Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach / Dominique GIRARD in Autism Research, 15-1 (January 2022)  

Public ISBD [article]  inAutism Research > 15-1 (January 2022) . - p.103-116 Titre : Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach Type de document : texte imprimé Auteurs : Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; Camille LETENDRE, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.103-116 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69 months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Assessing global developmental delay across instruments in minimally verbal preschool autistic children: The importance of a multi-method and multi-informant approach [texte imprimé] / Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Janie DEGRE-PELLETIER, Auteur ; Camille LETENDRE, Auteur ; Isabelle SOULIERES, Auteur . - p.103-116. Langues : Anglais (eng) in Autism Research > 15-1 (January 2022) . - p.103-116 Mots-clés : Aptitude  Autism Spectrum Disorder/complications  Autistic Disorder  Child, Preschool  Cognition  Humans  Language Development Disorders  Mullen Scales of Early Learning  Vineland Adaptive Behavior Scale  adaptive functioning  autism  intelligence  minimally verbal  nonverbal skills Index. décimale : PER Périodiques Résumé : Intellectual assessment in preschool autistic children bears many challenges, particularly for those who have lower language and/or cognitive abilities. These challenges often result in underestimation of their potential or exclusion from research studies. Understanding how different instruments and definitions used to identify autistic preschool children with global developmental delay (GDD) affect sample composition is critical to advance research on this understudied clinical population. This study set out to examine the extent to which using different instruments to define GDD affects sample composition and whether different definitions affect resultant cognitive and adaptive profiles. Data from the Mullen Scales of Early Learning and the Vineland Adaptive Behavior Scales-Second Edition, a parent-report tool, were analyzed in a sample of 64 autistic and 73 neurotypical children (28-69 months). Our results highlight that cognitive assessment alone should not be used in clinical or research practices to infer a comorbid diagnosis of GDD, as it might lead to underestimating autistic children's potential. Instead, using both adaptive and cognitive levels as a stratification method to create subgroups of children with and without GDD might be a promising approach to adequately differentiate them, with less risk of underestimating them. En ligne : http://dx.doi.org/10.1002/aur.2630 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers / Valérie COURCHESNE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Titre : Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers Type de document : texte imprimé Auteurs : Valérie COURCHESNE, Auteur ; Dominique GIRARD, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.845-856 Langues : Anglais (eng) Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Assessing intelligence at autism diagnosis: mission impossible? Testability and cognitive profile of autistic preschoolers [texte imprimé] / Valérie COURCHESNE, Auteur ; Dominique GIRARD, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur . - p.845-856. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.845-856 Mots-clés : Assessment  Autism  Cognition  Flexible testing  Intelligence  Minimally verbal  Perception  Preschool  Testability Index. décimale : PER Périodiques Résumé : Intelligence in minimally verbal children on the autism spectrum (AS) is at risk of being underestimated. The present study investigated testability and cognitive profile of preschool autistic children using conventional tools and strength-informed tools. Fifty-two AS children and fifty-four typical children matched on age (31-77 months) were assessed. Testability increased with age in both groups, was generally lower in AS children, but not related to their test performance. Typical children performed significantly better than AS children on conventional tools, but performance of both groups was similar on strength-informed tools. Differences of performance across tests were much greater in the AS group. These results emphasize the heterogenous, yet characteristic, cognitive profile in preschool children, and introduce the usefulness of flexible testing. En ligne : http://dx.doi.org/10.1007/s10803-018-3786-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age / Dominique GIRARD in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2446-2464 Titre : Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age Type de document : texte imprimé Auteurs : Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Catherine CIMON-PAQUET, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur Article en page(s) : p.2446-2464 Mots-clés : autism  childhood  intelligence  fluid reasoning  perception  trajectory Index. décimale : PER Périodiques Résumé : The current prospective cohort study investigated whether early perceptual abilities, measured at preschool age, could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). More than 80% of the autistic children were considered minimally verbal. Participants were assessed at three time points between the age of 2 and 8 years using the Wechsler Preschool and Primary Scales of Intelligence-Fourth Edition as a measure of full-scale IQ and the Raven s Colored Progressive Matrices as a measure of fluid reasoning abilities (Gf). The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) and the frequency of early non-verbal behaviors served as predictors of later intellectual abilities. Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both early non-verbal behaviors and performance on perceptual tests measured at preschool age were associated with later Gf in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later Gf in the neurotypical group. Early perceptual abilities\and non-verbal behaviors may be indicators of general intelligence and Gf abilities.Lay AbstractAt the time of diagnosis, parents of autistic children frequently wonder what the future holds for their children in terms of intellectual development. It remains however difficult to answer this question at such a young age. Indeed, while early precursors of intelligence are well known for children following a typical development, these precursors remain to be identified for autistic children. Some theoretical models of intelligence suggest that perceptual abilities or behaviors, as seen early in autistic cognitive development, could be early indicators of intelligence. However, research examining the relation between early perceptual predictors and autistic intelligence over time is needed. This article is the first to consider a variety of early perceptual abilities and behaviors as precursors/predictors of intelligence at school age in autistic children. We showed that better performance in perceptual tasks at preschool age predicted better intellectual abilities measured later in autistic children. Importantly, our sample of autistic children represented the whole spectrum, including children with few to no spoken words, who are an important proportion of autistic preschoolers. While early perceptual abilities and behaviors may not substitute for a formal intellectual assessment, our results support that these indices may help estimate later intellectual level in autistic children. Perceptual abilities have the advantage to be easy to observe at preschool age and seem to fit the cognitive style of autistic children. Assessment methods could probably gain from including and focusing more on the perceptual strengths of autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 [article] Visual abilities and exploration behaviors as predictors of intelligence in autistic children from preschool to school age [texte imprimé] / Dominique GIRARD, Auteur ; Valérie COURCHESNE, Auteur ; Catherine CIMON-PAQUET, Auteur ; Claudine JACQUES, Auteur ; Isabelle SOULIERES, Auteur . - p.2446-2464. in Autism > 27-8 (November 2023) . - p.2446-2464 Mots-clés : autism  childhood  intelligence  fluid reasoning  perception  trajectory Index. décimale : PER Périodiques Résumé : The current prospective cohort study investigated whether early perceptual abilities, measured at preschool age, could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). More than 80% of the autistic children were considered minimally verbal. Participants were assessed at three time points between the age of 2 and 8 years using the Wechsler Preschool and Primary Scales of Intelligence-Fourth Edition as a measure of full-scale IQ and the Raven s Colored Progressive Matrices as a measure of fluid reasoning abilities (Gf). The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) and the frequency of early non-verbal behaviors served as predictors of later intellectual abilities. Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both early non-verbal behaviors and performance on perceptual tests measured at preschool age were associated with later Gf in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later Gf in the neurotypical group. Early perceptual abilities\and non-verbal behaviors may be indicators of general intelligence and Gf abilities.Lay AbstractAt the time of diagnosis, parents of autistic children frequently wonder what the future holds for their children in terms of intellectual development. It remains however difficult to answer this question at such a young age. Indeed, while early precursors of intelligence are well known for children following a typical development, these precursors remain to be identified for autistic children. Some theoretical models of intelligence suggest that perceptual abilities or behaviors, as seen early in autistic cognitive development, could be early indicators of intelligence. However, research examining the relation between early perceptual predictors and autistic intelligence over time is needed. This article is the first to consider a variety of early perceptual abilities and behaviors as precursors/predictors of intelligence at school age in autistic children. We showed that better performance in perceptual tasks at preschool age predicted better intellectual abilities measured later in autistic children. Importantly, our sample of autistic children represented the whole spectrum, including children with few to no spoken words, who are an important proportion of autistic preschoolers. While early perceptual abilities and behaviors may not substitute for a formal intellectual assessment, our results support that these indices may help estimate later intellectual level in autistic children. Perceptual abilities have the advantage to be easy to observe at preschool age and seem to fit the cognitive style of autistic children. Assessment methods could probably gain from including and focusing more on the perceptual strengths of autistic children. En ligne : http://dx.doi.org/10.1177/13623613231166189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513

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