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Journal articles on the topic 'Stanford-Binet Scales'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Karr, Sharon K., Howard Carvajal, and Bettye L. Palmer. "Comparison of Kaufman's Short Form of the McCarthy Scales of Children's Abilities and the Stanford-Binet Intelligence Scales—Fourth Edition." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1120–22. http://dx.doi.org/10.2466/pms.1992.74.3c.1120.

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21 kindergarten children completed the Stanford-Binet-IV (Binet-IV) and the McCarthy Scales of Children's Abilities. Kaufman's (1977) estimated General Cognitive Index (GCI) was computed from the entire McCarthy scales. There was only one significant difference among the Binet-IV and estimated GCI scores. Abstract/Visual Reasoning was significantly lower than the Kaufman GCI. Correlations of the five Binet-IV Standard Age Scores and the Kaufman GCI ranged from .29 to .67. The correlation between the GCI and the Kaufman estimated GCI was .91.

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2

Carvajal, Howard, and Jon Gerber. "1986 Stanford-Binet Abbreviated Forms." Psychological Reports 61, no. 1 (August 1987): 285–86. http://dx.doi.org/10.2466/pr0.1987.61.1.285.

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Scores extracted for the Quick Screening Battery (4 subtests) and the General Purpose Abbreviated Battery (6 subtests) from the 1986 Stanford-Binet Intelligence Scale administered to 16 men and 16 women ( Mage: 18 yr., 11 mo.) gave means of 101.0 vs 100.6 (100.9 for the full test). SDs were 9 or 10. Mean times were 34 min. vs 52 min. (114 min. for full test); rs ranged from .907 to .942 for the overlapping scales.

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3

Bain, Sherry K., and Jessica D. Allin. "Book Review: Stanford-Binet Intelligence Scales, Fifth Edition." Journal of Psychoeducational Assessment 23, no. 1 (March 2005): 87–95. http://dx.doi.org/10.1177/073428290502300108.

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4

Morrow-Tlucak, Mary, Claire B. Ernhart, and Cherie L. Liddle. "The Kent Infant Development Scale: Concurrent and Predictive Validity of a Modified Administration." Psychological Reports 60, no. 3 (June 1987): 887–94. http://dx.doi.org/10.2466/pr0.1987.60.3.887.

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A modified administration of the Kent Infant Development Scale for infants 6 to 8 mo. old was used in a prospective study of risk factors in infant development. The Mental Development Index and Psychomotor Development Index of the Bayley Scales of Infant Development were also administered at 6 mo., the Mental Index only at 1 and 2 yr. and the Stanford-Binet Intelligence Scale at age 3. The modified administration is described. Concurrent validity with the 6-mo. Bayley scales was substantial. Adequate predictive validity for 1- and 2-yr. Bayley scores and 3-yr. Stanford-Binet IQ was achieved with the Kent as compared to the predictive ability of the 6-mo. Bayley index.

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5

Dale, Brittany A., Maria HernÁndez Finch, David E. Mcintosh, Barbara A. Rothlisberg, and W. Holmes Finch. "UTILITY OF THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH ETHNICALLY DIVERSE PRESCHOOLERS." Psychology in the Schools 51, no. 6 (May 6, 2014): 581–90. http://dx.doi.org/10.1002/pits.21766.

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6

Carvajal, Howard, Sharon K. Karr, Kathleen M. Hardy, and Bettye L. Palmer. "Relationships between scores on Stanford-Binet IV and scores on McCarthy Scales of Children’s Abilities." Bulletin of the Psychonomic Society 26, no. 4 (October 1988): 349. http://dx.doi.org/10.3758/bf03337678.

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7

Chattin, Susan H., and Bruce A. Bracken. "School Psychologists' Evaluation of the K-ABC, McCarthy Scales, Stanford-Binet IV, and WISC-R." Journal of Psychoeducational Assessment 7, no. 2 (June 1989): 112–30. http://dx.doi.org/10.1177/073428298900700202.

