Differential Ability Scales-Second Edition Research Articles

Neurodevelopmental status and adaptive behavior of pediatric patients with mucopolysaccharidosis II: a longitudinal observational study

BackgroundMucopolysaccharidosis (MPS) II is a rare, X-linked lysosomal storage disease. Approximately two-thirds of patients have central nervous system involvement with some demonstrating progressive cognitive impairment (neuronopathic disease). The natural history of cognitive and adaptive function in patients with MPS II is not well-defined. This 2-year, prospective, observational study evaluated the neurodevelopmental trajectories of boys with MPS II aged ≥ 2 years and < 18 years.ResultsOverall, 55 patients were enrolled. At baseline, mean (standard deviation [SD]) age was 5.60 (3.32) years; all patients were receiving intravenous idursulfase. Cognitive and adaptive function were assessed using the Differential Ability Scales, Second Edition (DAS-II) General Conceptual Ability (GCA) and the Vineland Adaptive Behavior Scales, Second Edition (VABS-II) Adaptive Behavior Composite (ABC) scores, respectively. Baseline mean (SD) DAS-II GCA and VABS-II ABC scores were 78.4 (19.11) and 83.7 (14.22), respectively, indicating low cognitive function and moderately low adaptive behavior. Over 24 months, modest deteriorations in mean (SD) scores were observed for DAS-II GCA (−3.8 [12.7]) and VABS-II ABC (−2.0 [8.07]). Changes in DAS-II GCA scores varied considerably, and data suggested the existence of four potential patient subgroups: (1) patients with marked early impairment and rapid subsequent decline, (2) patients with marked early impairment then stabilization, (3) patients with mild early impairment then stabilization, and (4) patients without impairment who remained stable. Subgroup analyses revealed numerically greater DAS-II GCA score reductions from baseline in patients aged < 7 years at baseline (vs. those aged ≥ 7 years) and in patients with DAS-II GCA scores ≤ 70 at baseline (vs. those with scores > 70); between-group differences were nonsignificant. No clear subgroups or patterns were identified for individual changes in VABS-II ABC scores. In total, 49 patients (89.1%) reported ≥ 1 adverse event (AE) and nine patients (16.4%) reported serious AEs.ConclusionsSome patients with MPS II had rapid declines in cognitive ability, whereas others remained relatively stable after an initial decline. These insights provide a basis for more detailed analyses of different patient subgroups, which may enhance the definition and understanding of factors that influence cognitive and adaptive function in MPS II.Trial registrationClinicalTrials.gov, NCT01822184. Registered retrospectively: April 2, 2013.

Relations Between Selective Mutism and Speech Sound Disorder in Children With 7q11.23 Duplication Syndrome.

The aim of this study was to explore relations between speech sound disorder severity and selective mutism in a group of children with 7q11.23 duplication syndrome (Dup7), a genetic condition predisposing children to childhood apraxia of speech (CAS) and other speech sound disorders and to anxiety disorders, including selective mutism and social anxiety disorder. Forty-nine children aged 4-17 years with genetically confirmed Dup7 completed the Goldman-Fristoe Test of Articulation-Second Edition (GFTA-2), the Expressive Vocabulary Test-Second Edition (EVT-2), and the Differential Ability Scales-Second Edition (DAS-II). Parents completed the Anxiety Disorders Interview Schedule-Parent (ADIS-P). Mean standard scores (SSs) were 65.67 for the GFTA-2, 92.73 for the EVT-2, and 82.69 for the DAS-II General Conceptual Ability (GCA; similar to IQ). Standard deviations for all measures were larger than for the general population. GFTA-2 SS was significantly correlated with both EVT-2 SS and DAS-II GCA. Based on the ADIS-P, 22 participants (45%) were diagnosed with selective mutism and 29 (59%) were diagnosed with social anxiety disorder. No significant differences in performance on any of the measures were found either between the group with a selective mutism diagnosis and the group that did not have selective mutism or between the group with a selective mutism and/or social anxiety disorder diagnosis and the group that did not have either disorder. For children with Dup7, neither the diagnosis of selective mutism nor the diagnosis of selective mutism and/or social anxiety disorder was related to severity of speech sound disorder, expressive vocabulary ability, or overall intellectual ability. Accordingly, treatment for speech sound disorder alone is unlikely to lead to remission of selective mutism or social anxiety disorder. Instead, selective mutism and/or social anxiety disorder should be treated directly. Further research is needed to determine if these findings generalize to other populations, such as children with idiopathic CAS.

