Stanford-Binet Intelligence Scale Research Articles

Epidemiological, clinical and psychometric aspects of Autism spectrum disorder among children in Zagazig University hospital

Background:Autism spectrum disorder (ASD) is a severe psychiatric disorder of childhood comprised severe troubles in verbal, non verbal communication, language development, repetitive limited patterns of behaviors and obsessive resistance to small changes in familiar surrounding. Aim to assess role of epidemiological, clinical and psychiatric determinants as risk factors of ASD. Methods: A case control study was recruited on 72 ASD children attending psychiatric outpatient clinic and 72 healthy children. Their caregivers completed a questionnaire about risk factors for ASD. Then they underwent complete assessment of mental age using Stanford-Binet intelligence scale, childhood autism rating scale to outline severity of ASD in cases and exclude presence of autistic features in controls.Results:There is a statistically significant difference between both groups regarding mother,and father education, fathers’ age at conception, family history of psychiatric disorders, history of induction of ovulation, hypertension during pregnancy, folic acid supplementation during 1st trimester of pregnancy, use of anti D, history of postnatal hypoxia, admission to NICU and feeding type. A significant difference between them concerning reaction to others and delayed developmental milestones was found. About 63% and 58% had severe autism and mild to severe mental retardation respectivey. Paternal age, positive family history of psychiatric diseases, postnatal hypoxia significantly increased risk of ASD. Folic acid supplementation during 1st trimester of pregnancy significantly decreased risk.Conclusion: Family history of psychiatric disorders, Advanced fathers’ age at conception, postnatal hypoxia were significant risk factors. Folic acid supplementation during 1st trimester is a significant protector

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

Inequities in social environments are likely associated with a large portion of racial disparities in childhood cognitive performance. Identification of the specific exposures associated with cognitive development is needed to inform prevention efforts. To identify modifiable factors associated with childhood cognitive performance. This longitudinal pregnancy cohort study included 1503 mother-child dyads who were enrolled in the University of Tennessee Health Science Center-Conditions Affecting Neurodevelopment and Learning in Early Life study between December 1, 2006, and July 31, 2011, and assessed annually until the children were aged 4 to 6 years. The analytic sample comprised 1055 mother-child dyads. A total of 155 prenatal, perinatal, and postnatal exposures were included to evaluate environment-wide associations. Participants comprised a community-based sample of pregnant women who were recruited between 16 weeks and 28 weeks of gestation from 4 hospitals in Shelby County, Tennessee. Women with high-risk pregnancies were excluded. Data were analyzed from June 1, 2018, to April 15, 2019. Individual and neighborhood socioeconomic position, family structure, maternal mental health, nutrition, delivery complications, birth outcomes, and parenting behaviors. Child's full-scale IQ measured by the Stanford-Binet Intelligence Scales, Fifth Edition, at age 4 to 6 years. Of 1055 children included in the analytic sample, 532 (50.4%) were female. Among mothers, the mean (SD) age was 26.0 (5.6) years; 676 mothers (64.1%) were Black, and 623 mothers (59.0%) had an educational level of high school or less. Twenty-four factors were retained in the least absolute shrinkage and selection operator regression analysis and full models adjusted for potential confounding. Associations were noted between child cognitive performance and parental education and breastfeeding; for each increase of 1.0 SD in exposure, positive associations were found with cognitive growth fostering from observed parent-child interactions (β = 1.12; 95% CI, 0.24-2.00) and maternal reading ability (β = 1.42; 95% CI, 0.16-2.68), and negative associations were found with parenting stress (β = -1.04; 95% CI, -1.86 to -0.21). A moderate increase in these beneficial exposures was associated with a notable improvement in estimated cognitive test scores using marginal means (0.5% of an SD). Black children experienced fewer beneficial cognitive performance exposures; in a model including all 24 exposures and covariates, no racial disparity was observed in cognitive performance (95% CIs for race included the null). The prospective analysis identified multiple beneficial and modifiable cognitive performance exposures that were associated with mean differences in cognitive performance by race. The findings from this observational study may help guide experimental studies focused on reducing racial disparities in childhood cognitive performance.

