Nonverbal Test Research Articles

How Reliably Can We Measure a Child's True IQ? Socio-Economic Status Can Explain Most of the Inter-Ethnic Differences in General Non-verbal Abilities.

Roma children have been discriminated against for many years as they are denied access to high-quality education based on their scores on general non-verbal IQ tests. Rushton et al. (2007) showed that Roma perform more poorly than non-Roma on one such test (i.e., Raven Progressive Matrices), but suggest that this underperformance could be explained by Roma’s low socio-economic status. In this paper, we tested the non-verbal abilities of Roma children and expanded on the research of Rushton et al. (2007) by investigating empirically the potential mediating effects of socio-economic status on children’s performance on Raven Progressive Matrices. Results showed that the performance of Roma children was, on average, significantly lower than the performance of their non-Roma peers; however, the effect of ethnicity was partially mediated by the parents’ education and living conditions (while the parents’ income had no significant effect). As hypothesized by Rushton et al. (2007) some socio-economic factors can explain important variability in the performance of Roma children on general non-verbal tests, and their poor performance on such tests may lead to an underestimation of the true population mean.

The effects of individual differences in field dependence/independence and analogical reasoning for L2 instruction

The present study, which employed a pre- to posttest design, investigated the impact of second language (L2) learners’ individual differences (IDs) in field dependence/independence (FD/FI), analogical reasoning for L2 classroom instruction. The FD/FI style refers to IDs in the degree to which an individual’s perception is affected by surrounding information, and analogical reasoning is the ability to discern meaningful patterns across multiple forms of relations. Forty-six Japanese senior high school students participated in the study. They received an explicit rule presentation on English relative adverbs (where, when, and why) via textual enhancement. Learner differences in FD/FI and analogical reasoning were measured by the modified Group Embedded Figures Test and the nonverbal analogies test, respectively. The effectiveness of L2 instruction was assessed by the fill-in-the-gap tasks. Results showed (a) that the L2 learning outcomes marginally correlated with analogical reasoning, but not with the FD/FI style; (b) that the analogical reasoning marginally correlated with the combined gain scores of where and when; and (c) that the learning outcomes seemed to be predicted by the combination of IDs variables (i.e. more FI with higher analogies led to increased L2 learning).

Neurocognitive development and capabilities in boys with 49,XXXXY syndrome

49,XXXXY was previously associated with profound to severe intellectual deficits. However, prior research papers on the cognitive profiles of this population were confounded by small samples sizes, wide age spreads, and incomplete histories of testosterone replacement therapy. This study is the first comprehensive, international investigation of the neurocognitive aspects of 49,XXXXY, and the potential effects of biological treatment on this profile. Sixty-seven boys from infancy to 11 years of age were enrolled in this longitudinal study, with the majority of boys postnatally diagnosed though chromosomal analysis. These boys received a comprehensive neurocognitive evaluation tailored to specific language-based deficits and cognitive challenges. Results revealed higher neurocognitive capacities, both verbally and nonverbally, than previously reported in this disorder. Infant boys with 49,XXXXY who received early hormonal therapy (EHT) had significantly higher scores on the cognitive domain of the Bayley Scales of Infant Development than untreated infants (p=.013). In addition, treated school-aged participants had significantly better scaled scores than untreated boys in form completion (p=.042), a task that requires deductive reasoning, on nonverbal testing on the Leiter International Performance Scales. This study indicates greater cognitive capacities with a wide range of abilities in the child with 49,XXXXY, thus warranting further investigation to identify and understand the critical influences on the etiology and the variability of those capacities.

Children's concepts of gears and their promotion through play

AbstractThe mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158).

A randomised clinical pilot trial to test the effectiveness of parent training with video modelling to improve functioning and symptoms in children with autism spectrum disorders and intellectual disability.