Cognitive and adaptive behaviors associated with disease severity and genotype in patients with mucopolysaccharidosis II

BackgroundMucopolysaccharidosis II (MPS II) is a rare, X-linked lysosomal storage disease caused by pathogenic variants of the iduronate-2-sulfatase gene (IDS) and is characterized by a highly variable disease spectrum. MPS II severity is difficult to predict based on IDS variants alone; while some genotypes are associated with specific phenotypes, the disease course of most genotypes remains unknown. This study aims to refine the genotype–phenotype categorization by combining information from the scientific literature with data from two clinical studies in MPS II. MethodsGenotype, cognitive, and behavioral data from 88 patients in two clinical studies (NCT01822184, NCT02055118) in MPS II were analyzed post hoc in combination with published information on IDS variants from the biomedical literature through a semi-automated multi-stage review process. The Differential Ability Scales, second edition (DAS-II) and the Vineland Adaptive Behavior Scales™, second edition (VABS-II) were used to measure cognitive function and adaptive behavior. ResultsThe most common category of IDS variant was missense (47/88, 53.4% of total variants). The mean (standard deviation [SD]) baseline DAS-II General Conceptual Ability (GCA) and VABS-II Adaptive Behavior Composite (ABC) scores were 74.0 (16.4) and 82.6 (14.7), respectively. All identified IDS complete deletions/large rearrangements (n = 7) and large deletions (n = 1) were associated with a published ‘severe’ or ‘predicted severe’ progressive neuronopathic phenotype, characterized by central nervous system involvement. In categories comprising more than one participant, mean baseline DAS-II GCA scores (SD) were lowest among individuals with complete deletions/large rearrangements 64.0 (9.1, n = 4) and highest among those with splice site variants 83.8 (14.2, n = 4). Mean baseline VABS-II ABC scores (SD) were lowest among patients with unclassifiable variants 79.3 (4.9, n = 3) and highest among those with a splice site variant 87.2 (16.1, n = 5), in variant categories with more than one participant. ConclusionsMost patients in the studies had an MPS II phenotype categorized as ‘severe’ or ‘predicted severe’ according to classifications, as reported in the literature. Patients with IDS complete deletion/large rearrangement variants had lower mean DAS-II GCA scores than those with other variants, as well as low VABS-II ABC, confirming an association with the early progressive ‘severe’ (neuronopathic) disease. These data provide a starting point to improve the classification of MPS II phenotypes and the characterization of the genotype–phenotype relationship.

DAS-II Cognitive Profiles Are Not Diagnostically Meaningful For Autism: A ROC Analysis.

