Kaufman Brief Intelligence Test, Second Edition

Kaufman, Alan S.; Kaufman, Nadeen L.

doi:10.1002/9781118660584.ese1325

Cited by 687 publications

(834 citation statements)

References 2 publications

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“…Second, the teen and his or her parent(s) needed to be willing to attend PEERS regularly, with a maximum of two absences allowed. In addition, the child needed to obtain a verbal and full scale IQ score on the Kaufman Brief Intelligence Test-Second Edition (Kaufman and Kaufman 2004) of greater than or equal to 70. Further, teens needed to be between the ages of 11 and 16 years old at the time of their intake, and be enrolled in either middle school or high school.…”

Section: Randomization and Inclusion Criteriamentioning

confidence: 99%

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

Karst

Hecke

Carson

et al. 2014

J Autism Dev Disord

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Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful longterm treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social skills intervention designed for adolescents with high-functioning ASD. This study assessed the impact of PEERS on family chaos, parenting stress, and parenting self-efficacy via a randomized, controlled trial. Results suggested beneficial effects for the experimental group in the domain of family chaos compared to the waitlist control, while parents in the PEERS experimental group also demonstrated increased parenting self-efficacy. These findings highlight adjunctive family system benefits of PEERS intervention and suggest the need for overall better understanding of parent and family outcomes of ASD interventions.

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Section: Randomization and Inclusion Criteriamentioning

confidence: 99%

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

Karst

Hecke

Carson

et al. 2014

J Autism Dev Disord

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“…IQ and vocabulary knowledge. The Kaufman Brief Intelligence Test, Second Edition (KBIT-2), 23 is a standardized IQ scale with verbal and non-verbal subtests. The outcome measure of interest was the standardized IQ on the subtests.…”

Section: Neurocognitive Assessmentmentioning

confidence: 99%

Obstructive sleep apnea syndrome and cognition in Down syndrome

Breslin

Spanò

Bootzin

et al. 2014

Develop Med Child Neuro

181

174

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ACTBArizona Cognitive Test Battery AHI Apnea-hypopnea index IED Intra-extra dimensional set shift OSAS Obstructive sleep apnea syndrome PSG PolysomnographyAIM Good-quality sleep is essential for normal learning and memory. Sleep fragmentation and disrupted sleep architecture are commonly observed throughout the lifespan of individuals with Down syndrome, a condition marked by cognitive deficits emerging within the first few months of life. While obstructive sleep apnea syndrome (OSAS) is known to contribute to the loss of sleep quality in Down syndrome, its relation to cognitive and behavioral impairment remains poorly understood.METHOD Using ambulatory polysomnography, we measured sleep in an unreferred community-based sample of 38 individuals with Down syndrome (15 males, 23 females; mean age 9y 7mo (SD 1y 9mo), range 7-12y). Cognitive outcomes were assessed with the Arizona Cognitive Test Battery, a set of psychometric measures designed and validated for this population.RESULTS Among children with Down syndrome, mean Verbal IQ score (p=0.006) was 9 points lower in those with comorbid OSAS (apnea-hypopnea index >1.5) than in those without OSAS, and performance on measures of cognitive flexibility was poorer (p=0.03). In addition, those with OSAS showed increased light-stage sleep (p=0.009) at the expense of slow-wave sleep (p=0.04).INTERPRETATION These findings demonstrate a relation between OSAS and cognitive outcomes in Down syndrome. More work is required to fully understand the mechanisms underlying the links between poor sleep and impaired cognitive function. Overall, these findings highlight the importance of adequate sleep in typically and atypically developing populations.Down syndrome (trisomy 21) is the most common genetically defined cause of intellectual disability, with over 300 000 affected individuals residing in the United States alone. 1 The condition is characterized by decline of IQ during the infant and toddler years, well-documented deficits in the assimilation and expressive use of language, and impairments in cognitive flexibility and memory.2 As a result of alterations in craniofacial and oral musculature development and low muscle tone, individuals with Down syndrome are exceptionally vulnerable to obstructive sleep apnea syndrome (OSAS) from infancy, with estimates of the prevalence of the condition ranging from 30% to as high as 80%. [3][4][5] Ashworth et al. 6 have recently described the extent of sleep disruption in individuals with Down syndrome, noting that such individuals displayed more fragmented sleep than those with Williams syndrome, another intellectual disability. Because of the extent of their sleep disruption, individuals with Down syndrome could potentially suffer ill effects during critical periods of cognitive development.OSAS occurs when the upper airway becomes intermittently obstructed during sleep, resulting in incomplete ventilation, blood gas irregularities, and sleep fragmentation. It is best diagnosed with polysomnography (PSG), the criterion standard for sle...

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“…Four-and six-year-old children performed nine (four-year-olds) or ten (six-year-olds) computerized tasks training different aspects of executive attention (Posner & Petersen, 1990) over a period of two to three weeks. Effectiveness was evaluated with the children's version of the Attention Network Test (Rueda et al, 2004) and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990). After training, children's performance improved on both behavioral and neural indicators.…”

mentioning

confidence: 99%

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Sarzyńska

Żelechowska

Falkiewicz

et al. 2017

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Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children's scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children's scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.

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Kaufman Brief Intelligence Test, Second Edition

Cited by 687 publications

References 2 publications

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

Obstructive sleep apnea syndrome and cognition in Down syndrome

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

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