Poor eye contact and joint attention are early signs of autism spectrum disorder (ASD) and important prerequisites for developing other socio-communicative skills. Teaching parents evidence-based techniques to improve these skills can impact the overall functioning of children with ASD. We aimed to analyse the impact of conducting a group parent-training intervention with video modelling to improve the intelligent quotient (IQ), social and communication functioning and to minimise symptoms in children with ASD and intellectual disability (ID). Study design: A multicentre, single-blinded, randomised clinical pilot trial of parent training using video modelling was conducted. Sixty-seven parents of children with ASD, aged between 3 and 6years and with IQs between 50 and 70, were randomised: 34 to the intervention group and 33 to the control group. Intervention program: The intervention group received parent training over 22 sessions, and the control group received the standard community treatment. Pre-evaluation and post-evaluation (week 28), the following were used: Autism Diagnostic Interview, Vineland Adaptive Behaviour Scale I, Snijders-Oomen Nonverbal Intelligence Test, Autism Behaviour Checklist and Hamilton Depression Rating Scale. Intention to treat and complier-average causal effect (CACE) were used to estimate the effects of the intervention. There was a statistically significant improvement in the Vineland standardized communication scores in CACE (Cohen's d=0.260). There was a non-statistically significant decrease in autism symptomatology (Autism Behaviour Checklist total scores) and a significant increase in the non-verbal IQ in the intervention group. After the false discovery rate correction was applied, IQ remained statistically significant under both paradigms. The effect size for this adjusted outcome under the intention-to-treat paradigm was close to 0.4, and when considering adherence (CACE), the effect sizes were more robust (IQ's Cohen's d=0.433). Parent training delivered by video modelling can be a useful technique for improving the care given to children with ASD and ID, particularly in countries that lack specialists.

Processamento auditivo central em crianças com disfonia: avaliação comportamental e eletrofisiológica

Introdução: O transtorno do processamento auditivo central pode ocorrer em concomitância com outras alterações, assim como a disfonia. Objetivo: Analisar os resultados obtidos na avaliação do processamento auditivo central em crianças com disfonia. Método: Estudo comparativo e de coorte transversal, constituído por 16 crianças de oito a 11 anos reunidas em dois grupos: o Grupo Estudo composto por sete crianças com disfonia funcional ou organofuncional, e o Grupo Controle por nove crianças sem queixas e alterações vocais. Foram realizados os seguintes procedimentos: anamnese, gravação vocal, avaliação perceptivo-auditiva da voz, laringoscopia, avaliação audiológica básica, avaliação do processamento auditivo por meio de testes comportamentais e eletrofisiológicos. Resultados: Houve diferença estatisticamente significativa entre os grupos para as etapas de atenção direcionada no teste Dicótico não verbal, etapa de humming no Padrão de frequência, limiar de detecção de gap e porcentagem de acertos no Gaps in Noise e para a latência do P300. Conclusão: A partir da análise dos resultados verificou-se que o grupo com disfonia apresentou transtorno do processamento auditivo central com alteração nas habilidades auditivas de figura-fundo para sons não verbais, ordenação e resolução temporal e latência do P300 prolongada, sugerindo também um déficit no processamento cognitivo da informação acústica.

Quantitative and Qualitative Analysis of Verb Fluency Performance in Individuals With Probable Alzheimer's Disease and Healthy Older Adults.

Purpose To date, verb fluency tasks have been mainly analyzed quantitatively for individuals with dementia. Qualitative analysis, however, such as examining the semantic and psycholinguistic content of the responses might further inform researchers and clinicians about patients' cognitive and linguistic status. Therefore, the current study examined psycholinguistic and lexical characteristics of verb fluency responses in individuals with probable Alzheimer's disease (pAD) and healthy older adults to delineate qualitative and quantitative differences between the two groups. Method The verb fluency responses from participants with pAD (amnestic type) were compared to those from age- and education-matched healthy older adults. The responses were analyzed with respect to the number and proportion of correct responses, word frequency, age of acquisition, phoneme and syllable length, and neighborhood density. The verb responses were also categorized into mental state verbs and action verbs. Additionally, a battery of cognitive-linguistic tests was administered, and for each group, relationships between correct verb fluency responses and other cognitive-linguistic skills were investigated using correlation and regression analyses. Results Similar to previous findings regarding noun retrieval in dementia, the results revealed that individuals with pAD not only produced fewer correct verb fluency responses but also generated little to no mental state verbs compared to the control group. The group with pAD also produced verbs with shorter phoneme and syllable lengths, higher word frequency, and earlier age of acquisition ratings relative to the healthy older adults. The number of correct verb fluency responses was mainly predicted by a reading comprehension score in the pAD group and a nonverbal fluency test score in the healthy group. Conclusion The current quantitative and qualitative findings add support to the contention that lexical-semantic impairments underlie word retrieval problems in pAD and such difficulties present in generative naming paradigms and also across grammatical categories.

