Supervisors info:
Αντωνίου Φαίη, Επίκουρη Καθηγήτρια Φ.Π.Ψ., τομέας Παιδαγωγικής, Ε.Κ.Π.Α.
Γενά Αγγελική, Καθηγήτρια Φ.Π.Ψ., τομέας Παιδαγωγικής, Ε.Κ.Π.Α.
Πέτρος Γαλάνης, διδάσκων Μ.Π. Ειδικής Αγωγής
Summary:
According to most assessment scales, cognitive profile and level of measurable intelligence measures differ greatly in children with Autism Spectrum Disorder (ASD) compared with typically developed peers. The most recent conclusion derived from assessment procedures about the intellectual functioning of children with ASD leads to a major question about the way intelligence should be assessed in people with this disorder, more so since some scales or subscales appear to be more sensitive to certain neurodevelopmental conditions. The main objective of this research was the study of the cognitive profile of a homogenous subgroup of children with ASD, as described by the results of the most widely used psychometric test, the WPPSI, which adhere to the DSM-IV diagnostic criteria for ASD. Cognitive profiles comprise a valuable diagnostic tool for a variety of diagnoses, since children with ASD could be more sensitive to the choice of subscales which are established intelligence tests. Specifically, WPPSI-IIIGR is an assessment battery of 14 verbal and non-verbal subtests which measure the intellectual skills of 2.6 to 7.3 year-old children who attend nurseries, kindergarten and primary schools in Greece. It consists of the following subtests: Information, Vocabulary, Verbal Reasoning, Comprehension, Similarities, Receptive Vocabulary, Picture Naming, Block Design, Matrix Reasoning, Picture Concepts, Picture Memory, Object Assembly, Coding & Symbol Search. These subtests assess listening comprehension, memory, verbal comprehension, verbal production, vocabulary development, analogical and general verbal reasoning, among others. The WPPSI-IIIGR provides Verbal and Performance intelligence scores, as well as a Full Scale score. In addition, the Processing Speed Quotient can be derived for children aged 4 – 7.3, and a General Language Composite can be determined for children in both age bands. In the current study 52 children of 4 to 7.3 years old participated. 26 of them had ASD and 26 were typically developed. 23 were boys and 7 were girls in both groups. The children with ASD were students of special schools and intervention institutions, while the typically developed group attended regular kindergartens and primary schools. All students were administered the WPPSI-IIIGR psychometric tool, according to the Administration Protocol, and their intelligence measures were derived based on their date of birth. The results of the study present low verbal intelligence scores for the ASD group, a fact that significantly undermined their Full Scale IQ score, although their Performance Intelligence scores were identical to their typical development counterparts. This finding is consistent with previous studies that suggest that the discrepancy between the intelligence of people in the Spectrum and average intelligence is explained by the formers’ non-verbal communication. Additionally, the study revealed that ASD children’s General Language Composite score, a product of Receptive Vocabulary and Picture Naming, can significantly predict their Verbal Intelligence score.