Early delay of gratification predicts later inhibitory control and academic performance in children with prenatal alcohol exposure

ABSTRACT Fetal alcohol spectrum disorder (FASD) affects 2–5% of the children in the United States. In the preschool age-range, inhibitory deficits frequently manifest as impaired ability to delay gratification, which is associated with deficits in cognitive flexibility in these children. The goal of this longitudinal study was to determine whether the ability to delay gratification in preschool children with FASD is (1) associated with broader manifestations in temperament and behavior; (2) predictive of later inhibitory control, cognitive flexibility and working memory in middle childhood; and (3) predictive of later parent-reported behavioral problems and school functioning in middle childhood. Forty-seven children with FASD, ages 2.5–5 years were administered a delay of gratification task in which they chose between receiving 2 snacks immediately or 10 snacks after waiting for 10 min. Two groups were defined based on a median split of waiting time. Four years later, 29 children completed measures of inhibitory control (Flanker task), cognitive flexibility (Dimensional Change Card Sort Test), and working memory (Stanford–Binet Intelligence Scales), and their parents completed the Child Behavior Checklist as a measure of the child’s behavioral problems and school functioning. Children with longer wait times on the delay of gratification task in preschool showed better inhibitory control on the Flanker task in middle childhood and better parent-reported school functioning in English. These findings indicate that early inhibitory capacity persists into middle childhood in those with FASD, and may be a promising target for early intervention to improve later cognitive outcomes in these children.

The dynamics of the quality of life of primary schoolchildren with different cognitive success

Objective: of the study was to study the quality of life of younger students in the dynamics of their education in primary school.Materials and methods: 573 children of primary schools of Rostov-on-Don were examined. Th e study of quality of life was carried out using the PedsQL 4.0 questionnaire. Depending on the level of cognitive development, children were divided into 2 groups: 82 children with high cognitive development made up the I (main) group and 491 children with an average level of cognitive development made up the II (control) group. Cognitive development was evaluated by the D. Wexler test, the Stanford-Binet intelligence scale with IQ coeffi cients, and E. Torrens creativity test.Results: primary schoolchildren with high cognitive abilities show a dynamic decrease in physical functioning with the lowest rates in the 4th grade, lower indicators of emotional functioning, characterized by an excessive reaction to failure, an increased level of anxiety and emotional instability. A decrease in social functioning is revealed, manifested by communicative problems in the process of interpersonal communication. Higher school functioning values were observed. From the 2nd grade, schoolchildren with high cognitive abilities showed statistically signifi cantly lower indicators of the overall quality of life score as compared with children of average intellectual development.Conclusions: among primary schoolchildren of high cognitive development, there is an imbalance in various aspects of the quality of life, which requires additional measures to optimize indicators.

Effect of iron deficiency anemia on language development in preschool Egyptian children

BackgroundIron deficiency anemia (IDA) is the most common nutritional deficiency primarily in developing countries. ObjectiveThis study evaluates the effect of IDA on language development in preschool children. MethodologyThe study is a multicenter, comparative cross-sectional study included 226 children between ages 4–6 years. The children were classified into two groups’ anemic (patients) and non anemic (controls) according to the hemoglobin level. All anemic children subjected to complete iron study including; Serum iron, total iron binding capacity (TIBC), Serum ferritin level, to confirm the diagnosis of iron deficiency anemia. Cognitive assessment was done using the Arabic translation Stanford Binet intelligence scale, version four which comprised of four cognitive area scores; visual reasoning, verbal reasoning, quantitative reasoning and short-term memory. Measurement of IQ and mental age were calculated for each child. Language evaluation was done using the Arabic Language test. Receptive language quotient, expressive language quotient and total language quotient were calculated for each child. Results122 children were anemic and 90 were non-anemic with hemoglobin level 10.65 and 11.96 g/dL, respectively (P < 0.000). Anemic children had significantly lower serum ferritin (p < 0.0001), and serum iron (p < 0.0001) compared to the controls. Both groups were matched as regards age, sex, socioeconomic levels and parental educational level. No significant differences observed regarding IQ, mental age, receptive, expressive and total language quotients between anemic and non-anemic children. ConclusionsIDA does not seem to have an effect on language development in preschool Egyptian Children. Future large controlled studies with long follow-up time for the younger age group are needed to determine whether there are existent associations between IDA with language development.

