Analysis of WISC-III, Stanford-Binet:IV, and Academic Achievement Test Scores in Children with Autism

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• 作者：Susan Dickerson Mayes and Susan L. Calhoun
• 关键词：Autism ; Asperger's syndrome ; IQ ; cognitive profiles ; academic achievement
• 刊名：Journal of Autism and Developmental Disorders
• 出版年：2003
• 出版时间：2003
• 年：2003
• 卷：33
• 期：3
• 页码：329-341
• 全文大小：124 KB
• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  Pediatrics
  
• 出版者：Springer Netherlands
• ISSN：1573-3432

文摘

Nonverbal IQs were greater than verbal IQs for young children (3–7 years of age) on the Stanford-Binet:IV (n = 53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6–15 years of age (n = 63). Stanford-Binet:IV profiles were generally consistent for the low-IQ (80) groups, with high scores on visual matching tests (Bead Memory and Quantitative Reasoning). The low- and high-WISC-III IQ groups both performed well relative to IQ on tests of lexical knowledge (Similarities, Information, and Vocabulary), but not on language comprehension and social reasoning (Comprehension). The low-IQ group did best on visuo-motor subtests (Object Assembly and Block Design), but the high-IQ group did not. The high-IQ group had significantly low scores on the Digit Span, Arithmetic, Coding, VMI, and WIAT Written Expression tests, suggesting attention and writing weaknesses.