The Assessment and Interpretation of Intellectual Abilities in People with Autism

Lincoln, Alan J.; Allen, Mark; Kilman, Angela

doi:10.1007/978-1-4899-1286-2_6

Cited by 72 publications

(64 citation statements)

References 44 publications

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“…; Wechsler, 2003), but studies using earlier editions (i.e., the revised edition and the third edition) find that individuals with ASD often exhibit uneven subtest profiles. Performance IQ (PIQ) is often higher than verbal IQ (VIQ; Lincoln, Allen, & Kilman, 1995), but the verbal-performance discrepancy is severity dependent, and the majority of individuals with ASD do not show a significant split (> 12 points ;Siegel, Minshew, & Goldstein, 1996). When present, a PIQ > VIQ pattern can have important implications for how the child learns best and what activities may be most and least enjoyable.…”

Section: Intellectual Assessmentmentioning

confidence: 99%

Evidence-Based Assessment of Autism Spectrum Disorders in Children and Adolescents

Ozonoff¹,

Goodlin‐Jones²,

Solomon³

2005

Journal of Clinical Child & Adolescent Psychology

342

252

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Section: Intellectual Assessmentmentioning

confidence: 99%

Evidence-Based Assessment of Autism Spectrum Disorders in Children and Adolescents

Ozonoff¹,

Goodlin‐Jones²,

Solomon³

2005

Journal of Clinical Child & Adolescent Psychology

342

252

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show abstract

“…Profile based on the verbal-nonverbal distinction Bailey et al are not the only authors who have noted that overall intellectual disability in LFA owes more to a decline in verbal intelligence than a decline in nonverbal intelligence (see for example Rumsey, 1992;Lincoln, Allen & Kilman, 1995;Siegel, Minshew & Goldstein, 1996;Lord & Paul, 1997;however, see Mayes & Calhoun, 2003b for some contrary evidence). Evidence in support of this suggestion is summarized in Table 14.1, which shows findings from studies using versions of the Wechsler intelligence scales to assess Verbal and Performance (nonverbal) abilities in individuals whose Full-Scale IQ is below 75.…”

Section: What Has To Be Explainedmentioning

confidence: 99%

Memory, language and intellectual ability in low-functioning autism

2008

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“…The verbal and performance subscales (vocabulary, comprehension, block design, and object assembly) represent relative strengths (block design and object assembly) and weaknesses (vocabulary and comprehension) in the autism cognitive profile (Dawson, 1983;Lincoln et al, 1988Lincoln et al, , 1995. Autism subjects had significantly lower scores than control subjects on all IQ measures ( p Ͻ 0.05 for all) and lower scores than cerebellar lesion patients on overall verbal IQ (V IQ), performance IQ (PIQ), and on the verbal subscales ( p Ͻ 0.05 for all).…”

Section: Iq Measuresmentioning

confidence: 99%

Spatial Attention Deficits in Patients with Acquired or Developmental Cerebellar Abnormality

et al. 1999

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Recent imaging and clinical studies have challenged the concept that the functional role of the cerebellum is exclusively in the motor domain. We present evidence of slowed covert orienting of visuospatial attention in patients with developmental cerebellar abnormality (patients with autism, a disorder in which at least 90% of all postmortem cases reported to date have Purkinje neuron loss), and in patients with cerebellar damage acquired from tumor or stroke. In spatial cuing tasks, normal control subjects across a wide age range were able to orient attention within 100 msec of an attention-directing cue. Patients with cerebellar damage showed little evidence of having oriented attention after 100 msec but did show the effects of attention orienting after 800-1200 msec. These effects were demonstrated in a task in which results were independent of the motor response. In this task, smaller cerebellar vermal lobules VI-VII (from magnetic resonance imaging) were associated with greater attention-orienting deficits.Although eye movements may also be disrupted in patients with cerebellar damage, abnormal gaze shifting cannot explain the timing and nature of the attention-orienting deficits reported here. These data may be consistent with evidence from animal models that suggest damage to the cerebellum disrupts both the spatial encoding of a location for an attentional shift and the subsequent gaze shift. These data are also consistent with a model of cerebellar function in which the cerebellum supports a broad spectrum of brain systems involved in both nonmotor and motor function.

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The Assessment and Interpretation of Intellectual Abilities in People with Autism

Cited by 72 publications

References 44 publications

Evidence-Based Assessment of Autism Spectrum Disorders in Children and Adolescents

Evidence-Based Assessment of Autism Spectrum Disorders in Children and Adolescents

Memory, language and intellectual ability in low-functioning autism

Spatial Attention Deficits in Patients with Acquired or Developmental Cerebellar Abnormality

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