Basal Ganglionic Lesions in Egyptian Children: Radiological Findings in Correlation With Etiology and Clinical Manifestations

Background: In childhood, the metabolic activity of the basal ganglia is greater and they are particularly prone to injury. The lesions may be unilateral: in Rassmussen encephalitis or – more frequently – bilateral in many pathologic conditions like Carbon monoxide poisoning, hypoglycemia, and Wilson disease. Damage to the basal ganglia cells may cause problems controlling speech, movement, consciousness, muscle tone, posture and cognition. Aim of the Study: to determine the etiology of basal ganglionic disorders in a sample of Egyptian children. Methods: This study was conducted on 34 patients attended the Pediatric Neurology of AlAzhar University Hospitals during a period of one year from the beginning of November 2014 to the end of November 2015. A specialized pediatric neurological sheet, Cognitive assessment in children using Stanford Binet Intelligence Scale and Laboratory investigations were performed. Results: Acute ischemic stroke was the most frequent cause, which was found in 12 (35.3%) cases, followed by 10 (29.4%) had metabolic and infectious causes, and lastly 2 (5.9%) had toxic causes. The incidence of toxic causes (CO poisoning) was significantly higher among ganglionic group compared to paraganglionic group (8.7% versus 0.0%, respectively). Conclusion: Acute ischemic stroke was the most frequent cause of basal ganglionic lesion in a sample of Egyptian children.

Screening of vitamin B12 in children diagnosed as Autism Spectrum Disorder

Abstract Background Vitamin B12 deficiency causes megaloblastic anemia and disorders of the nervous system. In Autism spectrum disorder intestinal problems in absorption of some minerals like Vitamin B12 which lead to Vitamin B12 deficiency. Aim of the Work to investigate level of vitamin B12 in autistic children in an attempt to reach such etiological factor and to be incorporated in management if proved. Patients and Methods a Case control study. The subjects of this study comprised a convenient sample of 15 children diagnosed as ASD and other 15 children not diagnosed as ASD as control group with age range between 3 years 8 months. Modified Arabic preschool language scale (PLS-4) Test, Stanford Binet intelligence scales, fifth edition were done for all children and Child autism rating scale (CARS) was done for children of 2 groups. Results Vitamin B12 level in ASD is significantly deficiency compared to the Vitamin B12 level of normal subjects. Conclusion Vitamin B12 in ASD was found to be decreased in cases group than the controls group also below the total language level of cases group than the controls group.

فعَّالیة برنامج تدریبی فی خفض بعض اضطرابات النطق لدى الأطفال زارعی قوقعة الأذن

استهدف البحث التعرف على فعالية برنامج تدريبي في خفض بعض اضطرابات النطق لدي الأطفال زارعي قوقعة الأذن . تکونت عينة الدراسة من مجموعة تجريبية ( 6 ) أطفال ، ومجموعة ضابطة ( 6 ) أطفال من الأطفال زارعي قوقعة الأذن ، وتترواح أعمارهم الزمنية من ( 5 – 7 ) سنوات ، وبإستخدام مقياس ستانفورد – بينية للذکاء ( الصورة الخامسة ) ومقياس کفاءة النطق المصور ( إعداد / إيهاب الببلاوي ) والبرنامج التدريبي ( إعداد / الباحث ) ، وقد اسفرت النتائج عن : وجود فروق ذات دلالة إحصائية بين متوسطي رتب درجات المجموعتين التجريبية والضابطة في القياس البعدي على مقياس کفاءة النطق لصالح المجموعة التجريبية ، ووجود فروق ذات دلالة إحصائية بين متوسطي رتب درجات المجموعة التجريبية في القياسين القبلي والبعدي علي مقياس کفاءة النطق لصالح القياس البعدي ، وأخيرا کشفت النتائج عن أنه لاتوجد فروق ذات دلالة إحصائية بين متوسطي رتب درجات المجموعة التجريبية في القياسين البعدي والتتبعي على مقياس کفاءة النطق. Abstract Effectiveness of a training program on reducing some articulation disorders in cochlear hearing impaired children The current study aimed to identify the effectiveness of a training program on reducing some articulation disorders in cochlear hearing impaired children.The study sample includes (6) experimental group and (6) control group children with cochlear implants, aged 5-7 years. Using Stanford–Binet Intelligence Scale (version 5), pictorial articulation competence scale (By, Ehab ElBeblawy) and the training program. the study results showed that there are significant statistically differences between the mean scores of experimental and control groups on articulation competence scale favoring the experimental group, and that there are significant statistically differences between the mean scores of experimental pre and post assessment on articulation competence scale favoring the post assessment. It showed that there are no significant statistically differences between the mean scores of experimental in pre and post assessment on articulation competence scale. Finally, it showed that there are no significant statistically differences between the mean scores of experimental in post and follow up assessment on articulation competence scale.

