Uses and Abuses of the ITPA

Kirk, Samuel A.; Kirk, Winifred D.

doi:10.1044/jshd.4301.58

Cited by 25 publications

(8 citation statements)

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“…She has attended speech therapy sessions since the age of 5. The Illinois Test of Psycholinguistic Aptitude [ 15 ] was administered at 9 years and 6 months of age and the proband was found to score below typically developed children (Additional file 1 : Table S1). In motor expression the proband scored three years below expected.…”

Section: Resultsmentioning

confidence: 99%

Language impairment in a case of a complex chromosomal rearrangement with a breakpoint downstream of FOXP2

et al. 2015

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BackgroundWe report on a young female, who presents with a severe speech and language disorder and a balanced de novo complex chromosomal rearrangement, likely to have resulted from a chromosome 7 pericentromeric inversion, followed by a chromosome 7 and 11 translocation.ResultsUsing molecular cytogenetics, we mapped the four breakpoints to 7p21.1-15.3 (chromosome position: 20,954,043-21,001,537, hg19), 7q31 (chromosome position: 114,528,369-114,556,605, hg19), 7q21.3 (chromosome position: 93,884,065-93,933,453, hg19) and 11p12 (chromosome position: 38,601,145-38,621,572, hg19). These regions contain only non-coding transcripts (ENSG00000232790 on 7p21.1 and TCONS_00013886, TCONS_00013887, TCONS_00014353, TCONS_00013888 on 7q21) indicating that no coding sequences are directly disrupted. The breakpoint on 7q31 mapped 200 kb downstream of FOXP2, a well-known language gene. No splice site or non-synonymous coding variants were found in the FOXP2 coding sequence. We were unable to detect any changes in the expression level of FOXP2 in fibroblast cells derived from the proband, although this may be the result of the low expression level of FOXP2 in these cells.ConclusionsWe conclude that the phenotype observed in this patient either arises from a subtle change in FOXP2 regulation due to the disruption of a downstream element controlling its expression, or from the direct disruption of non-coding RNAs.Electronic supplementary materialThe online version of this article (doi:10.1186/s13039-015-0148-1) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Language impairment in a case of a complex chromosomal rearrangement with a breakpoint downstream of FOXP2

et al. 2015

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“…The linguistic assessment used both the analysis of a spontaneous speech sample (evaluated for speech fluency and rate, voice, language usage, and language structure) and the use of standardized tests including: Carrow Elicited Language Inventory (Carrow, 1974); Detroit Test of Learning Aptitude (Baker and Leland, 1967); Illinois Test of Psycholinguistic Abilities (Kirk and Kirk, 1978); Peabody Picture Vocabulary Test (Dunn and Dunn, 1981); Test of Auditory Comprehension of Language (given only to children scoring below 8 years on Peabody) (Carrow, 1973); Test of Language Development (Newcomer and Hammill, 1977); and Token Test for Children (DiSimoni, 1978). "Speech" disorders were defined as disorders involving the motor act of uttering sounds (including articulation, fluency, rate, and voicing).…”

Section: Methodsmentioning

confidence: 99%

A Prospective Psychiatric Follow-up of Children with Speech/Language Disorders

Baker

Cantwell²

1987

Journal of the American Academy of Child & Adolescent Psych

180

107

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“…With normal children the ITPA is, however, mainly a test of (verbal) general intelligence with good reliability and stability (Waugh, 1975). The ITPA does not measure psycholinguistic abilities in the modern sense of the concept (Carroll, 1972;Waugh, 1975), as the creators of the test have admitted (Kirk & Kirk, 1978).…”

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Latent Structure Analysis of Longitudinal Data on Relations Between Intellectual Abilities and School Achievement

Kuusinen¹,

Leskinen²

1988

Multivariate Behavioral Research

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Covariance structure modelling by LISREL was applied to analyze the relations between intellectual ability, as measured by ITPA, and achievement in reading, writing, foreign language and mathematics in longitudinal data with 8 to 10 years' time interval between measurements. The subjects' (N = 234) ability scores were obtained at 5-7 years of age, and their achievement was measured at 14-16 years of age. The effect of ability to achievement was studied by analyzing structural equation models on both first-order ability and achievement factors and by developing a two-stage second-order factor estimation method for structural equation parameters between first-order ability and achievement factors. Squared multiple correlations and coefficients of determination as indices of explained variance were derived for reduced forms of structural equations. The general latent intellectual ability explained 49% of variance in school achievement. The results showed the high validity of ITPA in explaining school success as well as the great flexibility and usefulness of covariance structure modelling by LISREL in analyzing longitudinal data.

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Uses and Abuses of the ITPA

Cited by 25 publications

References 0 publications

Language impairment in a case of a complex chromosomal rearrangement with a breakpoint downstream of FOXP2

Language impairment in a case of a complex chromosomal rearrangement with a breakpoint downstream of FOXP2

A Prospective Psychiatric Follow-up of Children with Speech/Language Disorders

Latent Structure Analysis of Longitudinal Data on Relations Between Intellectual Abilities and School Achievement

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