Stability of cognitive performance in children with mild intellectual disability
Stability of cognitive performance in children with mild intellectual disability
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DOI：
10.1111/dmcn.12620
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发表时间：
2015-05-01
影响因子：
3.8
通讯作者：
Chaouch, Aziz
中科院分区：
文献类型：
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作者：
Jenni, Oskar G.;Fintelmann, Sylvia;Chaouch, Aziz
目标 对智力障碍儿童在其成长过程中的认知表现进行两次以上检查的纵向研究很少。我们评估了边缘至轻度非综合征性智力障碍儿童临床样本中认知表现的群体和个体稳定性。 方法 在回顾性临床病例系列中，使用线性混合模型对 36 名来源不明的边缘至轻度智力障碍（全面智商 [FSIQ] 50-85）的儿童（28 名男性，8 名女性；年龄范围 3-19 岁）进行了检查，其中包括至少 3 项标准化智力测试评估。 结果 平均认知表现仍然显着随着时间的推移，个体稳定性保持稳定（群体稳定性高，每年仅下降 0.38 IQ 分，标准误差 = 0.39，p = 0.325），而个体稳定性最多为中等（组内相关性为 0.58），表明 FSIQ 分数中约 60% 的残余变异可归因于儿童间变异。性别和社会经济地位对 FSIQ 没有统计上的显着影响。 解释 虽然儿童时期的智力障碍是一种相对稳定的现象，但 IQ 的个体稳定性仅为中等，可能是由测试之间的可靠性（例如儿童的合作、动机和注意力水平）引起的。因此，临床决策和预测不应依赖于单一的智商评估，而还应考虑适应性功能和先前的发育史。
Aim Longitudinal studies that have examined cognitive performance in children with intellectual disability more than twice over the course of their development are scarce. We assessed population and individual stability of cognitive performance in a clinical sample of children with borderline to mild non-syndromic intellectual disability.Method Thirty-six children (28 males, eight females; age range 3-19y) with borderline to mild intellectual disability (Full-scale IQ [FSIQ] 50-85) of unknown origin were examined in a retrospective clinical case series using linear mixed models including at least three assessments with standardized intelligence tests.Results Average cognitive performance remained remarkably stable over time (high population stability, drop of only 0.38 IQ points per year, standard error=0.39, p=0.325) whereas individual stability was at best moderate (intraclass correlation of 0.58), indicating that about 60% of the residual variation in FSIQ scores can be attributed to between-child variability. Neither sex nor socio-economic status had a statistically significant impact on FSIQ.Interpretation Although intellectual disability during childhood is a relatively stable phenomenon, individual stability of IQ is only moderate, likely to be caused by test-to-test reliability (e.g. level of child's cooperation, motivation, and attention). Therefore, clinical decisions and predictions should not rely on single IQ assessments, but should also consider adaptive functioning and previous developmental history.