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Analysis of WISC-III, Stanford-Binet:IV, and Academic Achievement Test Scores in Children with Autism
Abstract
Nonverbal IQs were greater than verbal IQs for young children (3-7 years of age) on the Stanford-Binet:IV (n = 53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6-15 years of age (n = 63). Stanford-Binet:IV profiles were generally consistent for the low-IQ (< 80) and high-IQ (> or = 80) groups, with high scores on visual matching tests (Bead Memory and Quantitative Reasoning). The low- and high-WISC-III IQ groups both performed well relative to IQ on tests of lexical knowledge (Similarities, Information, and Vocabulary), but not on language comprehension and social reasoning (Comprehension). The low-IQ group did best on visuo-motor subtests (Object Assembly and Block Design), but the high-IQ group did not. The high-IQ group had significantly low scores on the Digit Span, Arithmetic, Coding, VMI, and WIAT Written Expression tests, suggesting attention and writing weaknesses.
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At the group level, most studies find relatively high Block Design scores and low Comprehension and Coding/Digit Symbol scores.
“When examining subtest performance at the group level, most studies find relatively high scores on Block Design and low scores on Comprehension and Coding/Digit Symbol”
From WISC-IV profile in high-functioning autism spectrum disorders: Impaired processing speed is associated with increased autism communication symptoms and decreased adaptive communication abilities (2012) · cites this paper as Mayes & Calhoun, 2003
Prior studies of children with ADHD alone found depressed FDI and PSI scores, particularly Coding, but not depressed Comprehension scores.
“prior studies that examined the Wechsler IQ profiles in children with ADHD alone, which find depressed scores on FDI (WISC-III) and PSI, particularly the Coding subtest, but not on the Comprehension subtest (Calhoun & Mayes, 2005; Mayes & Calhoun, 2003; 2004).”
From WISC-IV profile in high-functioning autism spectrum disorders: Impaired processing speed is associated with increased autism communication symptoms and decreased adaptive communication abilities (2012) · cites this paper as Mayes & Calhoun, 2003
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“Adaptive behaviour scores as measured by the VABS are shown in Table 5, which also shows the imputed IQ for the participants with VABS data (excluding the eight cases who had no WISC, SPM or CPM test score and who were assigned an imputed IQ score of 19 on”
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“Children with ADHD, high-functioning autism, and LD have weaknesses on these subtests (Calhoun & Mayes, 2005; Mayes & Calhoun, 2002, 2003a, 2004, 2006a; Mayes et al., 1998a, 1998b, 2000, 2001; Mealer et al., 1996; Naglieri et al., 2003; Newby et al., 1993; Nyden et al., 2001; Prifetera & Dersh,…”
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BackgroundMethodInfluentialReading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.
Jones, C. R. G., Happe, F. G. E., Golden, H. L., Marsden, A. J. S., Tregay, J., Simonoff, E. A., Pickles, A. R., Baird, G., & Charman, T. (2009) · Neuropsychology · doi:10.1037/a0016360 · Cited by 303
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“In addition there is evidence at a subtest level (e.g., on Wechsler intelligence tests) of a characteristic profile of strengths (or ‘peaks’) on subtests such as Block Design and weaknesses (or ‘troughs’) on subtests such as Comprehension (Happé, 1995; Mayes & Calhoun, 2003).”
BackgroundInfluentialSuicide ideation and attempts in children with autism
Mayes, S. D., Gorman, A. A., Garcia, J. H., & Syed, E. U. (2012) · Research in Autism · doi:10.1016/j.rasd.2012.07.009 · Cited by 259
Self-citationOliveras-Rentas, R. E., Kenworthy, L., Roberson, R. B., Martin, A., & Wallace, G. L. (2012) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1289-7 · Cited by 231
“…studies have shown a similar pattern of lower scores on the PSI and WMI relative to VCI and PRI for both ADHD and ASD groups; however, Comprehension subtest performance distinguishes the groups with ASD children obtaining lower scores (e.g., Calhoun and Mayes 2005; Mayes and Calhoun 2003, 2004).”