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8

Barker, Alyse, Mandi Wilkes Musso, Glenn N. Jones, Gale Roid, and Drew Gouvier. "Unreliable Block Span Reveals Simulated Intellectual Disability on the Stanford-Binet Intelligence Scales-Fifth Edition." Applied Neuropsychology: Adult 21, no. 1 (June 21, 2013): 51–59. http://dx.doi.org/10.1080/09084282.2012.726670.

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9

Stauffer, A., W. J. Burns, K. A. Burns, J. Melamed, and C. E. Herman. "Early Developmental Progress of Preterm Twins Discordant for Birthweight and Risk." Acta geneticae medicae et gemellologiae: twin research 37, no. 1 (January 1988): 81–87. http://dx.doi.org/10.1017/s0001566000004293.

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AbstractStudies of developmental progress in high-risk twins have disparate findings. In this study, we report the outcome of 45 twin pairs born between 26 and 37 weeks gestation, and whose birthweights ranged from 840 to 2000 g. No significant differences were found for weight, risk and birth order. However, earlier preterm infants were found to have significantly lower mental scores on the Bayley Scales of Infant Development at 24 months, and lower IQ scores on the Stanford Binet Intelligence Scale at 36 months. These findings imply that gestational age is a powerful variable in determining developmental outcome.

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10

Marusiak, Christopher W., and Henry L. Janzen. "Assessing the Working Memory Abilities of ADHD Children Using the Stanford-Binet Intelligence Scales, Fifth Edition." Canadian Journal of School Psychology 20, no. 1-2 (December 2005): 84–97. http://dx.doi.org/10.1177/0829573506295463.

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11

Johnson, Dale L., Paul R. Swank, Constance D. Baldwin, and David McCormick. "Adult Smoking in the Home Environment and Children's IQ." Psychological Reports 84, no. 1 (February 1999): 149–54. http://dx.doi.org/10.2466/pr0.1999.84.1.149.

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In a sample of 3- and 5-yr.-old children, smoking in the home was found to be significantly and inversely related to IQ. Children of normal birth weight and without neurological impairment had been enrolled in a longitudinal study of child development. Analyses were conducted with sex, ethnicity, socioeconomic status, educational stimulation in the home, day care, and mother's intelligence controlled. Significant results were obtained for scores on the Peabody Picture Vocabulary Test–Revised at age three years and on the major Stanford-Binet Fourth Edition scales at ages three and five years. All effects were for the mother, not the father, smoking in the home.

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12

Kamppi, Dorian, and Linda Gilmore. "Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 70–75. http://dx.doi.org/10.1375/aedp.27.2.70.

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AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.

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13

Lyon, Mark A., and Douglas K. Smith. "A Comparison of At-Risk Preschool Children's Performance On the K-Abc, McCarthy Scales, and Stanford-Binet." Journal of Psychoeducational Assessment 4, no. 1 (March 1986): 35–43. http://dx.doi.org/10.1177/073428298600400104.

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14

Janzen, Henry L., John E. Obrzut, and Christopher W. Marusiak. "Test Review: Roid, G. H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition (SB:V). Itasca, IL: Riverside Publishing." Canadian Journal of School Psychology 19, no. 1-2 (December 2004): 235–44. http://dx.doi.org/10.1177/082957350401900113.

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15

Williams, Tasha H., David E. McIntosh, Felicia Dixon, Jocelyn H. Newton, and Elizabeth Youman. "A confirmatory factor analysis of the Stanford-Binet Intelligence Scales, Fifth Edition, with a high-achieving sample." Psychology in the Schools 47, no. 10 (September 28, 2010): 1071–83. http://dx.doi.org/10.1002/pits.20525.

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16

Canivez, Gary L. "Orthogonal higher order factor structure of the Stanford-Binet Intelligence Scales--fifth edition for children and adolescents." School Psychology Quarterly 23, no. 4 (December 2008): 533–41. http://dx.doi.org/10.1037/a0012884.

