Wechsler Preschool and Primary Scale of Intelligence

Luiselli, James; Happé, Francesca; Hurst, Hillary; Freeman, Stephanny; Goldstein, Gérald; Mazefsky, Carla; Carter, Alice S.; Kaufman, Alan S.; Simmons, Elizabeth Schoen; Eernisse, Elizabeth R.; Tsatsanis, Katherine; Fluit, Faye; Klein-Tasman, Bonnie; Feinstein, Adam; Kahl, Allison; Poyau, Shirley; Jones, Catherine R. G.; Volkmar, Fred R.; Wolf, Julie M.; Nadig, Aparna; Cavanagh, Paul; Paul, Rhea; Newman, Diana B.

doi:10.1007/978-1-4419-1698-3_866

Cited by 9 publications

(8 citation statements)

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“…The cognitive ability of 62 children in daycare centers and 75 children in kindergartens was measured using the Bayley Scales of Infant and Toddler Development, Third Edition [Viezel, Zibulsky, Dumont, & Willis, 2014], that is suitable for children who are 1–42 months old. In the remaining 35 children in kindergartens, and three children in daycare centers, cognitive ability was assessed using the Wechsler Preschool and Primary Scale of Intelligence, Third Edition [Luiselli et al, 2013], that is suitable for children who are 2.6–7.3 years old. Both tests yield equivalent standardized scores with a mean of 100 and a standard deviation of 15.…”

Section: Methodsmentioning

confidence: 99%

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics

et al. 2020

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In many countries, parents can place autism spectrum disorder (ASD) children in either mainstream or special education settings, which differ in their ability to provide structured early intervention programs. There are no clear guidelines for how to make initial placement decisions and ongoing debate about the benefits and drawbacks of each educational setting. Previous studies have mostly examined placement of school‐age children and reported that those with poorer cognitive abilities and more severe ASD symptoms tend to be placed in special education. The placement of younger children has rarely been studied. Here, we utilized the database at the National Autism Research Center of Israel to examine whether ASD severity, cognitive abilities, and parent education influenced the placement of 242 children. We performed the analyses separately for 1–3‐year‐old children who were placed in daycare centers and 3–5‐year‐old children who were placed in pre‐school kindergartens. Our analyses revealed surprisingly small differences across special and mainstream education settings, particularly in daycare centers. Cognitive scores and parent education were significantly higher in ASD children placed in mainstream education, but these differences were of moderate effect size and explained a relatively small percentage of the variability in placement choices (<15%). Indeed, we found considerable overlap in the characteristics of ASD children across educational settings, which suggests that initial placement decisions are performed with little regard to the children's abilities. Given the importance of optimal early intervention, further studies are warranted to determine whether children with specific abilities and needs benefit more from placement in either educational setting. Lay Summary Currently, there are no clear recommendations for placing young children with ASD in special versus mainstream education settings. We examined the influence of ASD severity, cognitive abilities, and parent education on the initial placement of 242 children. While we found significantly higher cognitive scores and parental education in children placed in mainstream education, there was a remarkable overlap in the characteristics of children across both settings, suggesting that initial placement is performed with limited regard to the children's abilities. Autism Res 2021, 14: 699–708. © 2020 International Society for Autism Research and Wiley Periodicals LLC

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Section: Methodsmentioning

confidence: 99%

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics

et al. 2020

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“…In the second follow-up survey (in June 2017, when children were of preschool age), we measured child development outcomes using the Chinese version of the Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV) [48]. The WPPSI is an individually-administered, standardized, normative measure for assessing the cognitive functioning of children aged 4 to 6 years [48]. Extensive evidence has confirmed the structural validity and reliability of this test [48].…”

Section: Methodsmentioning

confidence: 99%

“…The WPPSI is an individually-administered, standardized, normative measure for assessing the cognitive functioning of children aged 4 to 6 years [48]. Extensive evidence has confirmed the structural validity and reliability of this test [48]. After revision, the Chinese version of the WPPSI-IV was formally adapted to the Chinese language and environment and has been applied in research across China [49,50,51].…”

