40 recherche sur le mot-clé 'IQ'

Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ / Celeste H.M. CHEUNG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Titre : Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ Type de document : Texte imprimé et/ou numérique Auteurs : Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur Année de publication : 2012 Article en page(s) : p.864-873 Langues : Anglais (eng) Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 [article] Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ [Texte imprimé et/ou numérique] / Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur . - 2012 . - p.864-873. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873 Mots-clés : ADHD  reading difficulties  IQ  familial  sibling-pair  comorbidity Index. décimale : PER Périodiques Résumé : Background:  Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods:  Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results:  Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions:  Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177

Autistic features in school age children: IQ and gender effects in a population-based cohort / Hilde K. RYLAND in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.266-274 Titre : Autistic features in school age children: IQ and gender effects in a population-based cohort Type de document : Texte imprimé et/ou numérique Auteurs : Hilde K. RYLAND, Auteur ; Mari HYSING, Auteur ; Maj-Britt POSSERUD, Auteur ; Christopher GILLBERG, Auteur ; Astri J. LUNDERVOLD, Auteur Article en page(s) : p.266-274 Langues : Anglais (eng) Mots-clés : Autistic features  IQ  ASSQ  Children  Gender Index. décimale : PER Périodiques Résumé : Abstract Level and characteristics of intellectual function (IQ) have been associated with symptom presentation in children with autism spectrum disorder. The present study examined associations between IQ and autistic features in a sample of school aged boys and girls selected from a population-based cohort. The study included detailed examinations of 325 children aged 8–12 years, selected from the sample of the Bergen Child Study. IQ was assessed using the third version of the Wechsler Intelligence Scale for Children (WISC-III) and autistic features by parent reports on the Autism Spectrum Screening Questionnaire (ASSQ). Boys obtained higher ASSQ scores than girls. Gender and FSIQ had main effects on ASSQ scores, with the ASSQ scores showing a gradual decline with higher FSIQ for both genders. Discrepancies between verbal and performance IQ were relatively unrelated to ASSQ scores. The findings emphasize the importance of conducting careful assessments of children before reaching conclusions about cognitive function and autistic features. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Autistic features in school age children: IQ and gender effects in a population-based cohort [Texte imprimé et/ou numérique] / Hilde K. RYLAND, Auteur ; Mari HYSING, Auteur ; Maj-Britt POSSERUD, Auteur ; Christopher GILLBERG, Auteur ; Astri J. LUNDERVOLD, Auteur . - p.266-274. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.266-274 Mots-clés : Autistic features  IQ  ASSQ  Children  Gender Index. décimale : PER Périodiques Résumé : Abstract Level and characteristics of intellectual function (IQ) have been associated with symptom presentation in children with autism spectrum disorder. The present study examined associations between IQ and autistic features in a sample of school aged boys and girls selected from a population-based cohort. The study included detailed examinations of 325 children aged 8–12 years, selected from the sample of the Bergen Child Study. IQ was assessed using the third version of the Wechsler Intelligence Scale for Children (WISC-III) and autistic features by parent reports on the Autism Spectrum Screening Questionnaire (ASSQ). Boys obtained higher ASSQ scores than girls. Gender and FSIQ had main effects on ASSQ scores, with the ASSQ scores showing a gradual decline with higher FSIQ for both genders. Discrepancies between verbal and performance IQ were relatively unrelated to ASSQ scores. The findings emphasize the importance of conducting careful assessments of children before reaching conclusions about cognitive function and autistic features. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Development and Psychometric Evaluation of the Hansen Research Services Matrix Adaptive Test: A Measure of Nonverbal IQ / J. A. HANSEN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2721-2732 Titre : Development and Psychometric Evaluation of the Hansen Research Services Matrix Adaptive Test: A Measure of Nonverbal IQ Type de document : Texte imprimé et/ou numérique Auteurs : J. A. HANSEN, Auteur Article en page(s) : p.2721-2732 Langues : Anglais (eng) Mots-clés : Computer adaptive test  Fluid intelligence  Iq  Instrument development  Item response theory  Nonverbal IQ  Online phenotyping  Psychometrics  Raven's Standard Progressive Matrices Index. décimale : PER Périodiques Résumé : Assessment of individuals on the autism spectrum often includes a measure of nonverbal IQ. One such