Martin, & Wallace, ]. Additionally, the gap between intellectual and adaptive functioning appears to increase with age [Kanne et al, ; Matthews et al, ; Perry et al, ].…”

“…Although not considered a core feature of the disorder, most individuals with autism spectrum disorder (ASD) demonstrate impaired adaptive functioning [i.e., the age-appropriate skills necessary to live independently; e.g., Kanne et al, 2011;Matthews et al, 2015a;Szatmari et al, 2015]. Additionally, an ASD diagnosis requires that autism symptoms "[.…”