Open AccessConvergent Validity of the Mullen Scales of Early Learning and the Differential Ability Scales in Children With Autism Spectrum Disorders
Author(s) -
Somer Bishop,
W. Spencer Guthrie,
Mia Coffing,
Catherine Lord
Publication year - 2011
Publication title -
american journal on intellectual and developmental disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.735
H-Index - 85
eISSN - 1944-7588
pISSN - 1944-7558
DOI - 10.1352/1944-7558-116.5.331
Subject(s) - convergent validity , psychology , construct validity , autism , autism spectrum disorder , developmental psychology , cognition , nonverbal communication , discriminant validity , intelligence quotient , test validity , psychometrics , psychiatry , internal consistency
Despite widespread use of the Mullen Scales of Early Learning (MSEL; E. M. Mullen, 1995 ) as a cognitive test for children with autism spectrum disorders and other developmental disabilities, the instrument has not been independently validated for use in these populations. Convergent validity of the MSEL and the Differential Ability Scales (DAS; C. D. Elliott, 1990 , 2007 ) was examined in 53 children with autism spectrum disorder and 19 children with nonspectrum diagnoses. Results showed good convergent validity with respect to nonverbal IQ (NVIQ), verbal IQ (VIQ), and NVIQ-VIQ profiles. These findings provide preliminary support for the practice of using MSEL age-equivalents to generate NVIQ and VIQ scores. Establishing convergent validity of cognitive tests is needed before IQs derived from different tests can be conceptualized as a uniform construct.