What standardized tests ignore when assessing individuals with neurodevelopmental disorders /Lo que ignoran los tests estandarizados en la evaluación de personas con trastornos del neurodesarrollo

Abstract

In this article we critique the use of traditional standardized tests for the cognitive assessment of children with neurodevelopmental disorders. Limitations stem from the lack of integrating (a) results from research into the psychological functioning of these populations, and (b) the main arguments underlying models of human development. We identify four secondary issues in this discussion: (1) these instruments cannot be used with children who have particularly low cognitive functioning; (2) little or no variance in the scores obtained by individuals with neurodevelopmental disorders, because all are at floor, prevent adequate interpretations; (3) measurements do not provide information useful for the design of intervention strategies; and (4) different cognitive and/or neural processes may underlie behavioural scores 'in the normal range'. Rethinking traditional assessment methods in favour of technologically-mediated games yields new cognitive assessment possibilities.

TENI: A comprehensive battery for cognitive assessment based on games and technology

“…However, recent theoretical approaches (Karmiloff-Smith, 1998) have pointed to the need of taking into consideration a more dynamic understanding of cognitive development, and some special studies are needed that use instruments in populations with neurodevelopmental disorders (Tenorio, Campos, & Karmiloff-Smith, 2014). For future versions, already in preparation, this battery will include some dynamic measures.…”

Framework for assessing individuals with rare genetic disorders associated with profound intellectual and multiple disabilities (PIMD): the example of Phelan McDermid Syndrome

“…Although not applicable for clinical use yet, researchers are developing novel strategies for intellectual assessment in the PIMD populations (Tenorio et al, 2014). For example studies are now starting to examine the use of gaze fixation to test underlying infant learning abilities in individuals with PIMD including processes such as visual habituation (Chard et al, 2014).…”

“…In addition to multi-method and interdisciplinary evaluations, assessment strategies for cognitive and intellectual functioning, the cardinal feature of PIMD, often require extensive modifications. Importantly, this review highlights the limits of standardized neuropsychological assessments in certain domains, for certain developmental levels, and emphasizes the use of tools to inform descriptive profiles of strengths and weaknesses (Tenorio, Campos, & Karmiloff-Smith, 2014). Adaptations often involve changes to standardization procedures, alternate scoring methods (e.g.…”

Assessment of Intellectual Functioning among Children with Neurodevelopmental Disorders: Challenges and Implications Beyond the Clinical Practice

“…Debates over the utilization of IQ scores as a determinant variable in decision making across various domains of a child's future have been going on for many years [16,17]. Serving as the primary measure of ability with its cut-off scores being utilized for categorizing individuals, served the purpose of classification to some extent, but hardly provides any information about the underlying cognitive processes, level of adaptive functioning, precise strengths and weaknesses of the child.…”

“…When discussing challenges and limitations in intelligence testing, we should be aware of the fact that most standardized measures of assessment (such as the Wechsler Scales) are influenced by Spearman's concept of "general intelligence" (factor "g"), which implies that a single broad mental capacity accounts for the performance on various cognitive tasks [16]. While this may easily be an explanation model in the case of a typically developing child, where a homogeneous profile of intelligence is observed with minimum variations in performance across the various cognitive tasks, such "harmony" is a rare finding in children with NDDs.…”