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Détail de l'auteur
Auteur Paula K. SHEAR |
Documents disponibles écrits par cet auteur (2)
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A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder / Katherine T. BAUM in Autism, 19-6 (August 2015)
[article]
Titre : A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine T. BAUM, Auteur ; Paula K. SHEAR, Auteur ; Steven R. HOWE, Auteur ; Somer L. BISHOP, Auteur Article en page(s) : p.736-745 Langues : Anglais (eng) Mots-clés : Measurement IQ convergent validity cognitive autism spectrum disorder Index. décimale : PER Périodiques Résumé : In autism spectrum disorders, results of cognitive testing inform clinical care, theories of neurodevelopment, and research design. The Wechsler Intelligence Scale for Children and the Stanford–Binet are commonly used in autism spectrum disorder evaluations and scores from these tests have been shown to be highly correlated in typically developing populations. However, they have not been compared in individuals with autism spectrum disorder, whose core symptoms can make testing challenging, potentially compromising test reliability. We used a within-subjects research design to evaluate the convergent validity between the Wechsler Intelligence Scale for Children, 4th ed., and Stanford–Binet, 5th ed., in 40 youth (ages 10–16?years) with autism spectrum disorder. Corresponding intelligence scores were highly correlated (r?=?0.78 to 0.88), but full-scale intelligence quotient (IQ) scores (t(38)?=??2.27, p?=?0.03, d?=??0.16) and verbal IQ scores (t(36)?=?2.23, p?=?0.03; d?=?0.19) differed between the two tests. Most participants obtained higher full-scale IQ scores on the Stanford–Binet, 5th ed., compared to Wechsler Intelligence Scale for Children, 4th ed., with 14% scoring more than one standard deviation higher. In contrast, verbal indices were higher on the Wechsler Intelligence Scale for Children, 4th ed., Verbal–nonverbal discrepancy classifications were only consistent for 60% of the sample. Comparisons of IQ test scores in autism spectrum disorder and other special groups are important, as it cannot necessarily be assumed that convergent validity findings in typically developing children and adolescents hold true across all pediatric populations. En ligne : http://dx.doi.org/10.1177/1362361314554920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Autism > 19-6 (August 2015) . - p.736-745[article] A comparison of WISC-IV and SB-5 intelligence scores in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine T. BAUM, Auteur ; Paula K. SHEAR, Auteur ; Steven R. HOWE, Auteur ; Somer L. BISHOP, Auteur . - p.736-745.
Langues : Anglais (eng)
in Autism > 19-6 (August 2015) . - p.736-745
Mots-clés : Measurement IQ convergent validity cognitive autism spectrum disorder Index. décimale : PER Périodiques Résumé : In autism spectrum disorders, results of cognitive testing inform clinical care, theories of neurodevelopment, and research design. The Wechsler Intelligence Scale for Children and the Stanford–Binet are commonly used in autism spectrum disorder evaluations and scores from these tests have been shown to be highly correlated in typically developing populations. However, they have not been compared in individuals with autism spectrum disorder, whose core symptoms can make testing challenging, potentially compromising test reliability. We used a within-subjects research design to evaluate the convergent validity between the Wechsler Intelligence Scale for Children, 4th ed., and Stanford–Binet, 5th ed., in 40 youth (ages 10–16?years) with autism spectrum disorder. Corresponding intelligence scores were highly correlated (r?=?0.78 to 0.88), but full-scale intelligence quotient (IQ) scores (t(38)?=??2.27, p?=?0.03, d?=??0.16) and verbal IQ scores (t(36)?=?2.23, p?=?0.03; d?=?0.19) differed between the two tests. Most participants obtained higher full-scale IQ scores on the Stanford–Binet, 5th ed., compared to Wechsler Intelligence Scale for Children, 4th ed., with 14% scoring more than one standard deviation higher. In contrast, verbal indices were higher on the Wechsler Intelligence Scale for Children, 4th ed., Verbal–nonverbal discrepancy classifications were only consistent for 60% of the sample. Comparisons of IQ test scores in autism spectrum disorder and other special groups are important, as it cannot necessarily be assumed that convergent validity findings in typically developing children and adolescents hold true across all pediatric populations. En ligne : http://dx.doi.org/10.1177/1362361314554920 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders / Donna S. MURRAY in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)
[article]
Titre : The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna S. MURRAY, Auteur ; Patricia MANNING-COURTNEY, Auteur ; Nancy A. CREAGHEAD, Auteur ; Paula K. SHEAR, Auteur ; Judy BEAN, Auteur ; Jo-Anne PRENDEVILLE, Auteur Année de publication : 2008 Article en page(s) : p.5-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined.
Key Words: joint attention • communication • autism spectrum disorders • languageEn ligne : http://dx.doi.org/10.1177/1088357607311443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.5-14[article] The Relationship Between Joint Attention and Language in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Donna S. MURRAY, Auteur ; Patricia MANNING-COURTNEY, Auteur ; Nancy A. CREAGHEAD, Auteur ; Paula K. SHEAR, Auteur ; Judy BEAN, Auteur ; Jo-Anne PRENDEVILLE, Auteur . - 2008 . - p.5-14.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.5-14
Index. décimale : PER Périodiques Résumé : The relationship between initiation of and response to joint attention and components of receptive and expressive language in 20 children with autism between the ages of 3 and 5 years were examined. Receptive language skills were assessed using the Mullen Scales of Early Learning (MSEL). Expressive language skills were evaluated by examining Mean Length of Utterance and Type Token Ratio. These variables, along with data on responses to joint attention bids and initiation of joint attention were analyzed using Spearman calculations. The ability to respond to the joint attention bids of others was positively correlated with receptive language scores on the MSEL and mean length of utterance in children with autism. There was no relationship between the ability to initiate joint attention and the selected components of language examined.
Key Words: joint attention • communication • autism spectrum disorders • languageEn ligne : http://dx.doi.org/10.1177/1088357607311443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333