Intelligence assessment is an integral part of a comprehensive autism evaluation. Many past studies have described a cognitive profile of autistic individuals characterized by higher nonverbal than verbal IQ scores. The diagnostic utility of this profile, however, remains unknown. We leveraged receiver operating characteristic methods to determine the sensitivity, specificity, and area under the curve (AUC) of three different IQ profiles in a large sample of children who have an autism spectrum disorder diagnosis (N = 1,228, Simons Simplex Collection) who completed the Differential Ability Scales-Second Edition (DAS-II), School Age compared to the normative sample provided by the DAS-II publisher (N = 2,200). The frequently discussed nonverbal > verbal IQ profile performed near chance at distinguishing ASD from normative individuals (AUC: 0.54, 95% CI [0.52-0.56]), and performed significantly worse for females than males (AUC: females: 0.46 [0.41-0.52]; males: 0.55 [0.53-0.58]). All cognitive profiles showed AUC < 0.56. We conclude that while significant differences between verbal and nonverbal IQ scores exist at the group level, these differences are small in an absolute sense and not meaningful at an individual level. We do not recommend using cognitive profiles to aid in autism diagnostic decision-making. LAY SUMMARY: Some researchers and clinicians have reported an "autistic cognitive profile" of higher nonverbal intelligence than verbal intelligence. In an analysis of over 1,000 autistic children, we found that the group's average nonverbal intelligence is usually higher than their verbal intelligence. However, this pattern should not be used by clinicians to make an individual diagnosis of autism because our results show it is not helpful nor accurate.

Factor Structure of the Differential Ability Scales–Second Edition Core Subtests: Standardization Sample Confirmatory Factor Analyses

The present study examined the factor structure of the Differential Ability Scales–Second Edition (DAS-II) core subtests from the standardization sample via confirmatory factor analysis (CFA) using methods (bifactor modeling and variance partitioning) and procedures (robust model estimation due to nonnormal subtest score distributions) recommended but not included in the DAS-II Introductory and Technical Handbook. CFAs were conducted with the three DAS-II standardization sample age groups (lower early years [age = 2:6–3:5 years], upper early years [age = 3:6–6:11 years], school age [7:0–17:11 years]) using standardization sample raw data provided by NCS Pearson, Inc. Although most DAS-II core subtests were properly associated with the theoretically proposed group factors, both the higher order and bifactor models indicated that the g factor accounted for large portions of total and common variance, whereas the group factors (Verbal, Nonverbal, Spatial) accounted for small portions of total and common variance. The DAS-II core battery provides strong measurement of general intelligence, and clinical interpretation should be primarily, if not exclusively, at that level.

Prediction of school-age IQ, academic achievement, and motor skills in children with positional plagiocephaly

Children with positional plagiocephaly and/or brachycephaly (PPB) are at risk of early developmental delay, but little is known about early life factors associated with school-age neurodevelopment. This study examined associations of demographic characteristics, prenatal risk factors and early neurodevelopment assessment with school-age IQ, academic performance, and motor development in children with PPB. The study sample consisted of 235 school-age children with PPB followed since infancy. Outcome measures included IQ using the Differential Ability Scales-Second Edition, academic achievement as measured by the Wechsler Individualized Achievement Tests-Third Edition), and motor function using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition. Linear regression was used to examine the incremental improvement of model fit of demographics, prenatal and early life characteristics, severity of PPB, and neurodevelopment at ages 7, 18, and 36 months as measured by the Bayley-3 on school-age scores. Mean age at school-age assessment was 9.0 years. Adjusted r2 for demographic, prenatal, and early life risk factors ranged from 0.10 to 0.22. Addition of PPB severity and Bayley-3 measures at ages 7 and 18 months did not meaningfully change model fit. Adjusted r2 after inclusion of Bayley-3 at 36 months ranged from 0.35 to 0.41. This study suggests that PPB severity and very early life neurodevelopment have little association with school-age neurodevelopment above and beyond demographic and early life risk factors. However, preschool-age neurodevelopmental assessment may still be useful in identifying children with PPB at risk for delay and who may benefit from early intervention.

Projected Retained Ability Score (PRAS): A New Methodology for Quantifying Absolute Change in Norm-Based Psychological Test Scores Over Time.