measure is the Raven's Standard Progressive Matrices (RSPM). For large research studies with participants distributed nationally it is desirable for assessments to be available online. Because time is a premium, it is ideal that the measure produces accurate scores quickly. The Hansen Research Services Matrix Adaptive Test (HRS-MAT) addresses these needs and with similar psychometric properties of the RSPM. Scores based on the HRS-MAT correlated at r = .81 with those of the RSPM. In adult-child pairs, HRS-MAT scores correlated at approximately r = .50. Details from respondents in a national sample and psychometric properties including reliability and validity are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2932-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] Development and Psychometric Evaluation of the Hansen Research Services Matrix Adaptive Test: A Measure of Nonverbal IQ [Texte imprimé et/ou numérique] / J. A. HANSEN, Auteur . - p.2721-2732. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2721-2732 Mots-clés : Computer adaptive test  Fluid intelligence  Iq  Instrument development  Item response theory  Nonverbal IQ  Online phenotyping  Psychometrics  Raven's Standard Progressive Matrices Index. décimale : PER Périodiques Résumé : Assessment of individuals on the autism spectrum often includes a measure of nonverbal IQ. One such measure is the Raven's Standard Progressive Matrices (RSPM). For large research studies with participants distributed nationally it is desirable for assessments to be available online. Because time is a premium, it is ideal that the measure produces accurate scores quickly. The Hansen Research Services Matrix Adaptive Test (HRS-MAT) addresses these needs and with similar psychometric properties of the RSPM. Scores based on the HRS-MAT correlated at r = .81 with those of the RSPM. In adult-child pairs, HRS-MAT scores correlated at approximately r = .50. Details from respondents in a national sample and psychometric properties including reliability and validity are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2932-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder / Sabrina N. GRONDHUIS in Research in Autism Spectrum Disorders, 49 (May 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 49 (May 2018) . - p.47-55 Titre : Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sabrina N. GRONDHUIS, Auteur ; Luc LECAVALIER, Auteur ; L. Eugene ARNOLD, Auteur ; Benjamin L. HANDEN, Auteur ; Lawrence SCAHILL, Auteur ; Christopher J. MCDOUGLE, Auteur ; Michael G. AMAN, Auteur Article en page(s) : p.47-55 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Intelligence  IQ  Language  Assessment Index. décimale : PER Périodiques Résumé : Background Intelligence tests are a fundamental component of diagnostic assessments for children with suspected autism spectrum disorder (ASD). There are many assessments available, but scores across tests may not be comparable in children with ASD. Method Eighty children (68 boys) age 4–14 years with ASD completed the Stanford-Binet Intelligence Scales, 5th Edition (SB5), a verbal measure of intelligence, and the Leiter International Performance Scale – Revised (Leiter-R), a nonverbal measure of intelligence. Results Although discrepancies went in both directions, we found significantly higher mean scores on the Leiter-R than SB5 (9.6 point difference). Children younger than 8 years had more pronounced discrepancies (13.8 points vs. 3.5 points for >8?years), and children with less-developed language skills had greater discrepancies (13.1 points vs. 5.8 points for higher language skills). Conclusion This suggests these IQ tests are not interchangeable and language demands may produce different results that could impact clinician interpretation. Both clinicians and researchers should be aware of the likely impact of adopting primarily verbal vs. nonverbal tests when assessing children with ASD, especially those with less language. En ligne : https://doi.org/10.1016/j.rasd.2018.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Sabrina N. GRONDHUIS, Auteur ; Luc LECAVALIER, Auteur ; L. Eugene ARNOLD, Auteur ; Benjamin L. HANDEN, Auteur ; Lawrence SCAHILL, Auteur ; Christopher J. MCDOUGLE, Auteur ; Michael G. AMAN, Auteur . - p.47-55. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 49 (May 2018) . - p.47-55 Mots-clés : Autism spectrum disorder  ASD  Intelligence  IQ  Language  Assessment Index. décimale : PER Périodiques Résumé : Background Intelligence tests are a fundamental component of diagnostic assessments for children with suspected autism spectrum disorder (ASD). There are many assessments available, but scores across tests may not be comparable in children with ASD. Method Eighty children (68 boys) age 4–14 years with ASD completed the Stanford-Binet Intelligence Scales, 5th Edition (SB5), a verbal measure of intelligence, and the Leiter International Performance Scale – Revised (Leiter-R), a nonverbal measure of intelligence. Results Although discrepancies went in both directions, we found significantly higher mean scores on the Leiter-R than SB5 (9.6 point difference). Children younger than 8 years had more pronounced discrepancies (13.8 points vs. 3.5 points for >8?years), and children with less-developed language skills had greater discrepancies (13.1 points vs. 5.8 points for higher language skills). Conclusion This suggests these IQ tests are not interchangeable and language demands may produce different results that could impact clinician interpretation. Both clinicians and researchers should be aware of the likely impact of adopting primarily verbal vs. nonverbal tests when assessing children with ASD, especially those with less language. En ligne : https://doi.org/10.1016/j.rasd.2018.