Convergent Validity of the Mullen Scales of Early Learning and the Differential Ability Scales in Children With Autism Spectrum Disorders
Convergent Validity of the Mullen Scales of Early Learning and the Differential Ability Scales in Children With Autism Spectrum Disorders
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DOI：
10.1352/1944-7558-116.5.331
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发表时间：
2011-09-01
影响因子：
2.1
通讯作者：
Lord, Catherine
中科院分区：
文献类型：
--
作者：
Bishop, Somer L.;Guthrie, Whitney;Lord, Catherine
尽管马伦早期学习量表（MSEL; E。M.马伦，1995年）作为一个认知测试自闭症谱系障碍和其他发育障碍的儿童，该工具还没有独立验证用于这些人群。MSEL和微分能力量表（DAS; C。D. Elliott，1990，2007）在53名自闭症谱系障碍儿童和19名非谱系障碍儿童中进行了检查。结果显示，良好的收敛效度方面的非言语智商（NVIQ），言语智商（VIQ），和NVIQ-VIQ配置文件。这些研究结果提供了初步的支持，使用MSEL年龄当量产生NVIQ和VIQ分数的做法。在将不同测验的智商概念化为一个统一的结构之前，需要建立认知测验的趋同效度。
Despite widespread use of the Mullen Scales of Early Learning (MSEL; E. M. Mullen, 1995) as a cognitive test for children with autism spectrum disorders and other developmental disabilities, the instrument has not been independently validated for use in these populations. Convergent validity of the MSEL and the Differential Ability Scales (DAS; C. D. Elliott, 1990, 2007) was examined in 53 children with autism spectrum disorder and 19 children with nonspectrum diagnoses. Results showed good convergent validity with respect to nonverbal IQ(NVIQ), verbal IQ(VIQ), and NVIQ-VIQ profiles. These findings provide preliminary support for the practice of using MSEL age-equivalents to generate NVIQ and VIQ scores. Establishing convergent validity of cognitive tests is needed before IQs derived from different tests can be conceptualized as a uniform construct.