A limitation of norm-based ability test scores is that they can only be used to evaluate relative change (compared with change in the norm sample), as opposed to absolute (raw) change in performance from Time 1 to Time 2. To address this limitation, a novel method (Projected Retained Ability Score [PRAS]) was developed to characterize absolute change in norm-based ability test scores. The PRAS method was applied to Differential Ability Scales®–Second Edition (DAS-II) General Conceptual Ability (GCA) scores in three cases of children with the neurodegenerative condition mucopolysaccharidosis type II (MPS II) who were assessed at two visits, 16 to 23 months apart. Although all three cases showed declines in norm-based GCA scores, the PRAS method revealed differences in absolute change in performance. The PRAS method allows for differentiation of slower-than-average improvement or stabilization versus deterioration of cognitive ability when norm-based scores decline from Time 1 to Time 2.

Assessment of school readiness of children and factors associated with risk of inadequate school readiness in Ujjain, India: an observational study

ObjectiveSchool readiness is a condition or state indicating that the child is ready to learn in a formal educational set-up. The objective of this study was to estimate the prevalence...

Randomized Trial of a Computer-Assisted Intervention for Children With Autism in Schools

Computer-assisted interventions (CAIs) are popular for educating children with autism, but their effectiveness is not well established. This study evaluated the effectiveness of 1 CAI designed to improve children's language, cognitive, and academic skills, TeachTown: Basics, in a large urban school district. Teachers (n= 59) in autism support classrooms and their consented students in kindergarten through second grade (n= 154) were randomized to TeachTown: Basics or waitlist control. Child outcome was measured at baseline and after 1 academic year using the Bracken Basic Concepts Scale-Receptive and Expressive versions and the Differential Ability Scales, Second Edition (DAS-II). Random effects regression models that included clustering of time within students and students within classrooms were used to test whether the change over time in each outcome differed between groups. There were no statistically significant differences in outcomes for children who received TeachTown: Basics or treatment as usual. Increased time spent using TeachTown: Basics was associated with worse receptive language outcomes for children in the experimental group after 1 academic year. However, there was no association between minutes spent using TeachTown and changes in expressive language or DAS-II score. Despite growing enthusiasm for CAIs in autism treatment, the present findings indicate that CAI might not be effective at improving language and cognitive outcomes for children with autism spectrum disorder. The decision to implement CAIs in schools should be carefully balanced against the evidence for effectiveness of these programs. Schools might be better served by investing in treatment strategies with established evidence. RCT of TeachTown in Autism Support Classrooms: Innovation and Exnovation; https://clinicaltrials.gov/; NCT02695693.

Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis

When the Differential Ability Scales–Second Edition (DAS-II) was developed, the instrument’s content, structure, and theoretical orientation were amended. Despite these changes, the Technical Handbook did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using selected subtests across the normative age groups from the total battery. To address these omissions, the present study investigated the theoretical structure of the DAS-II using principal axis factoring followed by the Schmid–Leiman procedure with participants from the 5- to 8-year-old age range to determine the degree to which the DAS-II theoretical structure proposed in the Technical Handbook could be replicated. Unlike other age ranges investigated where at most 14 subtests were administered, the entire DAS-II battery was normed on participants aged 5 to 8 years, making it well suited to test the full instrument’s alignment with theory. Results suggested a six-factor solution that was essentially consistent with the Cattell–Horn–Carroll (CHC)-based theoretical structure suggested by the test publisher and simple structure was attained. The only exception involved two subtests (Picture Similarities and Early Number Concepts) that did not saliently load on a group factor. Implications for clinical practice are discussed.

Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children

Individually administered intelligence measures are commonly used in diagnostic work, but there is a continuing need for research investigating possible test bias among these measures. One current intelligence measure, the Differential Ability Scales, Second Edition (DAS-II), is a test with growing popularity. The issue of test bias, however, has not been thoroughly investigated with the DAS-II. The current study investigated whether the DAS-II demonstrates systematic construct bias when used with children from three racial and ethnic groups—African American, Asian, and Hispanic—when compared to non-Hispanic Caucasian children. Multi-group confirmatory factor analyses with data from the DAS-II standardization sample were used to assess whether the constructs and measurement of constructs were invariant across groups. Results indicate cross-group internal structure validity in the DAS-II, and thus a lack of construct bias. Minor differences were found, but these differences do not affect the calculation of composite scores on the DAS-II and thus would not result in unfair scoring for the groups involved. Results of this study support the appropriateness of the DAS-II for clinical use with these racial and ethnic groups.