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17

Coolican, Jamesie, Susan E. Bryson, and Lonnie Zwaigenbaum. "Brief Report: Data on the Stanford–Binet Intelligence Scales (5th ed.) in Children with Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 38, no. 1 (April 5, 2007): 190–97. http://dx.doi.org/10.1007/s10803-007-0368-2.

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18

Grondhuis, Sabrina Nicole, and James A. Mulick. "Comparison of the Leiter International Performance Scale—Revised and the Stanford-Binet Intelligence Scales, 5th Edition, in Children with Autism Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 118, no. 1 (January 1, 2013): 44–54. http://dx.doi.org/10.1352/1944-7558-118.1.44.

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Abstract A review of hospital records was conducted for children evaluated for autism spectrum disorders who completed both the Leiter International Performance Scale—Revised (Leiter-R) and Stanford-Binet Intelligence Scales, 5th Edition (SB5). Participants were between 3 and 12 years of age. Diagnoses were autistic disorder (n = 26, 55%) and pervasive developmental disorder–not otherwise specified (n = 21, 45%). Analysis showed that the full sample received significantly higher scores on the Leiter-R than SB5 (mean discrepancy of 20.91 points), specific diagnosis was not a significant factor, and younger children had a larger discrepancy between tests. These analyses strongly suggest that the Leiter-R and the SB5 may not be equivalent measures of intellectual functioning in children with autism spectrum disorders, and that use of one or the other exclusively could lead to misclassification of intellectual capacity.

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19

Cody, M. Schelle, and Loreto R. Prieto. "Teaching Intelligence Testing in APA-Accredited Programs: A National Survey." Teaching of Psychology 27, no. 3 (July 2000): 190–94. http://dx.doi.org/10.1207/s15328023top2703_05.

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We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.

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20

Berman, Jeanette, and Ian Price. "A Comparison of the SB5 and the CAS in Educational Psychology Practice." Australian Journal of Guidance and Counselling 23, no. 1 (November 22, 2012): 18–33. http://dx.doi.org/10.1017/jgc.2012.18.

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Two tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of their learning. Full-scale, Composite, and Factor scores from The Stanford Binet Intelligence Scales — Fifth Edition (SB5) and the Das Naglieri Cognitive Assessment System (CAS) were compared and individual profiles were examined. The SB5 is the latest version of a traditional test referenced to the Cattell-Horn-Carroll factor model of intelligence, while the CAS was developed from an information processing theory of intelligence. Full-scale measures of intellectual ability were found to differ significantly, with the SB5 approximately 8 points higher than the CAS. Analysis of the profiles assisted in understanding specific learning abilities and guided interventions. The implications of this for the relative utility of the two instruments, their interchangeablity, the meaningful interpretation of results, and their complementary contribution to practice are discussed.

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Newton, Jocelyn H., David E. McIntosh, Felicia Dixon, Tasha Williams, and Elizabeth Youman. "Assessing giftedness in children: Comparing the accuracy of three shortened measures of Intelligence to the Stanford–Binet Intelligence Scales, Fifth Edition." Psychology in the Schools 45, no. 6 (2008): 523–36. http://dx.doi.org/10.1002/pits.20321.

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22

Dezoete, J. Anne, and Barton A. MacArthur. "Development of very low birthweight twins at 4 years." Australian Educational and Developmental Psychologist 19, no. 1 (2002): 59–65. http://dx.doi.org/10.1017/s0816512200028522.

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AbstractQuestions about the development of multiple birth infants have accompanied an increase in their rate. Multiple birth has been associated with preterm birth and a higher incidence of disability than for singletons. The possible influence of birth order (first vs. second born), gender, and birthweight were considered at 4 years in 56 twins (28 pairs) who weighed less than 1500 grams at birth. Gender and birth order differences did not produce significont results in the cognitive, language, behaviour, and motor areas assessed. However, some significant findings in these areas were revealed when children < 1000 and ≥ 1000 grams were compared. The lighter weight group performed less well than the heavier group on the Stanford-Binet Intelligence Scale, in Abstract/Visual Reasoning, Quantitative Reasoning, and Test Composite. Furthermore, results were significantly lower for Fine Motor and Motor Standard Score (Motor Skills Domain of the Vineland Behavior Scales) and for Quality of Language and Intelligibility of Speech. Twins < 1000 grams birthweight need close educational surveillance prior to school entry.