0835 Elucidating the Effect of Sleep Apnea on Cognitive Health: A Preliminary Report

Abstract Introduction We aim to determine the cognitive domains associated with obstructive sleep apnea (OSA) age-related brain atrophy in a sample of middle-aged to older males. Methods We evaluated consecutive treatment naïve male OSA patients (AHI≥15) without dementia, stroke or heart disease (infarction, heart failure), from March to November of 2019. We obtained demographic variables, vascular risk factors, the Epworth sleepiness scale (ESS) and the Pittsburgh sleep quality index (PSQI). We also obtained computerized neurocognitive testing with the Go-NoGo Response Inhibition Test, Stroop Interference Test, Catch Game Test, Staged Information Processing Speed Test, Verbal Memory Test and Non-Verbal Memory Test. We derived domain-specific Z-scores age and education adjusted for global cognition, memory, attention, processing speed and executive function. Pearson correlation was used to evaluate bivariate associations between the sleep exposures and neurocognitive outcomes. Linear regression was used to evaluate associations between AHI and neurocognitive domains, adjusting for the ESS. Results A total of 15 participants 40 to 76 years of age, 73% of Hispanic/Latino background, completed neurocognitive testing. The average ESS was 8.2±6.0, PSQI=5.7±4.9, and AHI=48.9±25.5. Hypertension was seen in 66% and diabetes in 27%. The AHI was correlated with global cognition (r= -0.66; p=0.008), memory (r= -0.73; p=0.002) and attention (r= -0.67; p =0.007), but not executive function or processing speed. In addition, the AHI correlated with verbal memory (r= -0.76; p=0.001), but not with non-verbal memory. In adjusted models, the AHI was associated with global cognition (β= -0.60; p=0.05) and decreased memory (β= -0.85; p=0.006). However, the association with attention was explained by the ESS. The PSQI was not correlate with the cognitive domains. Conclusion In this pilot-study, the AHI was associated with decreased global cognition, and verbal memory accounting for sleepiness. Findings suggest the left-hippocampus as a region vulnerable to early age-related brain loss in OSA. Support Scientific Advisory Committee, Pilot grant, Miller School of Medicine; R21AG056952; R21HL140437.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Cognitive functions in acute unilateral vestibular loss

Cognitive deficits mainly involving visuospatial functions have been defined in patients with bilateral and even unilateral vestibular loss (UVL). We compared the cognitive test results of 21 patients with acute UVL with age- and education-matched healthy controls. The diagnosis of UVL was based on the clinical findings, a normal magnetic resonance imaging with diffusion-weighted sequence and canal paresis on the affected side on caloric testing. Cognitive tests assessing visuospatial functions (Benton’s Judgment of Line Orientation test, Verbal and non-verbal Cancellation tests, Rey–Osterrieth Complex Figure test) and global mental status, verbal memory, learning, retention of information, and recalling (Mini Mental State Examination, Oktem Verbal Memory Process Test, Forward and Backward Digit span) were used in addition to Beck depression and Anxiety inventories. Abnormalities in verbal and non-verbal cancellation tests (p < 0.005), Benton’s Judgment of Line Orientation test (p = 0.042) and backward digit span (p = 0.029) was found. A very prominent difference regarding Beck depression (p = 0.012) and anxiety inventories (p < 0.001) was present. On multiple regression analysis, the abovementioned cognitive tests’ results lost their statistical significance (p > 0.05) when depression and anxiety scores were taken into consideration. The severity of canal paresis was found to be correlated with Benton’s Judgment of Line Orientation test (p = 0.008, r = − 0.5639) and Rey–Osterrieth Complex Figure test copying scores (p = 0.029, r = − 0.477). Comparison of all the results in right- and left-sided lesions did not reveal a significant difference (p > 0.05). Vestibular patients are prone to develop anxiety, and depression. Deficits in visuospatial functions, mental manipulation, psychomotor speed and short-term memory detected in our patients with acute UVL seem to be enhanced by accompanying anxiety and depression. The extent of vestibular dysfunction was correlated with the severity of deficits in visuospatial skills. Lesion side did not cause alterations in cognitive or emotional status.

