The above-mentioned assessments are not appropriate for children below 2 years of age, and many of the tests require verbal responses, making the measures described above ill-suited for individuals with few to no words. suggests that the verbal and nonverbal reasoning composite scores are more valid than the spatial ability composite score, which underestimates ability in this population. While the DAS-II is often used to characterize intelligence in children with ASD, recent work by Clements et al. The SB-5 demonstrated strong convergent validity with corresponding indices of the WISC-IV in youth with ASD, though FSIQ scores were found to be higher and scores on verbal subtests were found to be lower on the SB-5 compared to the WISC-IV. In addition to the Wechsler Scales, other measures of intelligence frequently used for individuals with ASD include the Stanford-Binet Intelligence Scales, Fifth Edition (SB-5) and the Differential Ability Scales-II (DAS-II). Similarly, adults with ASD have been shown to demonstrate deficits in processing speed and verbal reasoning subtests of the WAIS-IV, as well as inconsistent skills on perceptual reasoning tasks. A recent systematic review examining multiple versions of the Wechsler Intelligence Scale for Children (WISC) in youth with ASD identified common patterns of cognitive functioning, including the “islets of ability” profile (i.e., low verbal comprehension scores and high visual-spatial and working memory scores ) in those with Full-Scale IQ (FSIQ) scores ≤ 85 and the “right-descending” profile (i.e., high verbal comprehension and visual-spatial scores and low processing speed scores) in those with FSIQ scores ≥ 86. Depending on the individual’s age, the Wechsler subtests examine verbal comprehension, visual-spatial reasoning, fluid reasoning, working memory, and processing speed. The Wechsler Intelligence Scales are among the most frequently used measures for assessing intelligence. The prevalence of comorbid ID has been shown to vary depending on demographic variables (e.g., location, race/ethnicity) and methodology used to assess IQ, underscoring the need for clinicians to understand the tests best suited to assess IQ in autistic individuals at varying levels of ability. Impairment in cognitive functioning is widely recognized as a common feature of ASD, as well as a predictor of long-term outcomes. This paper provides an overview of recent literature and concludes with recommendations for the development of appropriate neuropsychological testing protocols. In order to fill this assessment gap, it is critical for clinicians to understand the utility and appropriate application of various neuropsychological assessments for use in individuals with ASD at varying levels of ability and to gain competence in proper interpretation based on research using neuropsychological assessments in this population. Clinically, many ASD-focused evaluations include measures such as the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R), along with a measure of IQ and adaptive behavior as a standard evaluation protocol however, fewer individuals on the autism spectrum are administered more traditional neuropsychological assessments leaving domains such as memory, attention, and other executive functions less frequently characterized. The complexity of presentation that results from a broad spectrum of functioning, and varied behavioral and emotional presentations, can make the neuropsychological assessment process for individuals with ASD challenging and at times overlooked. Furthermore, an estimated 60–70% of children and 69–79% of adults with ASD meet criteria for at least one comorbid psychiatric condition, such as attention-deficit/hyperactivity disorder (ADHD), anxiety, or other mood disorders. While many individuals on the autism spectrum demonstrate average to above average intellectual functioning, approximately 30% also meet criteria for intellectual disability (ID). In addition to core symptoms of ASD, this heterogenous population presents with a wide range of abilities. Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and interaction, as well as restricted, repetitive behaviors.
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