Section: Methodsmentioning

confidence: 99%

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Dynamic Anemia Status from Infancy to Preschool-Age: Evidence from Rural China

Wang

Dill

et al. 2019

IJERPH

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Anemia is a serious nutritional deficiency among infants and toddlers in rural China. However, it is unclear how the anemia status changes among China’s rural children as they age. This study investigates the prevalence of anemia as children grow from infancy to preschool-age, as well as the dynamic anemia status of children over time. We conducted longitudinal surveys of 1170 children in the Qinba Mountain Area of China in 2013, 2015 and 2017. The results show that 51% of children were anemic in infancy (6–12 months), 24% in toddlerhood (22–30 months) and 19% at preschool-age (49–65 months). An even larger share of children (67%) suffered from anemia at some point over the course of study. The data also show that although only 4% of children were persistently anemic from infancy to preschool-age, 8% of children saw their anemia status deteriorate. We further found that children may be at greater risk for developing anemia, or for having persistent anemia, during the period between toddlerhood and preschool-age. Combined with the finding that children with improving anemia status showed higher cognition than persistently anemic children, there is an urgent need for effective nutritional interventions to combat anemia as children grow, especially between toddlerhood and preschool age.

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“…We also performed all of the analyses with a subsample of 28 ASD and 28 control children who were tightly matched for gender (21 males in each group) and age (AE2 months). ASD severity was assessed using the Autism Diagnostic Observation Schedule 2 [Lord et al, 2000], and cognitive scores were measured using the Wechsler Preschool and Primary Scale of Intelligence [Wechsler, 2002] or the Bayley Cognitive Scales [Albers & Grieve, 2007]. Children with ASD had a mean ADOS-2 score of 15.4 AE 6.2 (range 5-27) and a mean cognitive score of 81.4 AE 16 (range 50-117).…”

Section: Participantsmentioning

confidence: 99%

Children with autism observe social interactions in an idiosyncratic manner

et al. 2019

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Previous eye‐tracking studies have reported that children with autism spectrum disorders (ASD) fixate less on faces in comparison to controls. To properly understand social interactions, however, children must gaze not only at faces but also at actions, gestures, body movements, contextual details, and objects, thereby creating specific gaze patterns when observing specific social interactions. We presented three different movies with social interactions to 111 children (71 with ASD) who watched each of the movies twice. Typically developing children viewed the movies in a remarkably predictable and reproducible manner, exhibiting gaze patterns that were similar to the mean gaze pattern of other controls, with strong correlations across individuals (intersubject correlations) and across movie presentations (intra‐subject correlations). In contrast, children with ASD exhibited significantly more variable/idiosyncratic gaze patterns that differed from the mean gaze pattern of controls and were weakly correlated across individuals and presentations. Most importantly, quantification of gaze idiosyncrasy in individual children enabled separation of ASD and control children with higher sensitivity and specificity than traditional measures such as time gazing at faces. Individual magnitudes of gaze idiosyncrasy were also significantly correlated with ASD severity and cognitive scores and were significantly correlated across movies and movie presentations, demonstrating clinical sensitivity and reliability. These results suggest that gaze idiosyncrasy is a potent behavioral abnormality that characterizes a considerable number of children with ASD and may contribute to their impaired development. Quantification of gaze idiosyncrasy in individual children may aid in assessing symptom severity and their change in response to treatments. Autism Res 2020, 13: 935‐946. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Typically, developing children watch movies of social interactions in a reliable and predictable manner, attending faces, gestures, actions, body movements, and objects that are relevant to the social interaction and its narrative. Here, we demonstrate that children with ASD watch such movies with significantly more variable/idiosyncratic gaze patterns that differ across individuals and across movie presentations. We demonstrate that quantifying this gaze variability may aid in identifying children with ASD and in determining the severity of their symptoms.

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Wechsler Preschool and Primary Scale of Intelligence

Cited by 9 publications

References 0 publications

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics

Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics

Dynamic Anemia Status from Infancy to Preschool-Age: Evidence from Rural China

Children with autism observe social interactions in an idiosyncratic manner

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