Estimating cognitive functioning in Autism Spectrum Disorders: a longitudinal study from developmental profile to IQ level.
type: CreativeWork
description: Estimating cognitive functioning in Autism Spectrum Disorders: a longitudinal study from developmental profile to IQ level. Abstract Over the last decade or more, besides an increased prevalence of autism diagnoses, the rate of associated Intellectual Disability (ID) tended to decrease. Among Autism Spectrum Disorders (ASDs), IQ was found to be a strong predictor of short- and long-term outcomes, such as a potential moderator of response to treatment strategies. Thus, a specific assessment of cognitive functioning, as soon as possible, should be rigorously performed to obtain an appropriate evaluation of ASD subjects. Unfortunately, in the clinical practice, administering IQ tests can be difficult and potentially result in lower scores due to the typical clinical phenotype and behavioral problems. In young ASD children, the Psychoeducational Profile-3 (PEP-3) represents the most useful and manageable tool for the assessment. Building on existing literature, although most studies to date have been cross-sectional, PEP scores were found to be related to IQ levels; thus, developmental profile could be used to estimate cognitive functioning of preschooler children with ASD. Therefore, even if cross-sectional studies can be extremely useful for generating hypotheses, these hypotheses need to be further confirmed by longitudinal investigation. Thus, the aim was to evaluate the longitudinal cognitive profile from the first evaluation to IQ assessment, addressing three questions: 1) At each time point, does the ASD group show a different developmental profile compare to typically-developing? 2) Is there one or more PEP domains at the first time point related to final IQ level? 3) What is the prevalence of ID in our ASD sample? 61 ASD and 18 Typically-Developing (TD) matched children were assessed at 3 time points, each 12-24 months apart (mean age at Time 1: ASD=3.4±0.2 years; TD=4.1±0.4 years). ASD subjects were diagnosed using ADI-R and ADOS-G. No differences were detecte…
abstract: Estimating cognitive functioning in Autism Spectrum Disorders: a longitudinal study from developmental profile to IQ level. Abstract Over the last decade or more, besides an increased prevalence of autism diagnoses, the rate of associated Intellectual Disability (ID) tended to decrease. Among Autism Spectrum Disorders (ASDs), IQ was found to be a strong predictor of short- and long-term outcomes, such as a potential moderator of response to treatment strategies. Thus, a specific assessment of cognitive functioning, as soon as possible, should be rigorously performed to obtain an appropriate evaluation of ASD subjects. Unfortunately, in the clinical practice, administering IQ tests can be difficult and potentially result in lower scores due to the typical clinical phenotype and behavioral problems. In young ASD children, the Psychoeducational Profile-3 (PEP-3) represents the most useful and manageable tool for the assessment. Building on existing literature, although most studies to date have been cross-sectional, PEP scores were found to be related to IQ levels; thus, developmental profile could be used to estimate cognitive functioning of preschooler children with ASD. Therefore, even if cross-sectional studies can be extremely useful for generating hypotheses, these hypotheses need to be further confirmed by longitudinal investigation. Thus, the aim was to evaluate the longitudinal cognitive profile from the first evaluation to IQ assessment, addressing three questions: 1) At each time point, does the ASD group show a different developmental profile compare to typically-developing? 2) Is there one or more PEP domains at the first time point related to final IQ level? 3) What is the prevalence of ID in our ASD sample? 61 ASD and 18 Typically-Developing (TD) matched children were assessed at 3 time points, each 12-24 months apart (mean age at Time 1: ASD=3.4±0.2 years; TD=4.1±0.4 years). ASD subjects were diagnosed using ADI-R and ADOS-G. No differences were detecte…
author: REALE, LAURA ALESSIA
language: ita
keywords: Autism spectrum disorder, intellectual disability, PEP
date published: 2011-12-10
date modified: 2026-07-24T01:35:19Z
provider: Università degli Studi di Catania
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Università degli studi di Catania

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value: https://hdl.handle.net/20.500.11769/585914