Predictive value of the Movement Assessment Battery for Children - Second Edition at 4years, for motor impairment at 8years in children born preterm.

To assess the predictive validity at 4years of the Movement Assessment Battery for Children - Second Edition (MABC-2) for motor impairment at 8years in children born preterm. We also aimed to determine if sex, cognition, medical, or social risks were associated with motor impairment at 8years or with a change in MABC-2 score between 4 years and 8years. Ninety-six children born at less than 30weeks' gestation were assessed with the MABC-2 at 4 years and 8years of age. Motor impairment was defined as less than or equal to the 5th centile. The Differential Ability Scales - Second Edition (DAS-II) was used to measure General Conceptual Ability (GCA) at 4years, with a score <90 defined as 'below average'. There was a strong association between the MABC-2 total standard scores at 4years and 8years (59% variance explained, regression coefficient=0.80, 95% confidence interval [CI] 0.69-0.91, p<0.001). The MABC-2 at 4years had high sensitivity (79%) and specificity (93%) for predicting motor impairment at 8years. Below average cognition and higher medical risk were associated with increased odds of motor impairment at 8years (odds ratio [OR]=15.3, 95% CI 4.19-55.8, p<0.001, and OR=3.77, 95% CI 1.28-11.1, p=0.016 respectively). Sex and social risk did not appear to be associated with motor impairment at 8years. There was little evidence that any variables were related to change in MABC-2 score between 4 years and 8years. The MABC-2 at 4years is predictive of motor functioning in middle childhood. Below average cognition and higher medical risk may be predictors of motor impairment.

Factor structure of the Differential Ability Scales-Second Edition: Exploratory and hierarchical factor analyses with the core subtests.

The present study examined the factor structure of the Differential Ability Scales-Second Edition (DAS-II; Elliott, 2007a) standardization sample using exploratory factor analyses, multiple factor extraction criteria, and hierarchical exploratory factor analyses (Schmid & Leiman, 1957) not included in the DAS-II Introductory and Technical Handbook (Elliott, 2007b). Exploratory factor analyses with multiple factor extraction criteria and hierarchical analyses with the Schmid and Leiman (1957) procedure were conducted with the 3 DAS-II standardization samples (Lower Early Years [Ages 2:6-3:5], Upper Early Years [Ages 3:6-6:11], School-Age [Ages 7:0-17:11]). All factor extraction criteria suggested 1 factor despite the author and publisher recommended and promoted 2 (Ages 2:6-3:5) or 3 (Ages 3:6-6:11, Ages 7:0-17:11) factors. Results indicated that most DAS-II subtests were properly associated with the theoretically proposed first-order factors. Hierarchical exploratory analyses with the Schmid and Leiman procedure, however, found that the hierarchical g factor accounted for large portions of total and common variance, while the 2 or 3 first-order factors accounted for small portions of total and common variance. It was concluded that the DAS-II provides strong measurement of general intelligence but clinical interpretation should be primarily at that level. (PsycINFO Database Record

Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

Concurrent validity of the differential ability scales, second edition with the Mullen Scales of Early Learning in young children with and without neurodevelopmental disorders

Estimates of intelligence in young children with neurodevelopmental disorders are critical for making diagnoses, in characterizing symptoms of disorders, and in predicting future outcomes. The limitations of standardized testing for children with developmental delay or cognitive impairment are well known: Tests do not exist that provide developmentally appropriate material along with norms that extend to the lower reaches of ability. Two commonly used and interchanged instruments are the Mullen Scales of Early Learning (MSEL), a test of developmental level, and the Differential Ability Scales, second edition (DAS-II), a more traditional cognitive test. We evaluated the correspondence of contemporaneous MSEL and the DAS-II scores in a mixed sample of children aged 2–10 years with autism spectrum disorder (ASD), non-ASD developmental delays, and typically developing children across the full spectrum of cognitive ability. Consistent with published data on the original DAS and the MSEL, scores on the DAS-II and MSEL were highly correlated. However, curve estimation revealed large mean differences that varied as a function of the child’s cognitive ability level. We conclude that interchanging MSEL and DAS-II scores without regard to the discrepancy in scores may produce misleading results in both cross-sectional and longitudinal studies of children with and without ASD, and, thus, this practice should be implemented with caution.

