Stability of cognitive performance in children with mild intellectual disability.

TitleStability of cognitive performance in children with mild intellectual disability.
Publication TypeJournal Article
Year of Publication2015
AuthorsJenni, OG, Fintelmann, S, Caflisch, J, Latal, B, Rousson, V, Chaouch, A
JournalDevelopmental Medicine and Child Neurology
Volume57
Issue5
Pagination463-469
Date Published05/2015
DOI10.1111/dmcn.12620
ISSN1469-8749 (Electronic)
KeywordsAdolescent, Adult, Child, Child, Preschool, Disease Progression, Female, Humans, Intellectual Disability, Intelligence, Intelligence Tests, Male, Neuropsychological Tests, Prognosis, Severity of Illness Index, Wechsler Scales, Young Adult
Abstract

AIM: Longitudinal studies that have examined cognitive performance in children with intellectual disability more than twice over the course of their development are scarce. We assessed population and individual stability of cognitive performance in a clinical sample of children with borderline to mild non-syndromic intellectual disability.

METHOD: Thirty-six children (28 males, eight females; age range 3-19y) with borderline to mild intellectual disability (Full-scale IQ [FSIQ] 50-85) of unknown origin were examined in a retrospective clinical case series using linear mixed models including at least three assessments with standardized intelligence tests.

RESULTS: Average cognitive performance remained remarkably stable over time (high population stability, drop of only 0.38 IQ points per year, standard error=0.39, p=0.325) whereas individual stability was at best moderate (intraclass correlation of 0.58), indicating that about 60% of the residual variation in FSIQ scores can be attributed to between-child variability. Neither sex nor socio-economic status had a statistically significant impact on FSIQ.

INTERPRETATION: Although intellectual disability during childhood is a relatively stable phenomenon, individual stability of IQ is only moderate, likely to be caused by test-to-test reliability (e.g. level of child's cooperation, motivation, and attention). Therefore, clinical decisions and predictions should not rely on single IQ assessments, but should also consider adaptive functioning and previous developmental history.

Notes

Publication types: Journal Article Publication Status: ppublish

Alternate URL

http://www.ncbi.nlm.nih.gov/pubmed/25363202?dopt=Abstract

First publication date (online)

11/2014

WOS ID (UT)

000352819600016

Alternate JournalDev Med Child Neurol
Citation Key / SERVAL IDserval:BIB_38CB125F3EF5
Peer reviewRefereed
PubMed ID25363202
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