Giftedness or disability? Living with paradox

ABSTRACT There are difficulties regarding the identification of twice-exceptional students in Turkey. These children can be identified properly by way of multidimensional assessment. The purpose of the present study was to examine through family interviews, child interviews, products of the child and non-verbal intelligence tests the areas of difficulty and ability areas for Alp who has a probability of being identified with learning disabilities and giftedness. A single-subject case study model has been utilised for the study. Semi-structured interview form was applied during the study to acquire the opinions of the family. Study sample analysis and reading fluency activities were carried out in order to analyse the difficulties in reading and writing. Non-verbal intelligence tests were applied for identifying non-verbal cognitive ability. Expert opinions were taken for examining the products of the child. Based on the acquired findings, it was concluded that Alp can be a twice exceptional child.

Genetic risk for Alzheimer disease in children: Evidence from early-life IQ and brain white-matter microstructure.

It remains unclear whether the genetic risk for late‐onset Alzheimer disease (AD) is linked to premorbid individual differences in general cognitive ability and brain structure. The objective of the present study was to determine whether the genetic risk of late‐onset AD is related to premorbid individual differences in intelligence quotient (IQ) and characteristics of the cerebral white‐matter in children. The study sample included children of the Generation R Study from Rotterdam, The Netherlands. IQ was measured using a well‐validated Dutch nonverbal IQ test (n = 1908) at ages 5 to 9 years. White‐matter microstructure was assessed by measuring fractional anisotropy (FA) of white‐matter tracts using diffusion tensor imaging (DTI) (n = 919) at ages 9 to 12 years. Genetic risk was quantified using three biologically defined genetic risk scores (GRSs) hypothesized to be related to the pathophysiology of late‐onset AD: immune response, cholesterol/lipid metabolism and endocytosis. Higher genetic risk for late‐onset AD that included genes associated with immune responsivity had a negative influence on cognition and cerebral white‐matter microstructure. For each unit increase in the immune response GRS, IQ decreased by 0.259 SD (95% CI [−0.500, −0.017]). For each unit increase in the immune response GRS, global FA decreased by 0.373 SD (95% CI [−0.721, −0.026]). Neither cholesterol/lipid metabolism nor endocytosis GRSs were associated with IQ or cerebral white‐matter microstructure. Our findings suggest that elevated genetic risk for late‐onset AD may in part be manifest during childhood neurodevelopment through alterations in immune responsivity.

The Impact of Self-Efficacy and Health Locus of Control on Performance Validity Testing.

Recent research has examined potential influences to performance validity testing beyond intentional feigning. The current study sought to examine the hypothesized relationships of two psychological constructs (self-efficacy and health locus of control) with performance validity testing (PVT). Retrospective review of 158 mild traumatic brain injury (mTBI) cases referred to an Army outpatient clinic for neuropsychological evaluation. The mTBI cases were classified according to passing or failing the Medical Symptom Validity Test (MSVT) or Non-Verbal Medical Symptom Validity Test (NV-MSVT). Group comparisons were performed utilizing one-way ANOVA to evaluate the differences between the PVT-Pass and PVT-Fail groups on self-efficacy (MMPI-2-RF Inefficacy scale) and locus of control (Multi-Dimensional Health Locus of Control). There was no relationship between self-efficacy or health locus of control and passing/failing PVTs. Further research is warranted to explore potential influences on PVT performance, which we conceptualize as analogous to experimental nuisance variables that may be amenable to intervention.