Plasma Homocysteine level in Children under Treatment with Antiepileptic Drugs and its Relation to Intelligence Quotient

Background: Epilepsy is one of the most common neurological disorders in children. It often requires long-term antiepileptic drug (AED) therapy. AEDs are frequently associated with cognitive and behavioral dysfunctions. Also, there is a relationship between AEDs use and homocysteine levels. Elevated homocysteine has been associated with cognitive dysfunction. However, such effect among epileptic children has not been well-studied.Aim of the work: To study plasma homocysteine level in children under treatment with AEDs and its relation to intelligence quotient (IQ).Patients and Methods: A case control study included 56 epileptic children on AED therapy for at least 6 months, and 36 healthy children (Controls). Study was conducted at Al-Azhar University Hospital (Damietta) from June 2016 to June 2018. Plasma homocysteine was measured using Enzymatic Recycling (Biotecnica Instruments SpA). IQ testing was conducted using Stanford-Binet Intelligence Scales, Fifth Edition.Results: Epileptic children exhibited significant elevation of Homocysteine level (P=0.005), and significant affection of all IQ parameters. There was significant negative correlation between homocysteine level with total working memory, total verbal IQ and total IQ. Multivariate regression analysis revealed that homocysteine showed a significant and independent association with total working memory, total verbal IQ and total IQ. None of the other studied factors revealed such association.Conclusion: Homocysteine was a significant and independent risk factor for low total working memory score, low total Verbal IQ and low total IQ scores. Further studies are required to confirm these results, and to evaluate the effect of homocysteine-lowering treatment on cognitive function in epileptic children.

Performance in motor, communicative and cognitive skills of girls with congenital hypothyroidism treated from the neonatal period.

To compare the performance in gross motor, fine motor-adaptive, language, cognitive and personal-social development skills of girls with a mean age of 36 to 71 months with Congenital Hypothyroidism treated from the neonatal period with that of their peers without thyroid alterations. The participants included in the study were 30 children aged between 36 and 70 months divided into two groups paired for chronological age and socioeconomic status: 15 girls diagnosed with Congenital Hypothyroidism - Experimental Group (EG) and 15 girls without thyroid changes - Control Group (CG). The following assessment instruments were used: Interview with parents, Peabody Picture Vocabulary Test - Revised (PPVT-R), and Denver Developmental Screening Test - 2nd edition (DDST-II). Psychological testing of intellectual functioning was conducted with application of the Stanford-Binet Intelligence Scale (SBIS). The descriptive statistical analysis was performed using Student's t-test and the Mann-Whitney test at a significance level of 5% (p<0.05). Comparison of the PPVT-R and SBIS results showed a statistically significant difference between the EG and CG. Comparison of the DDST-II results showed a statistically significant difference between the groups for the fine motor-adaptive, language and gross motor areas. The present study confirms that Congenital Hypothyroidism affects child development, even when children are diagnosed and treated early, leading to alterations that can impair their motor, cognitive and language development.

The relationship of teacher ratings of executive functions to emergent literacy in Head Start

The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start preschool. The teacher-completed Behavior Rating Inventory of Executive Function-Preschool was used to generate three predictor variables: Inhibitory Self-Control, Flexibility, and Emergent Metacognition. The emergent literacy outcomes included the Teacher Ratings of Oral Language and Literacy Reading, Writing, and Language scales, Stanford Binet Intelligence Scale 5 Vocabulary Subtest, Test of Early Reading-3 Convention Subtest, and Print Knowledge and Phonological Awareness subtests from the Test of Preschool Early Literacy. Findings revealed that after controlling for selected covariates (age, gender, classroom) and at-risk status, when the three EF indices were included in the model the amount of variance significantly increased for all of the emergent literacy outcomes, with the total variance accounted for ranging from 32% (Phonological Awareness) to 59% (pre-Writing). Emergent Metacognition was a significant predictor for nearly every outcome except Phonological Awareness and Reading Conventions; Flexibility and Inhibitory Self-Control were significant predictors of Language. Significant interactions were present for at-risk status and teacher ratings of both Flexibility and Inhibitory on TERA-3 Conventions, but these findings appeared to be affected more by the not at-risk group than the at-risk group. Results reinforce the potential added importance of teacher ratings of EF, particularly with respect to the integrity of early developing EF, in the prediction of emergent literacy skills in young preschool children.