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Impact of IQ, age, SES, gender, and race on autistic symptoms / Susan DICKERSON MAYES in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.749-757 Titre : Impact of IQ, age, SES, gender, and race on autistic symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur Année de publication : 2011 Article en page(s) : p.749-757 Langues : Anglais (eng) Mots-clés : Autistic symptoms  IQ  Age  Gender  SES  Race Index. décimale : PER Périodiques Résumé : The purpose of our study was to determine differences in autism severity and symptoms as a function of IQ, age, SES, gender, and race while simultaneously controlling these variables in 777 children with autism using a comprehensive measure evaluating 30 core and associated symptoms of autism. The children were 1–17 years of age with IQs from 9 to 146. Results showed that autism severity (total score on the Checklist for Autism Spectrum Disorder) and the 30 CASD item scores were not related to gender or race. However, the two CASD items reflecting mood and behavior problems were significantly more common in the lower than higher SES group. Our findings revealed significant, though modest, IQ and age effects. Autism severity increased with decreasing IQ and age, as did the frequency of 14 of the 30 CASD symptoms. The direction of IQ and age effects was the opposite for five symptoms and was nonsignificant for 11. Though IQ was associated with autistic symptoms, the majority of children with both high functioning and low functioning autism had most CASD symptoms and their symptom profiles were overwhelmingly similar. This supports the DSM-V Work Group's position that autism is a single spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Impact of IQ, age, SES, gender, and race on autistic symptoms [Texte imprimé et/ou numérique] / Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur . - 2011 . - p.749-757. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.749-757 Mots-clés : Autistic symptoms  IQ  Age  Gender  SES  Race Index. décimale : PER Périodiques Résumé : The purpose of our study was to determine differences in autism severity and symptoms as a function of IQ, age, SES, gender, and race while simultaneously controlling these variables in 777 children with autism using a comprehensive measure evaluating 30 core and associated symptoms of autism. The children were 1–17 years of age with IQs from 9 to 146. Results showed that autism severity (total score on the Checklist for Autism Spectrum Disorder) and the 30 CASD item scores were not related to gender or race. However, the two CASD items reflecting mood and behavior problems were significantly more common in the lower than higher SES group. Our findings revealed significant, though modest, IQ and age effects. Autism severity increased with decreasing IQ and age, as did the frequency of 14 of the 30 CASD symptoms. The direction of IQ and age effects was the opposite for five symptoms and was nonsignificant for 11. Though IQ was associated with autistic symptoms, the majority of children with both high functioning and low functioning autism had most CASD symptoms and their symptom profiles were overwhelmingly similar. This supports the DSM-V Work Group's position that autism is a single spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Improving IQ measurement in intellectual disabilities using true deviation from population norms / Stephanie M. SANSONE in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)  

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Investigating language skills as a mediator between IQ and anxiety in autistic youth / Ethan RINALDO in Research in Autism Spectrum Disorders, 88 (October 2021)  

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A Meta-Analysis of Differences in IQ Profiles Between Individuals with Asperger’s Disorder and High-Functioning Autism / Hsu-Min CHIANG in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

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Relationship Between Sluggish Cognitive Tempo and Age and IQ in Preschool and School-Age Children and Adolescents with Autism and with ADHD / Susan D. MAYES in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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The gap between IQ and adaptive functioning in autism spectrum disorder: Disentangling diagnostic and sex differences / G. A. MCQUAID in Autism, 25-6 (August 2021)  

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