What Does Language Have to Do With It? The Impact of Age and Bilingual Experience on Inhibitory Control in an Auditory Dichotic Listening Task.

Purpose The purpose of the current study was to examine inhibition of irrelevant information in younger and older English monolingual and Spanish-English bilingual adults. Method Sixty-one participants divided into four groups: 15 younger English monolinguals, 16 younger Spanish-English bilinguals, 15 older English monolinguals, and 15 older Spanish-English bilinguals participated in this study. Younger participants were 18-25 years of age, and older participants were 47-62 years of age. Bilingual participants had learned Spanish from birth and began learning English by the age of 3 years old (SD = 3.1). All participants had hearing thresholds of < 25 dB HL from 250 to 4000 Hz, bilaterally (American National Standards Institute [ANSI], 2004) and were right-handed. Inhibition was measured using a forced-attention dichotic consonant vowel listening task with a prime stimulus and the Simon task, a nonverbal visual test. Results Younger participants were better able to inhibit the irrelevant auditory and visual stimuli and modulate their attention according to the instructions that they were given compared to the older participants. However, no significant differences in inhibition performance or attention modulation were evidenced between the monolingual and bilingual groups in any of the dichotic listening conditions or on the Simon task. Conclusions No significant differences in performance on an auditory or a visual test of inhibition of irrelevant information was evidenced between the monolingual and bilingual participants in this study. These findings suggest that younger and older adult, early balanced Spanish-English bilinguals may not exhibit an advantage in the inhibition of irrelevant information compared to younger and older adult English monolinguals.

Introduction to special issue on effort testing in children and adolescents

This manuscript reviews the past history of effort testing in children and adolescents. Results in children and adults are briefly described on tests such as the Word Memory Test (WMT), the Medical Symptom Validity Test (MSVT), the Nonverbal Medical Symptom Validity Test (NV-MSVT) and Test of Memory Malingering (TOMM). Articles in the Special Issue are also briefly described.

Season of birth and sugary beverages are predictors of Raven\u2019s Standard Progressive Matrices Scores in adolescents

To investigate factors associated with cognitive functioning in healthy adolescents, a school-based cross-sectional study was conducted on 1370 adolescents aged 11–16 years that were randomly selected from all governorates of Kuwait. Raven’s Standard Progressive Matrices (SPM), a non-verbal test of intelligence, was used to measure cognitive functioning of the study participants. Data on predictors of cognitive functioning were collected from parents and adolescents. Weight and height of the participants were measured in a standardized manner and blood samples were tested in an accredited laboratory under strict measures of quality control. In multivariable linear regression analysis, factors that showed significant association with the SPM score were gender (p = 0.002), season of birth (p = 0.009), place of residence (p < 0.001), father’s (p < 0.001) and mother’s (p = 0.025) educational level, type of housing (p < 0.001), passive smoking at home (p = 0.031), sleeping hours during weekends (p = 0.017), students’ educational level (p < 0.001) and the frequency of consumption of sugary drinks (p < 0.001). The link between cognitive functioning and season of birth seems to be robust in various geographical locations including the Middle East. The association between sugary drinks and cognitive functioning highlights the importance of diet independently of obesity and support efforts to reduce consumption of sugary drinks among children.

