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Role of assessment tests in the stability of intelligence scoring of pre‐school children with uneven/delayed cognitive profile
Author(s) -
Yang P.,
Jong YJ.,
Hsu HY.,
Lung FW.
Publication year - 2011
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/j.1365-2788.2011.01396.x
Subject(s) - intelligence quotient , psychology , wechsler adult intelligence scale , wechsler intelligence scale for children , developmental psychology , early childhood , autism , autism spectrum disorder , cognition , bayley scales of infant development , test (biology) , clinical psychology , pediatrics , psychiatry , medicine , psychomotor learning , paleontology , biology
Background As part of an ongoing clinical service programme for pre‐school children with developmental delay in an Asian developing country, we analysed the effect of three assessment tests, that is, Bayley Scale of Infant Development‐II, Leiter International Performance Scale – Revised and Wechsler Preschool and Primary Scale of Intelligence – Revised – Chinese, on the stability of intelligence quotient (IQ) of children from pre‐school through early childhood. Methods The participants were 313 Taiwanese pre‐school children with uneven or delayed cognitive profile and they were followed through early childhood. IQ stability was explored by different tests and among children of different clinical diagnosis: 168 children with non‐autistic intellectual disability, 73 children with autism spectrum disorder, 58 children with mixed receptive‐expressive language disorder and 14 children of other heterogeneous diagnoses. Stability of scores was evaluated using the r ‐squared for Pearson's coefficients to see the correlation between initial IQ (IQ1) and follow‐up IQ (IQ2). Multiple linear regressions were also applied to see whether IQ1 had predictive ability for IQ2 and test–test difference in the total 313 children and each diagnostic subgroup. Results Results revealed that mean IQ1 was 65.8 ± 15.4 while mean IQ2 was 73.2 ± 17.9 for the total 313 children. The IQs were stable across an average follow‐up duration of 38.6 ± 22.1 month from pre‐school into early childhood. Patterns of positive correlations between IQ1 and IQ2 were noted by all the tests ( r ‐squared = 0.43–0.5, all P < 0.001) and in the majority of diagnostic subgroups. Multiple regressions analysis also revealed that IQ1 could predict IQ2 significantly in all the tests (all P < 0.001). Discussion After careful choice of appropriate initial test, stability of IQ in children with developmental delay was noted from pre‐school through early childhood. In addition, the translated version of cognitive assessment was valid for the required context of an Asian developing country. With the current emphasis on early identification and intervention for pre‐school children with developmental delay, this information bears merit in clinical practice.