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23

SILVA, PHIL A. "A COMPARISON OF THE PREDICTIVE VALIDITY OF THE REYNELL DEVELOPMENTAL LANGUAGE SCALES, THE PEABODY PICTURE VOCABULARY TEST AND THE STANFORD-BINET INTELLIGENCE SCALE." British Journal of Educational Psychology 56, no. 2 (June 1986): 201–4. http://dx.doi.org/10.1111/j.2044-8279.1986.tb02662.x.

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24

Twomey, Conal, Helen O'Connell, Mary Lillis, Sarah Louise Tarpey, and Gary O'Reilly. "Utility of an abbreviated version of the stanford-binet intelligence scales (5th ed.) in estimating ‘full scale’ IQ for young children with autism spectrum disorder." Autism Research 11, no. 3 (December 28, 2017): 503–8. http://dx.doi.org/10.1002/aur.1911.

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25

Chang, Mei, Sharon E. Paulson, W. Holmes Finch, David E. Mcintosh, and Barbara A. Rothlisberg. "JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITIES, THIRD EDITION, AND THE STANFORD-BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH A PRESCHOOL POPULATION." Psychology in the Schools 51, no. 1 (November 18, 2013): 32–57. http://dx.doi.org/10.1002/pits.21734.

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26

Kusumaningrum, Ratna Dewi, Elizabeth Siti Herini, and Djauhar Ismail. "Association between type of cerebral palsy and the cognitive levels." Paediatrica Indonesiana 49, no. 3 (July 1, 2009): 186. http://dx.doi.org/10.14238/pi49.3.2009.186-8.

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Background Cerebral palsy is the main cause of physical disabilityduring childhood. Assessment is necessary to acknowledge thelevel of intelligence of the patients and to prevent impairmentsin order to plan the prompt intervention.Objectives To evaluate the cognitive levels of cerebral palsy andassociation between cognitive levels and its types.Methods We conducted a cross-sectional study on subjectsfrom Sekolah Luar Biasa Negeri 3 Yogyakarta. Intelligence wasmeasured using the Stanford-Binet intelligence scales, whereasdiagnosis of cerebral palsy was based on criteria of the AmericanAcademy for Cerebral Palsy (AACP). Data were analyzed usingchi-square test.Results There were 35 subjects, comprising of 21 boys and 14girls aged 5-18 years. The results show that in general, childrenwith cerebral palsy had mental retardation in several cognitivelevels. Children with hemiplegia type (1 subject) had IQ level that equals to mental retardation. Children with spastic diplegia type (6 subjects) showed borderline IQ (1) and mental retardation (5). Children with quadriplegia type ( 15 subjects) had superior IQ (1), borderline (7) and mental retardation (7). Out of 13 subjects with athetoid type 2, had borderline IQ (2), and mental retardation (11). The statistical analysis with chi-square test resulted in P = 0.114 (P < 0.05).Conclusion Our data showed that most patients with cerebral palsy had mental retardation of several cognitive level but there was no significant association between each type of cerebral palsy with cognitive levels.

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27

BLAIR, CLANCY. "Early intervention for low birth weight, preterm infants: The role of negative emotionality in the specification of effects." Development and Psychopathology 14, no. 2 (May 15, 2002): 311–32. http://dx.doi.org/10.1017/s0954579402002079.