Vocabulary comprehension in adults with fragile X syndrome (FXS)

BackgroundReceptive and expressive vocabulary in adult and adolescent males with fragile X syndrome (FXS) have been shown as significantly lower than their chronological age; however, receptive vocabulary has been considered a strength relative to mental age. This has not been formally examined, however, and data are needed to compare receptive vocabulary with other language skills and with mental age in individuals with FXS. This is especially important as vocabulary measures are sometimes used as a proxy to estimate language ability.MethodsThis preliminary study examined receptive vocabulary, global language, and cognitive skills in 42 adults (33 males and 9 females) with FXS as a portion of the baseline evaluation prior to randomization in a clinical trial of ampakine CX516. The battery of standardized tests addressed receptive vocabulary with the Peabody Picture Vocabulary Test, Third Edition (PPVT-III), receptive and expressive language (termed henceforth as global language) via the Preschool Language Scale, Fourth Edition or the Clinical Evaluation of Language Fundamentals, Third Edition, and non-verbal cognition via the Stanford-Binet Intelligence Scales, Fourth Edition (SB-IV).ResultsResults showed (1) significantly higher receptive vocabulary than global language, (2) significantly better receptive vocabulary than non-verbal cognition, (3) equivalent non-verbal cognition and global language, and (4) severity of autism symptomatology was not correlated to receptive vocabulary or global language once non-verbal cognition was removed as factor. The scores from the PPVT-III did not represent the global language skills in our sample of adults with FXS.ConclusionsFindings from this investigation strongly suggest that the PPVT-III should not be used as a screening tool for language levels or cognitive function in clinical studies since the scores from the PPVT-III were not representative of global language or non-verbal cognitive skills in adults with intellectual disabilities. This finding is critical in order to understand how to evaluate, as well as to treat, language in individuals with FXS. Development of efficient and appropriate tools to measure language, cognition, and behavior in individuals with FXS is essential.

Assessment of School-Aged Children of Mothers With Idiopathic Generalized Epilepsy.

The aim is to examine the cognitive domains, behavioral domains, and electroencephalogram (EEG) findings in children of mothers with idiopathic generalized epilepsy who had been exposed to antiepileptic drugs (AEDs) in utero. Forty school-aged children born to 23 mothers with idiopathic generalized epilepsy were compared with 40 healthy children born to 34 healthy mothers. Stanford-Binet Intelligence Scale was applied to all children to assess their cognitive functions. Child Behavior Checklist was used to assess their behavioral characteristics. EEG was done for the epileptic mothers and their children. Children exposed to AEDs showed significantly lower scores in the verbal reasoning, visual reasoning, and global intelligence quotient (IQ). There was a significantly positive correlation between children's global IQ and maternal global IQ. Multiple regression analysis showed that in utero exposure to valproate and maternal IQ were the most independent factors affecting children's IQ. EEG findings of participating children were normal. Exposure to valproic acid during fetal life and maternal IQ represent confounding factors affecting the IQ of children with in utero exposure to AEDs.