Cross-cultural comparison of theory of mind deficits in patients with schizophrenia from China and Denmark: different aspects of ToM show different results

Introduction: Theory of mind (ToM) has been established as one of the most investigated and pronounced social cognitive deficits in schizophrenia. Yet, knowledge on whether measures of ToM can be used and compared across cultures is sparse. In this study, we used two simple, non-verbal ToM tests in patients with schizophrenia and non-clinical controls from China and Denmark to investigate whether culture has an impact on ToM performance.Methods: Sixty-six patients with schizophrenia (35 Chinese) and 67 matched non-clinical controls (38 Chinese) from China and Denmark were tested with Brünés Picture Sequencing Task and Animated Triangles Task. We compared three models for each outcome variable in order to investigate which model best fitted the data: the first model included group (controls, patients) as a predictor variable, the second included group and nationality (Chinese, Danish), and the third included both predictors and their interaction.Results: On most ToM subtests, culture seemed to play a role. Only performance on Brüne’s 1st order ToM were best described as similar in both countries. The second model had the best fit for most of the subtests indicating that the difference between patients and controls in China and Denmark, respectively, is similar.Conclusions: Caution to cultural differences should be taken when comparing ToM in Asian and Western patients with schizophrenia as well as healthy individuals.

Altruistic food sharing behavior by human infants after a hunger manipulation

Altruistic behavior entails giving valuable benefits to others while incurring a personal cost. A distinctively human form of altruistic behavior involves handing nutritious food to needy strangers, even when one desires the food. Engaging in altruistic food transfer, instead of keeping the food, is costly, because it reduces the caloric intake of the benefactor vis-à-vis the beneficiary. Human adults engage in this form of altruistic behavior during times of war and famine, when giving food to others threatens one’s own survival. Our closest living primate relatives, chimpanzees (Pan troglodytes) and bonobos (Pan paniscus), exhibit notable constraints on the proclivity to engage in such food transfer (particularly chimpanzees), although they share many social-cognitive commonalities with humans. Here we show that in a nonverbal test, 19-month-old human infants repeatedly and spontaneously transferred high-value, nutritious natural food to a stranger (Experiment 1) and more critically, did so after an experimental manipulation that imposed a feeding delay (Experiment 2), which increased their own motivation to eat the food. Social experience variables moderated the expression of this infant altruistic behavior, suggesting malleability.

Predictors for delayed linguistic skills in very preterm infants

Preterm-born children are at higher risk for impaired linguistic abilities than are their term-born peers. The aim of the current study was to determine early predictors for delayed linguistic skills in very preterm-born preschool children. Between January 2005 and November 2010 all very preterm infants born at < 32 weeks gestation in Tyrol were prospectively enrolled (n = 421); 248 of them had a detailed examination at the age of five years including cognitive assessment (Wechsler Preschool and Primary Scale of Intelligence, third edition (WPPSI-III) or Snijders-Oomen Nonverbal Intelligence Tests (SON-R)) as well as a screening test for language skills (Bielefelder screening for early diagnosis of reading problems and weak spelling (BISC)). The association between pre-and postnatal factors and poor performance on the BISC assessment was analyzed by means of logistic regression analysis. Of the 248 children 79 (31.8%) showed delayed literacy precursor skills. Male sex, gestational age, retinopathy of prematurity (ROP) grades 3-4 and low maternal education were predictive for delayed linguistic skills at 5 years of age in the multivariate analysis. This study identified predictors for delayed literacy precursor skills. These data support the finding that in very preterm infants pre-and perinatal as well as sociodemographic factors account for linguistic skills in the preschool period.

Autism Spectrum Disorders: Assessment of cognitive abilities using the non-verbal SON-R 6-40

Abstract Cognition in individuals with Autism Spectrum Disorder (ASD) shows large variability. Nonverbal tests can be more suitable for cognitive assessment in this group. We investigated cognitive abilities in ASD using the SON-R 6-40 Nonverbal Intelligence Test. A total of 37 individuals with ASD (AG) aged 6-24 years participated. Cognitive assessment of the AG was done using the SON-R 6-40 and performance compared with the standardized sample which served as the control group (CG). Results showed lower subtest scores in the AG than in the CG. Approximately 84% of the AG had intellectual disability according to IQ scores. Individuals with preserved speech in the AG had higher IQ scores than patients without preserved speech. There was no relationship between intelligence and ASD symptom severity as reported by families.