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This study examined the relation of negative emotionality in infancy to child social and cognitive developmental outcomes among low birth weight (LBW) preterm infants participating in the Infant Health and Development Program (IHDP), a comprehensive compensatory education intervention beginning in infancy and lasting through age 3 years. In this analysis, intervention effects at age 36 months on maternal report of child behavior as assessed by the Child Behavior Checklist externalizing and internalizing scales and on intelligence as measured by the Stanford–Binet scale were largest among children characterized by higher levels of negative emotionality in infancy. Findings indicate that for LBW preterm infants characterized by negative emotionality at age 12 months the intervention was associated with a twofold decrease in the occurrence of clinically meaningful levels of behavior problems at age 3 years and a fourfold decrease in the occurrence of a high-risk profile in which both internalizing and externalizing scores are in the clinically meaningful range. The intervention was also associated with a fivefold decrease in the occurrence of IQ ≤ 75 at age 3 years among children with higher levels of negative emotionality and heavier LBW (2001–2500 g). However, specific aspects of temperamental difficulty such as fearfulness and anger were related to internalizing and externalizing, respectively, in both the intervention and control groups. Findings are consistent with research linking negative emotionality in infancy with social and cognitive developmental outcomes in early childhood among normal birth weight infants. Results suggest the need for further attention to child temperament in early intervention research.

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Myers, M., A. Maddigan, and M. Santa Maria. "B-19 Intelligence and Memory in Neurofibromatosis Type I." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 964. http://dx.doi.org/10.1093/arclin/acz034.102.

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Abstract Objective An investigation into memory and intellectual functioning of 18 individuals with neurofibromatosis type 1 (NF-1) was undertaken. Method Ten children [mean age=8.9 (SD = 3.4; range = 5-16), 54.5% male, 81.9% Caucasian, 9.1% African American, 9.1% mixed race] and 9 adults [mean age = 55.7 (SD = 23.9; range = 19-88), 63.6% male, 90.9% Caucasian, 9.1% African American] completed neuropsychological assessments. One individual completed initial assessment as a child and underwent re-evaluation as an adult, and 1 child and 2 adults completed re-evaluations. Results For adults, the Wechsler Adult Intelligence Scale (WAIS-4/3) was administered. For children, Wechsler Intelligence Scale for Children (WISC-5/4), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3), Stanford-Binet Intelligence Scales (SB-5), and WAIS-3 were utilized. Mean Full Scale IQ (FSIQ) in adults was 83.4 (SD = 12.8; range 69-98) and in children was 83.8 (SD = 11.6; range 65-102). Visual and verbal memory was assessed with a variety of instruments, and performance ranged from impaired to high normal across immediate recall (percentile range < 1-98), delayed recall (percentile range < 1-91), and delayed recognition (percentile range < 1-91). Conclusions Mean intelligence among persons in this NF-1 clinical sample was found to be in low average range. Many persons with NF-1 showed mean immediate and delayed verbal recall in normal range, though a subset of individuals demonstrated impaired range verbal memory. Overall, children with NF-1 tend to show memory performance at levels above their own IQ level. Adults with NF-1 frequently perform at levels equivalent to or above their IQ level, albeit with exceptions evidenced among a subset of adults.

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29

Whorton, James E., and Frances A. Karnes. "Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students." Perceptual and Motor Skills 64, no. 2 (April 1987): 461–62. http://dx.doi.org/10.2466/pms.1987.64.2.461.

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Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

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30

"Scholastic and Cognitive Achievement Following Adenotonsillectomy in Children with Obstructive Sleep Apnea." Medical & Clinical Research 5, no. 10 (November 16, 2020). http://dx.doi.org/10.33140/mcr.05.10.10.