B-19 Intelligence and Memory in Neurofibromatosis Type I

Abstract Objective An investigation into memory and intellectual functioning of 18 individuals with neurofibromatosis type 1 (NF-1) was undertaken. Method Ten children [mean age=8.9 (SD = 3.4; range = 5-16), 54.5% male, 81.9% Caucasian, 9.1% African American, 9.1% mixed race] and 9 adults [mean age = 55.7 (SD = 23.9; range = 19-88), 63.6% male, 90.9% Caucasian, 9.1% African American] completed neuropsychological assessments. One individual completed initial assessment as a child and underwent re-evaluation as an adult, and 1 child and 2 adults completed re-evaluations. Results For adults, the Wechsler Adult Intelligence Scale (WAIS-4/3) was administered. For children, Wechsler Intelligence Scale for Children (WISC-5/4), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3), Stanford-Binet Intelligence Scales (SB-5), and WAIS-3 were utilized. Mean Full Scale IQ (FSIQ) in adults was 83.4 (SD = 12.8; range 69-98) and in children was 83.8 (SD = 11.6; range 65-102). Visual and verbal memory was assessed with a variety of instruments, and performance ranged from impaired to high normal across immediate recall (percentile range &lt; 1-98), delayed recall (percentile range &lt; 1-91), and delayed recognition (percentile range &lt; 1-91). Conclusions Mean intelligence among persons in this NF-1 clinical sample was found to be in low average range. Many persons with NF-1 showed mean immediate and delayed verbal recall in normal range, though a subset of individuals demonstrated impaired range verbal memory. Overall, children with NF-1 tend to show memory performance at levels above their own IQ level. Adults with NF-1 frequently perform at levels equivalent to or above their IQ level, albeit with exceptions evidenced among a subset of adults.

Cognitive impairment among extremely low birthweight preterm infants from 1980 to present day.

To report cognitive outcomes of preterm infants evaluated in a single center between 1980 and 2015. Cognitive scores at a median age of 33 months were collected in preterm infants (birthweight ≤ 1000 g). Cognition was assessed using the Bayley Scales of Infant Development and the Stanford Binet Intelligence Scales. Six-hundred and two infants born between 1980 and 2015 were evaluated. Significant cognitive impairment for all infants decreased by 9.4% (p = 0.015) across the study period. For larger infants (birthweight ≥ 750 g), significant impairment decreased by 14.6% (p = 0.002). In smaller infants (birthweight < 750 g) no significant changes were observed in cognitive outcomes over the study period. Overall, long-term outcomes of ELBW infants in our cohort showed significant improvement since 1980. Significant impairment decreased in infants with BW ≥ 750 g; and, despite increased survival of smaller (BW < 750 g) and sicker infants, significant impairment in that subgroup did not worsen over time.

First publication of subtests in the Stanford-Binet 5, WAIS-IV, WISC-V, and WPPSI-IV

In this article we describe the origins of the subtests that appear on the modern Stanford-Binet Intelligence Scales (SB5), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV), Wechsler Intelligence Scale for Children (WISC-V), and Wechsler Adult Intelligence Scale (WAIS-IV). We found that the majority of these subtest formats were first created in 1908 or earlier and that only three have been created since 1980. We discuss the implications of these findings, which are that (1) many subtests have lengthy research histories that support their use in measuring intelligence; (2) many subtests have formats that predate modern theories of test creation, cognitive psychology, and intelligence; and (3) the history of many subtests is more complex than psychologists probably realize.

Effects of Discontinue Rules on Psychometric Properties of Test Scores.

This paper provides results on a form of adaptive testing that is used frequently in intelligence testing. In these tests, items are presented in order of increasing difficulty. The presentation of items is adaptive in the sense that a session is discontinued once a test taker produces a certain number of incorrect responses in sequence, with subsequent (not observed) responses commonly scored as wrong. The Stanford-Binet Intelligence Scales (SB5; Riverside Publishing Company, 2003) and the Kaufman Assessment Battery for Children (KABC-II; Kaufman and Kaufman, 2004), the Kaufman Adolescent and Adult Intelligence Test (Kaufman and Kaufman 2014) and the Universal Nonverbal Intelligence Test (2nd ed.) (Bracken and McCallum 2015) are some of the many examples using this rule. He and Wolfe (Educ Psychol Meas 72(5):808-826, 2012. https://doi.org/10.1177/0013164412441937 ) compared different ability estimation methods in a simulation study for this discontinue rule adaptation of test length. However, there has been no study, to our knowledge, of the underlying distributional properties based on analytic arguments drawing on probability theory, of what these authors call stochastic censoring of responses. The study results obtained by He and Wolfe (Educ Psychol Meas 72(5):808-826, 2012. https://doi.org/10.1177/0013164412441937 ) agree with results presented by DeAyala et al. (J Educ Meas 38:213-234, 2001) as well as Rose et al. (Modeling non-ignorable missing data with item response theory (IRT; ETS RR-10-11), Educational Testing Service, Princeton, 2010) and Rose et al. (Psychometrika 82:795-819, 2017. https://doi.org/10.1007/s11336-016-9544-7 ) in that ability estimates are biased most when scoring the not observed responses as wrong. This scoring is used operationally, so more research is needed in order to improve practice in this field. The paper extends existing research on adaptivity by discontinue rules in intelligence tests in multiple ways: First, an analytical study of the distributional properties of discontinue rule scored items is presented. Second, a simulation is presented that includes additional scoring rules and uses ability estimators that may be suitable to reduce bias for discontinue rule scored intelligence tests.