Cognitive Profiles in Youth with Autism Spectrum Disorder: An Investigation of Base Rate Discrepancies using the Differential Ability Scales--Second Edition.

Extant data suggest that the cognitive profiles of individuals with ASD may be characterized by variability, particularly in terms of verbal intellectual functioning (VIQ) and non-verbal intellectual functioning (NVIQ) discrepancies. The Differential Ability Scales, Second Edition (DAS-II) has limited data available on its use with youth with ASD. The current study examined data from 2,110 youth with ASD in order to characterize performance on the DAS-II and to investigate potential discrepancies between VIQ and NVIQ. A larger proportion of individuals in the ASD sample had significant discrepancies between VIQ and NVIQ when compared to the normative sample [early years sample χ2 (2) = 38.36; p < .001; school age sample χ2 (2) = 13.48; p < .01]. Clinical and research implications are discussed.

Concurrent Validity of the WISC-IV and DAS-II in Children With Autism Spectrum Disorder

Cognitive assessments are used for a variety of research and clinical purposes in children with autism spectrum disorder (ASD). This study establishes concurrent validity of the Wechsler Intelligence Scales for Children–fourth edition (WISC-IV) and Differential Ability Scales–second edition (DAS-II) in a sample of children with ASD with a broad range of cognitive abilities. Participants achieved significantly higher overall scores on the DAS-II and nearly half the sample achieved a higher classification label on the DAS-II. The difference between overall scores is suggested to be attributable to a relative weakness in processing speed, which is assessed on the WISC-IV but not the DAS-II. Autistic symptomatology was not associated with cognitive scores, while adaptive behavior was positively associated. Neither was associated with the magnitude of difference between overall scores. Choice of assessment should be considered carefully given the systematic differences in overall scores produced in this population.

Global, Broad, or Specific Cognitive Differences? Using a MIMIC Model to Examine Differences in CHC Abilities in Children With Learning Disabilities

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell–Horn–Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales–Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

Test Review: C. D. Elliott Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment, 2007

Test Review: C. D. Elliott Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment, 2007

Differential Ability Scales–II prediction of reading performance: Global scores are not enough

AbstractThis study investigated the effects of broad cognitive abilities derived from the Cattell–Horn–Carroll (CHC) taxonomy, together with the effect of the general factor (g), on Wechsler Individual Achievement Test, Second Edition (WIAT‐II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the Differential Ability Scales, Second Edition (DAS‐II) standardization and clinical sample data. All seven DAS‐II CHC broad cognitive abilities were shown to have significant effects on one or more WIAT‐II reading domains with different patterns found across typical, poor reader, and reading specific learning disability (SLD) groups. In the SEM analyses, the general factor g had only indirect effects on reading achievement variance. In the commonality analyses, after the effects of the seven CHC factors had been accounted for, the six‐factor commonality—which could be considered an alternative measure of global intelligence—accounted for only 1%–2% of reading measure variance. For children who are having difficulties with reading skill acquisition, the data suggest that primary emphasis on g will result in a major loss of DAS‐II predictive validity. Results emphasize the importance of having a comprehensive cognitive assessment with the DAS‐II in the evaluation of reading competency and disability. Links between CHC broad ability factors and neuropsychological constructs may provide a promising foundation for developing specific cognitive, academic, and behavioral interventions for children with reading SLD. © 2010 Wiley Periodicals, Inc.