De Giacomo Andrea, Craig Francesco, Cristella Arcangelo, Terenzio Vanessa, Buttiglione Maura, Margari Lucia
Child Neuropsychiatry Unit, Department of Basic Medical Sciences, Neurosciences and Sense Organs of the 'Aldo Moro' University of Bari, Italy.
J Appl Res Intellect Disabil. 2016 Nov;29(6):566-573. doi: 10.1111/jar.12216. Epub 2015 Oct 6.
The assessment of the intelligence quotient (IQ) in children with autism spectrum disorder (ASD) is important to plan a detailed therapeutic-educative programme. The aim of the study was to evaluate the usefulness of the Psychoeducational Profile-third edition (PEP-3) to estimate the general cognitive development of children with ASD.
We recruited 30 children with ASD assessed with the Leiter International Performance Scale-Revised (Leiter-R) and the PEP-3. We compared the IQ of the Leiter-R with the developmental level (DL) of PEP-3.
The findings showed a significant positive correlation between IQ with DL of the cognitive verbal/pre-verbal (P = 0.0005), DL of the area of expressive language (P = 0.0004), DL of the area of receptive language (P = 0.0001), DL of fine motor (P = 0.0066), DL of gross motor (P = 0.0217), DL of visuo-motor imitation (P = 0.02), DL of communication (P = 0.0001) and DL of motor (P = 0.0063).
These findings show that the DLs could be considered as indicators of cognitive functioning in ASD.
评估自闭症谱系障碍（ASD）儿童的智商（IQ）对于制定详细的治疗教育计划很重要。本研究的目的是评估心理教育档案第三版（PEP - 3）在评估ASD儿童一般认知发展方面的有用性。
我们招募了30名接受了修订版莱特国际操作量表（Leiter - R）和PEP - 3评估的ASD儿童。我们将Leiter - R的智商与PEP - 3的发展水平（DL）进行了比较。
研究结果显示，智商与认知语言/前语言领域的发展水平（P = 0.0005）、表达性语言领域的发展水平（P = 0.0004）、接受性语言领域的发展水平（P = 0.0001）、精细运动的发展水平（P = 0.0066）、大运动的发展水平（P = 0.0217）、视觉运动模仿的发展水平（P = 0.02）、沟通的发展水平（P = 0.0001）和运动的发展水平（P = 0.0063）之间存在显著正相关。
这些发现表明，发展水平可被视为ASD认知功能的指标。
