Phillips Jannel, Wiley Susan, Barnard Holly, Meinzen-Derr Jareen
Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, United States.
Division of Biostatistics and Epidemiology, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, United States.
Res Dev Disabil. 2014 Feb;35(2):463-71. doi: 10.1016/j.ridd.2013.11.020. Epub 2013 Dec 20.
The primary goal of the current study is to evaluate the concurrent validity of the Leiter International Performance Scale-Revised (Leiter-R Brief IQ) and Differential Ability Scales - Second Edition (DAS-II Nonverbal Reasoning Index) in a group of children who are deaf or hard-of-hearing. Knowing the breadth of cognitive tools appropriate for use in children who are deaf or hard-of-hearing is highly beneficial, given that clinical and school psychologists are often challenged to reliably assess cognitive functions in the context of hearing loss. Participants included 54 children between three and six years of age with permanent bilateral hearing loss. As part of the study, neurocognitive assessments were conducted by a pediatric neuropsychologist or licensed clinical psychologist with extensive experience administering assessments to children with developmental disabilities, including children with hearing loss. The Leiter-R Brief IQ score was similar to the DAS-II nonverbal reasoning index, with no significant difference in the mean scores across the two assessments. The severity of hearing loss was not correlated to either the Leiter-R or the DAS-II nonverbal IQ. Nearly a quarter of the children evaluated had meaningful intra-individual differences between scores on the Leiter-R and DAS-II that were more than one standard deviation from one another. Conducting accurate intellectual assessments in children who are deaf and hard-of-hearing is fundamental in determining and designing interventions and educational services. More comprehensive neuropsychological test batteries utilizing several tasks to assess a single domain (such as nonverbal reasoning) may be warranted for children who are deaf or hard-of-hearing.
本研究的主要目标是评估修订版莱特国际操作量表（莱特 - R简版智商）和差异能力量表第二版（DAS - II非言语推理指数）在一组失聪或重听儿童中的同时效度。鉴于临床和学校心理学家在听力损失背景下可靠评估认知功能时常常面临挑战，了解适用于失聪或重听儿童的认知工具范围非常有益。研究参与者包括54名年龄在3至6岁之间的双侧永久性听力损失儿童。作为研究的一部分，神经认知评估由一名儿科神经心理学家或有丰富评估发育障碍儿童（包括听力损失儿童）经验的持牌临床心理学家进行。莱特 - R简版智商得分与DAS - II非言语推理指数相似，两项评估的平均得分无显著差异。听力损失的严重程度与莱特 - R或DAS - II非言语智商均无相关性。近四分之一接受评估的儿童在莱特 - R和DAS - II得分之间存在有意义的个体内差异，彼此相差超过一个标准差。对失聪和重听儿童进行准确的智力评估对于确定和设计干预措施及教育服务至关重要。对于失聪或重听儿童，可能需要使用更全面的神经心理测试组合，利用多项任务来评估单个领域（如非言语推理）。
