STABILITY OF ASSESSMENT RESULTS OF AUTISTIC AND NON-AUTISTIC LANGUAGE-IMPAIRED CHILDREN FROM PRESCHOOL YEARS TO EARLY SCHOOL AGE
STABILITY OF ASSESSMENT RESULTS OF AUTISTIC AND NON-AUTISTIC LANGUAGE-IMPAIRED CHILDREN FROM PRESCHOOL YEARS TO EARLY SCHOOL AGE
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DOI：
10.1111/j.1469-7610.1989.tb00269.x
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发表时间：
1989-07-01
影响因子：
7.6
通讯作者：
SCHOPLER, E
中科院分区：
文献类型：
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作者：
LORD, C;SCHOPLER, E
对71名孤独症儿童和71名非孤独症沟通障碍儿童从学龄前到学龄期的可预测性、组平均值的一致性和个体内的稳定性进行了评估，这些儿童在实足年龄、性别和初始表现IQ/DQ上相匹配。两组4岁时的DQ/表现智商与10岁时的表现智商高度相关。两个样本的绝对差异分数和组平均值也是相等的，在PPVT上测量的变化模式或操作智商和语言状态之间的关系没有差异。诊断组之间的差异只发生在葡萄园社会成熟度量表的分数和分数与智商之间的关系。
The predictability, consistency in group means, and intra-individual stability of developmental quotients and performance IQs were assessed from preschool to school age for 71 autistic children and 71 non-autistic communication-handicapped children, matched on chronological age, sex and initial performance IQ/DQ. DQs/performance IQs at age 4 yrs were found to be highly correlated with performance IQ at age 10 yrs for both groups. Absolute difference scores and group means were also equivalent for both samples, with no difference in patterns of change or the relationship between performance IQ and language status, as measured on the PPVT. Differences between diagnostic groups occurred only for scores on the Vineland Social Maturity Scale and the relationship between the scores and IQ.