Does WISC-IV Underestimate the Intelligence of Autistic Children?

Nader, Anne-Marie; Courchesne, Valérie; Dawson, Michelle; Soulières, Isabelle

doi:10.1007/s10803-014-2270-z

Cited by 116 publications

(91 citation statements)

References 40 publications

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“…Estimations are that >30% of children diagnosed with ASD also exhibit clinically relevant features of ADHD (Rao & Landa, ; Ronald et al., ), Furthermore, there is an increased incidence of ADHD in nonaffected members of ASD patients (and vice versa ) than expected by chance (Mulligan et al., ; Ronald et al., ). These findings favour the view of an aetiopathogenic link between the two clinical categories, and thus overlapping genetic risk factors.…”

Section: Clinical Categories and Comorbiditymentioning

confidence: 99%

Annual Research Review: The (epi)genetics of neurodevelopmental disorders in the era of whole‐genome sequencing – unveiling the dark matter

Kiser¹,

Rivero²,

Lesch

2015

Child Psychology Psychiatry

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In this overview, we discuss a backbone continuum concept of NDDs by summarizing pertinent findings in genetics and epigenetics. We also provide an appraisal of the genetic overlap versus differences, with a focus on genome-wide screening approaches for (epi)genetic variation. Finally, we conclude with insights from evolutionary psychobiology suggesting positive selection for discrete NDD-associated traits.

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Section: Clinical Categories and Comorbiditymentioning

confidence: 99%

Annual Research Review: The (epi)genetics of neurodevelopmental disorders in the era of whole‐genome sequencing – unveiling the dark matter

Kiser¹,

Rivero²,

Lesch

2015

Child Psychology Psychiatry

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“…However, there are many situations where the language-based WISC could be argued to be less appropriate, e.g., when testing hearing and language impaired individuals and those with neurodevelopmental disorders, including intellectual disability (ID) (2) and/or autism spectrum disorder (ASD) (3), attention deficit/hyperactive disorder (4), or specific learning disorder (5). This has led to suggestions that non-verbal intelligence tests such as the Raven’s colored progressive matrices (RCPM) (6), the test of Non-verbal Intelligence-Fourth Edition (TONI-4) (7), the Comprehensive Test of Non-verbal Intelligence-Second Edition (8), the Leiter International Performance Scale-Revised (Leiter-R) (9), and the Wechsler Non-verbal Scale of Ability (WNV) (10) may be more appropriate.…”

Section: Introductionmentioning

confidence: 99%

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

et al. 2016

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It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems.

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“…When scientists produce results that fit their expectations by using the same instruments or tasks that have produced the same or similar results in the past, they conduct biased, neurotypically centered research. This is apparent in the fact that the WISC is still used to test autistic children, even though its ineptitude is known [29]. It also explains the findings that indicate autistic individuals are less employable than neurotypicals, thereby giving lowest priority to actual, specific work-related skills, and focusing on categories like "independent use of public transportation" or "preferring routine" [30]: if researchers are fully convinced of an alleged fact, their results are likely to confirm this fact [31].…”

Section: From the Outside: Academia And Autismmentioning

confidence: 99%

A Different Point of View: The Neurodiversity Approach to Autism and Work

Lorenz¹,

Reznik²,

Heinitz³

2017

Autism - Paradigms, Recent Research and Clinical Applications

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With this chapter, we want to open up the debate whether neurodiversity might be the next step of diversity. The term neurodiversity was first established in the online autism community in the 1990s and has since spread both off-and online. It describes the idea that, throughout the human population, different brain developments and structures exist. Neuronal variances such as Autism are therefore not to be seen as disorders but as variations different from the neurotypical brain. Instead of being considered ill and cure-worthy, neurodiverse people should be included and integrated into society. In our current research, we follow the neurodiversity approach and focus on the subject of autism in the work context. We found that certain strengths and abilities are most prominent in autistic people (such as logical reasoning, visual perception) and that autistic people are able to find different effective solutions to overcome the barriers detaining them from entering the job market. Furthermore, while many autistic individuals are employed in regular competitive jobs, more focus on autism-specific job environments is needed. These findings lead us to the conclusion that autistic individuals have potential that is beneficial for society.

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Does WISC-IV Underestimate the Intelligence of Autistic Children?

Cited by 116 publications

References 40 publications

Annual Research Review: The (epi)genetics of neurodevelopmental disorders in the era of whole‐genome sequencing – unveiling the dark matter

Annual Research Review: The (epi)genetics of neurodevelopmental disorders in the era of whole‐genome sequencing – unveiling the dark matter

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

A Different Point of View: The Neurodiversity Approach to Autism and Work

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