Analysis of WISC-III, Stanford-Binet:IV, and academic achievement test scores in children with autism.
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) and high-IQ (> or = 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.
Mayes
Susan Dickerson
SD
Department of Psychiatry, The Penn State College of Medicine, Hershey, Pennsylvania 17033, USA. smayes@psu.edu
Calhoun
Susan L
SL
D000124:Achievement; D000293:Adolescent; D001321:Autistic Disorder / Q000175:diagnosis* / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D004522:Educational Status; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008570:Memory, Short-Term; D013195:Stanford-Binet Test / Q000706:statistics & numerical data*; D014888:Wechsler Scales / Q000706:statistics & numerical data*