Abstract
Although autism Spectrum Disorders (ASD) have been considered to be associated with intellectual disability, there is no known study on cognitive capacities of primary school aged children with ASD in Nigeria. The objective of this study is to compare the intelligence quotient (IQ) of primary school pupils with autism spectrum disorders with that of their controls in Uyo, Nigeria. Gilliam Autism Rating Scale–second Edition (GARS-2) and Gilliam Asperger Disorder Scale (GADS) were used to identify school children with Autism Spectrum Disorders (ASD). Their intelligence quotient was assessed using the Draw–A–Person–Test (DAPT). The findings were compared with that of their age, social class and gender matched controls. A total of 29 pupils with autism spectrum disorders were identified out of 2,641 studied. Twenty-six out of the 29 children with ASD were suitable for intelligence quotient estimation using DAPT; two of the pupils were less than 4 years of age and one had features suggestive of Down syndrome. Eleven out of 26 pupils (42%) assessed for intelligence quotient had intellectual disability (IQ<75%) while fifteen (58%) had normal intelligence (IQ>75%). The overall mean IQ score of the pupils with ASD of 82.5±22.5 was significantly lower than that of the controls of 108.9±14.8 (p<0.01). Pupils with Asperger’s disorder had the highest mean IQ while those with autistic disorder had the least mean IQ with a statistically significant difference (p<0.01). ASD are associated with low IQ among school children in Uyo, Nigeria.
Highlights
Autism is a neuro-developmental disorder that results in impairments in social, communication with stereotyped activities, interest and behavior [1]
Pupils with Asperger’s disorder had the highest mean intelligence quotient (IQ) and the least was seen among pupils with Autistic disorder
Fifteen (57.7%) of the pupils with Autism Spectrum Disorders (ASD) were high functioning with IQ>75 while the low functioning accounted for 42.3% of children with ASD
Summary
Autism is a neuro-developmental disorder that results in impairments in social, communication with stereotyped activities, interest and behavior [1]. Diagnostic and Statistical Manual of Menta Disorders, 5th edition (DSM-V) rather groups these subtypes into a single classification called ASD; and retains the diagnostic criteria of early onset and variability in presentation (severity) of the condition [1]. It is heterogeneous in nature and one of the primary aspects of heterogeneity lies in the global cognitive functioning or intelligence. In a study of children aged 3-10 years with ASD in New Jersey, United States of America; which incorporated administration of Autism Diagnostic Observation Schedule-Generic, demonstrated a prevalence of 0.67%. Bakare et al [5] in Enugu, south eastern Nigeria had a prevalence of 11.4% among children in American Journal of Psychiatry and Neuroscience 2017; 5(6): 83-87 an interventional center for intellectual disabilities utilizing International Classification of Diseases, Tenth Edition (ICD10) Diagnostic Criteria for Research
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