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Objective: To evaluate the effect of adenotonsillectomy (AT), in children with Obstructive Sleep Apnea (OSA), on the cognitive and scholastic achievement. Study Design: Prospective study Sitting: Tertiary care hospital (Minia university hospital) Subjects and Methods: 50 children were selected, complaining of symptoms of (OSA) and seeking adenotonsillectomy compared to another control group of 50 children without symptoms of OSA. The study sample were subjected to clinical evaluation where hypertrophied palatine tonsils and Adenoid were the cause of OSA. Polysomnography, audiological evaluation were done and All 50 children underwent a battery of neurocognitive tests including process-oriented intelligence scales (Stanford Binet Intelligence scale and Illinois Test of psycholinguistic ability) pre and post adenotonsillectomy to reveal the effect of (AT) on the cognitive and scholastic achievement of those children. Results: Children with OSA had lower scores in neurocognitive tests (Illinois test and Stanford Binet intelligent scale), as well as. In Academic performance in comparison to the control group. After 8 months from AT, the children with OSA demonstrated highly significant improvement in IQ, Mental age, auditory perceptual assessment (APA), PLA of VSM (Visual sequential memory), AA (Auditory association) VA (Visual association), AC (Auditory closure), VC (Visual closure), GC (Grammatic closure) and SB (Sound Blending). Conclusions: School performance and Neurocognitive functions are worsened in children with Adenotonsillar hypertrophy, this effect is reversible as improvement occurred after their removal.

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M, Yassien, El-Shanshory M, and Asslan M. "Moyamoya Syndrome Associated with Protein C and S Deficiency as a Neurological Complication in Children with Sickle Cell Disease." Austin Journal of Clinical Case Reports 8, no. 3 (March 25, 2021). http://dx.doi.org/10.26420/austinjclincaserep.2021.1202.

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Background: Sickle Cell Disease (SCD) is an autosomal recessive hemoglobinopathy containing mutant sickle cell Hemoglobin (HbS). Acute and chronic organ dysfunction, chronic hemolytic anemia, and recurrent painful episodes are the main features of sickle cell disease. There is a wide variety of neurological complications, including: headache, cognitive difficulties, seizures, visual loss, ischemic and hemorrhagic stroke, transient ischemic attacks, soft neurological signs coma, altered mental status and covert or silent infarction. Moyamoya is an uncommon cerebral vasculopathy that’s also found in children with SCD. Case Presentation: Here, we reported two children diagnosed with SCD who presented with headache, recurrent ischemic strokes, seizures and cognitive decline. They showed abnormalities on different neuroimaging including: CT and /or MRI, MRA and/or CT angiography, also transcranial color coded duplex, EEG and Stanford-Binet Intelligence scales-Fifth Edition. They also showed abnormal level of protein C and protein S. They also had irregular blood transfusion and were diagnosed as Moyamoya syndrome. Conclusion: According to our findings, Moyamoya syndrome was a rare complication of SCD in children, but should be considered with proper approach, diagnosis and management.

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32

Metyas, M. M., A. S. Abdelhakim, and H. H. Ghandour. "Screening of vitamin B12 in children diagnosed as Autism Spectrum Disorder." QJM: An International Journal of Medicine 113, Supplement_1 (March 1, 2020). http://dx.doi.org/10.1093/qjmed/hcaa063.006.

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Abstract Background Vitamin B12 deficiency causes megaloblastic anemia and disorders of the nervous system. In Autism spectrum disorder intestinal problems in absorption of some minerals like Vitamin B12 which lead to Vitamin B12 deficiency. Aim of the Work to investigate level of vitamin B12 in autistic children in an attempt to reach such etiological factor and to be incorporated in management if proved. Patients and Methods a Case control study. The subjects of this study comprised a convenient sample of 15 children diagnosed as ASD and other 15 children not diagnosed as ASD as control group with age range between 3 years 8 months. Modified Arabic preschool language scale (PLS-4) Test, Stanford Binet intelligence scales, fifth edition were done for all children and Child autism rating scale (CARS) was done for children of 2 groups. Results Vitamin B12 level in ASD is significantly deficiency compared to the Vitamin B12 level of normal subjects. Conclusion Vitamin B12 in ASD was found to be decreased in cases group than the controls group also below the total language level of cases group than the controls group.

