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Perinatal and Pediatric Outcome of Pregnancies Following PGT-M/SR/A
Published in Carlos Simón, Carmen Rubio, Handbook of Genetic Diagnostic Technologies in Reproductive Medicine, 2022
Malou Heijligers, Christine de Die-Smulders
Cognitive development can be assessed by measuring a subject's intelligence quotient (IQ) by administering, for instance, the Kauffman Assessment Battery for Children or the Wechsler Preschool and Primary Scale of Intelligence [63,64]. Several study groups measured the IQ of children of different ages [9,18,20–23,65–68]. None observed abnormal mean IQ scores and some even reported mean scores for children born following PGT that were slightly above the population average. This may be due to the higher education level of couples opting for PGT, a finding which is in line with reports on the mean education level of couples opting for ART. Additional data on working memory capacity of children born following PGT showed promising results [9]. This is of importance for future perspectives because working memory is a predictive tool for future cognitive and socio-emotional development and academic success [9]. Overall, PGT does not seem to contribute to adverse cognitive developmental outcomes.
Intelligence
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Wechsler published his new intelligence test, known as the Wechsler Adult Intelligence Scale (WAIS), in 1955. Later on, Wechsler developed two different tests specifically for use with children: The Wechsler Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The adult version of the test has been revised since its original publication and is now known as the WAIS-IV (Table 17.2).
Learning disability*
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
Charlie was administered the Wechsler Preschool and Primary Scale of Intelligence ± Revised which yields standard scores in both verbal (verbal IQ) and non-verbal processing (performance IQ) abilities and a full-scale IQ score. Results indicated that Charlie's full-scale IQ score was in the borderline range (74) with his performance IQ score in the average range (95) and his verbal IQ score within the mild learning disability range (57). The discrepancy between his performance and verbal scores is statistically significant; a discrepancy this large is found in less than 1% of the children his age who were in the normative sample. Charlie's adaptive behaviour functioning, as measured by the Vineland Adaptive Behavior Scales, is significantly delayed (57). The language evaluation revealed significantly impaired communication abilities and a severe language disorder. Had Charlie's ability to function in kindergarten been based solely on his apparent communication problems, it would not have been revealed that his non-verbal cognitive skills were within the average range. This information allows for more appropriate educational placement.
Developmental Functioning of Toddlers At-Risk for Autism With and Without Down Syndrome
Published in Developmental Neurorehabilitation, 2023
Celeste Tevis, Johnny L. Matson, Megan Callahan
The BDI-2 was found to have adequate test-retest reliability with estimates of .90 or above for each subdomain and the total DQ score.25 Internal consistency, determined by the split-half method, showed reliability coefficients of .98 to .99 for the subdomain and total DQ scores.25 The BDI-2 was also shown to be correlated with several other developmental scales including the Bayley Scales of Infant Development, the Denver Developmental Screening Test-II (DDST), the Vineland Social Emotional Early Childhood Scales, and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI).25 In the current study, the total DQ and the five subdomain scores will be utilized to assess the participants’ developmental functioning.
Therapeutic Day School Intervention for Children and Adolescents with Community-Diagnosed Bipolar Disorders: Multiple-Case Study Analyses
Published in Evidence-Based Practice in Child and Adolescent Mental Health, 2018
Wesley A. Clevenger, Dennis J. Simon
Ten of 11 participants had been administered a test of intellectual functioning by the referring school district (i.e., six for Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV); one for Wechsler Abbreviated Scale of Intelligence (WASI); one for Wechsler Preschool and Primary Scale of Intelligence – Revised (WPPSI-R); specific test not reported for two); all 10 achieved scores within the average range or higher. Full Scale IQ scores were reported for nine participants and ranged from 91 to 114; a specific score was not reported for the remaining participant, but it was reported in the student’s school records that intellectual functioning had been previously assessed and was within the “average” range. Therefore, as expected, the majority of students in this study demonstrated high levels of academic ability overall. Only two students did not demonstrate high levels of academic ability in general, and both of these students had been diagnosed with multiple learning disorders.
Role of mycotoxins in the pathobiology of autism: A first evidence
Published in Nutritional Neuroscience, 2019
Barbara De Santis, Carlo Brera, Alessandra Mezzelani, Sabina Soricelli, Francesca Ciceri, Giorgio Moretti, Francesca Debegnach, Maria Clara Bonaglia, Laura Villa, Massimo Molteni, Maria Elisabetta Raggi
Experienced and specialized neuropsychiatric doctors and psychologists examined all the children according to national and international guidelines. The diagnosis of ASD was made in accordance with the criteria of the DSM-V (Diagnostic and Statistical Manual of Mental Disorders V) of the American Psychiatric Association. The cognitive profile was assessed with Griffiths Mental Development Scales, Revised (GMDS 0–2) in children up to 2 years old and with Wechsler Preschool and Primary Scale of Intelligence (WPPSI) in more competent children, over 2 years old. The cognitive scale was clustered as follows: above the average, in the norm, mild mental retardation, moderate mental retardation, severe mental retardation, profound mental retardation, and not otherwise specified.