Brain-derived neurotrophic factor and coenzyme Q10 levels in blood of children with learning disorder

Background Learning disorder (LD) is manifested by significant difficulties in the acquisition and use of reasoning, reading, writing, or mathematical abilities, despite average intelligence and proper education. Its etiological factors were suggested to be related to neurodevelopmental alterations. Measurement of the levels of brain-derived neurotrophic factor (BDNF) and coenzyme Q10 (CoQ10) was targeted in children with LD in comparison with typically developing (TD) ones. Materials and methods This study included 82 Egyptian Arabic-speaking children matched for age and sex and socioeconomic status, comprising 42 with specific LD (group I) and 40 TD children (group II). All participants were subjected to clinical and full neurological examination after reporting a full medical history. Furthermore, LD group was subjected to Stanford–Binet intelligence scale, dyslexia assessment test, and phonological awareness test, which evaluates cognitive and learning aptitudes. The levels of BDNF and CoQ10 were determined in serum by enzyme-linked immunosorbent assay. Results All children with LD obtained a score of 1 or more as at-risk quotient by the dyslexia assessment test, which indicated a specific reading disorder. The BDNF and CoQ10 levels in the LD group were significantly less than those in the TD group. No correlations were found between the measured markers and each other or between them and the measured factors of the used tests. Conclusion The detected low levels of BDNF and CoQ10 in children with specific LD with impairment in reading would be suspected to be related to etiological or exaggerating factors for the deficits in such children.

Syntactic Profile in Children with Autism Spectrum Disorders (ASD)

Background: in autism spectrum disorder the range of language abilities varies between total muteness to an apparent grammatically complex language. There is a debate on the effect of autism on syntax development if it is normal, delayed or deviant. Aim of the Work: it was to assess the syntactic profile of ASD children. Patients and Methods: a cross sectional descriptive research design. The subjects of this study comprised a convenient sample of 20 children diagnosed as ASD and other 20 normal children as control group with age range between 3 years 8 months and 11 years 8 months. Modified Arabic preschool language scale (PLS-4) Test and Stanford Binet intelligence scales, fifth edition were done for all children and Child autism rating scale (CARS) was done for children with ASD. Results: syntax in ASD is significantly delayed compared to the syntax of normal subjects. Significant impairments in certain items of syntax as (Making grammatical judgments or repairing grammatical errors, understanding pronouns or expressing them, retelling sentences or stories, answering logically using negation, expressing jobs in speech, using irregular plurals, using dualization, question formulation, using past tense forms and using words that describe physical state) was found. Conclusion: syntax in ASD was found to be affected and is found to be below the total language level of the study subjects and this was confirmed by sustained repeated impairments in certain items of syntax.

Syntactic Profile in Children with Autism Spectrum Disorders (ASD)

Background: in autism spectrum disorder the range of language abilities varies between total muteness to an apparent grammatically complex language. There is a debate on the effect of autism on syntax development if it is normal, delayed or deviant. Aim of the Work: it was to assess the syntactic profile of ASD children. Patients and Methods: a cross sectional descriptive research design. The subjects of this study comprised a convenient sample of 20 children diagnosed as ASD and other 20 normal children as control group with age range between 3 years 8 months and 11 years 8 months. Modified Arabic preschool language scale (PLS-4) Test and Stanford Binet intelligence scales, fifth edition were done for all children and Child autism rating scale (CARS) was done for children with ASD. Results: syntax in ASD is significantly delayed compared to the syntax of normal subjects. Significant impairments in certain items of syntax as (Making grammatical judgments or repairing grammatical errors, understanding pronouns or expressing them, retelling sentences or stories, answering logically using negation, expressing jobs in speech, using irregular plurals, using dualization, question formulation, using past tense forms and using words that describe physical state) was found. Conclusion: syntax in ASD was found to be affected and is found to be below the total language level of the study subjects and this was confirmed by sustained repeated impairments in certain items of syntax.