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33

Gleason, Jessica L., Stephen E. Gilman, Rajeshwari Sundaram, Edwina Yeung, Diane L. Putnick, Yassaman Vafai, Abhisek Saha, and Katherine L. Grantz. "Gestational age at term delivery and children’s neurocognitive development." International Journal of Epidemiology, July 15, 2021. http://dx.doi.org/10.1093/ije/dyab134.

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Abstract Background Preterm birth is associated with lower neurocognitive performance. However, whether children’s neurodevelopment improves with longer gestations within the full-term range (37–41 weeks) is unclear. Given the high rate of obstetric intervention in the USA, it is critical to determine whether long-term outcomes differ for children delivered at each week of term. Methods This secondary analysis included 39 199 live-born singleton children of women who were admitted to the hospital in spontaneous labour from the US Collaborative Perinatal Project (1959–76). At each week of term gestation, we evaluated development at 8 months using the Bayley Scales of Infant Development, 4 years using the Stanford–Binet IQ (SBIQ) domains and 7 years using the Wechsler Intelligence Scales for Children (WISC) and Wide-Range Achievement Tests (WRAT). Results Children’s neurocognitive performance improved with each week of gestation from 37 weeks, peaking at 40 or 41 weeks. Relative to those delivered at 40 weeks, children had lower neurocognitive scores at 37 and 38 weeks for all assessments except SBIQ and WISC Performance IQ. Children delivered at 39 weeks had lower Bayley Mental (β = −1.18; confidence interval −1.77, −0.58) and Psychomotor (β = −1.18; confidence interval −1.90, −0.46) scores. Results were similar for within-family analyses comparing siblings, with the addition of lower WRAT scores at 39 weeks. Conclusions The improvement in development scores across assessment periods indicates that each week up to 40 or 41 weeks of gestation is important for short- and long-term cognitive development, suggesting 40–41 weeks may be the ideal delivery window for optimal neurodevelopmental outcomes.

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ELAhwal, Shereen Ahmed, Yasser Abo Elfotoh El-Heneedy, Wafik Said Bahnasy, Reham Abdel Rahman Amer, and Khaled Hussein Rashed. "The interictal activities load and cognitive performance of children with typical absence epilepsy." Egyptian Journal of Neurology, Psychiatry and Neurosurgery 57, no. 1 (May 10, 2021). http://dx.doi.org/10.1186/s41983-021-00299-z.

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Abstract Background The description of childhood absence epilepsy (CAE) a benign self-limited generalized epilepsy has become a matter of debate. The objectives of this work were to evaluate the existence of psychiatric and cognitive impairments among patients with typical CAE and to correlate their possible relation to seizure frequency, duration of epilepsy, IISL, and valproate therapy. Methods The study was conducted on 19 typical CAE patients receiving valproate therapy, 11 newly diagnosed CAE patients not receiving AEDs, and 30 healthy control subjects (HCS). Participants were subjected to medical history taking, EEG monitoring, child behavior checklist (CBCL), Stanford Binet Intelligence Scale 5th edition, and computerized psychometric tests that assess cognitive domains and executive functions. Results The study revealed a high rate of cognitive and psychiatric dysfunctions in CAE patients. 53.3% of patients had psychiatric problems versus 16.6% in HCS. Attention deficit hyperactive disorder (ADHD) (26.6%), anxiety (16.6%), and depression (6.6%) were the most common psychiatric disorders in the patient group. Withdrawn/depressed symptoms, thought problems, social problems, and attention problems in CAE patients were significantly increased compared to HCS. At the same time, CAE patients perform worse in cognitive scales than HCS with comparable intelligent quotient (IQ) scores. Conclusion Cognitive and psychiatric impairments in typical CAE patients appear multifactorial in origin with epilepsy-related factors including the duration of epilepsy and interictal spike load (IISL).

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Yassien, Marwa, Hazem Fayed, Mohamed El Shanshory, Hassan Nassar, and Mohamed Osman. "Neuropsychological Changes in Children with Sickle Cell Disease and Their Correlation to the Imaging Studies." Journal of Advances in Medicine and Medical Research, August 3, 2020, 76–86. http://dx.doi.org/10.9734/jammr/2020/v32i1230543.

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Background: Early detection of neuropsychological changes in children with sickle cell disease (SCD) is essential to improve their quality of life. Aim of the Work: To assess neurological and psychological disorders in children with sickle cell disease (SCD) using multimodal approach through clinical, laboratory, neuroimaging and neurophysiological studies in a trial to detect etiological risk factors. Study Design: Cross-sectional study. Place and Duration of Study: Sample: Department of Pediatric (Hematology Unit) and Department of Neurology, Tanta University Hospital Egypt, between April 2016 and April 2018. Methodology: This study was conducted on 50 children (27 male and 23 female; age range 2-18 years) with SCD and 25 healthy children matched age and sex. All subjects were subjected to full history taking, neurologic examination using pediatric neurological sheet, laboratory investigations, neuroimaging including: CT and /or MRI, MRA and/or CT angiography, also MR, EEG and Stanford-Binet Intelligence scales-Fifth Edition. Results: Most of patients presented with headache 66%, cognitive decline 48%, seizures 28%, and visual affection 24%. Less common presentations were, ischemic and hemorrhagic stroke 6% and 4% respectively. SCD children showed many abnormalities on neurological examination and on different modalities of MR imaging on the brain with positive correlation (X2=7.641, p-value <0.001*, r=0.248) with many risk factors. Prophylactic blood transfusion in SCD patients with abnormal TCD had a role in reducing the incidence of stroke. Conclusion: Children with SCD were presented with variable neuropsychological disturbance that correlated with the brain imaging.

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Hoffmann, Anne, Sue Ellen Krause, Joanne Wuu, Sue Leurgans, Stephen J. Guter, Sandra S. Block, Jeff Salt, Edwin Cook, Dominick M. Maino, and Elizabeth Berry-Kravis. "Vocabulary comprehension in adults with fragile X syndrome (FXS)." Journal of Neurodevelopmental Disorders 11, no. 1 (October 16, 2019). http://dx.doi.org/10.1186/s11689-019-9285-x.

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Abstract Background Receptive and expressive vocabulary in adult and adolescent males with fragile X syndrome (FXS) have been shown as significantly lower than their chronological age; however, receptive vocabulary has been considered a strength relative to mental age. This has not been formally examined, however, and data are needed to compare receptive vocabulary with other language skills and with mental age in individuals with FXS. This is especially important as vocabulary measures are sometimes used as a proxy to estimate language ability. Methods This preliminary study examined receptive vocabulary, global language, and cognitive skills in 42 adults (33 males and 9 females) with FXS as a portion of the baseline evaluation prior to randomization in a clinical trial of ampakine CX516. The battery of standardized tests addressed receptive vocabulary with the Peabody Picture Vocabulary Test, Third Edition (PPVT-III), receptive and expressive language (termed henceforth as global language) via the Preschool Language Scale, Fourth Edition or the Clinical Evaluation of Language Fundamentals, Third Edition, and non-verbal cognition via the Stanford-Binet Intelligence Scales, Fourth Edition (SB-IV). Results Results showed (1) significantly higher receptive vocabulary than global language, (2) significantly better receptive vocabulary than non-verbal cognition, (3) equivalent non-verbal cognition and global language, and (4) severity of autism symptomatology was not correlated to receptive vocabulary or global language once non-verbal cognition was removed as factor. The scores from the PPVT-III did not represent the global language skills in our sample of adults with FXS. Conclusions Findings from this investigation strongly suggest that the PPVT-III should not be used as a screening tool for language levels or cognitive function in clinical studies since the scores from the PPVT-III were not representative of global language or non-verbal cognitive skills in adults with intellectual disabilities. This finding is critical in order to understand how to evaluate, as well as to treat, language in individuals with FXS. Development of efficient and appropriate tools to measure language, cognition, and behavior in individuals with FXS is essential.

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