InfluentialVariables related to sleep problems in children with autism
Mayes, S. D., & Calhoun, S. L. (2009) · Research in Autism · doi:10.1016/j.rasd.2009.04.002 · Cited by 229
Self-citationWISC-IV and WISC-III Profiles in Children With ADHD
Mayes, S. D., & Calhoun, S. L. (2006) · Journal of Attention Disorders · doi:10.1177/1087054705283616 · Cited by 223
“This specific profile of strengths and weaknesses has been reported for children with ADHD, LD, and autism but not for children with other disorders, such as anxiety, depression, oppositionaldefiant disorder, and adjustment disorder (Mayes & Calhoun, 2003b).”
BackgroundResultInfluentialSelf-citationHandwriting Difficulties in Children with Autism Spectrum Disorders: A Scoping Review
Kushki, A., Chau, T. T., & Anagnostou, E. A. (2011) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1206-0 · Cited by 230
“These findings include enhanced performance on Bead Memory and Pattern Analysis subsets of the Stanford-Binet Intelligence Scales ( Mayes and Calhoun 2003b ), as well as Picture Concepts, Matrix Reasoning, Block Design and Object Assembly subsets of the Wechsler Intelligence Scales (Mayes and Calhoun 2008; Minshew et…”
MethodAddressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education
Fleury, V. P., Hedges, S. H., Hume, K., Browder, D. M., Thompson, J., Fallin, K., Zein, F. E., Reutebuch, C. K., & Vaughn, S. R. (2014) · Remedial and Special Education · doi:10.1177/0741932513518823 · Cited by 236
“Third Edition (WISC-III) often demonstrate significant weaknesses in graphomotor and writing skills (Mayes & Calhoun, 2003).”
BackgroundProcessing speed in children with clinical disorders
Calhoun, S. L., & Mayes, S. D. (2005) · Psychology in the Schools · doi:10.1002/pits.20067 · Cited by 208
“…from Distractibility and Processing Speed relative to Verbal Comprehension and Perceptual Organization and low on Coding relative to Symbol Search (Mayes & Calhoun, 2003a; Mayes, Calhoun, & Crowell, 1998a; Mealer, Morgan, & Luscomb, 1996; Nyden et al., 2001; Prifitera & Dersh, 1993; Schwean,…”
BackgroundSelf-citationLanguage Acquisition and Language Disorders
(2013) · Language acquisition & language disorders · doi:10.1075/lald · Cited by 166
Wei, X., Christiano, E. R. A., Yu, J. W., Wagner, M. M., & Spiker, D. (2014) · Autism · doi:10.1177/1362361313516549 · Cited by 161
“These results are similar to previous findings showing that those with high-functioning autism (HFA) had average math and nonword reading skills (Church et al., 2000; Griswold et al., 2002; Mayes and Calhoun, 2003; Minshew et al., 1994).”
ResultLiu, R., Salisbury, J. P., Vahabzadeh, A., & Sahin, N. T. (2017) · Frontiers in Pediatrics · doi:10.3389/fped.2017.00145 · Cited by 160
“Children with ASD have been shown to have a preference for electronic media (19), game-like elements (20), computer-generated speech (21), and those with particular visual strengths may be especially adept at engaging with digital modalities (22).”
BackgroundUpdated report on tools to measure outcomes of clinical trials in fragile X syndrome
Budimirovic, D. B., Berry‐Kravis, E., Erickson, C. A., Hall, S. S., Hessl, D. R., Reiss, A. L., King, M. K., Abbeduto, L., & Kaufmann, W. E. (2017) · Journal of Neurodevelopmental Disorders · doi:10.1186/s11689-017-9193-x · Cited by 159
“As in the general population with ASD [142, 143], severity of autistic behavior in FXS is variable and associated with age and IQ [18, 144].”
BackgroundEvidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders
Whalon, K. J., Otaiba, S. A., & Delano, M. E. (2008) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/1088357608328515 · Cited by 154
“O’Connor Repeated 20 children with ASD, Home or school setting.”
BackgroundInfluentialMathematical ability of students with Asperger syndrome and high-functioning autism
Chiang, H.-M., & Lin, Y.-H. (2007) · Autism · doi:10.1177/1362361307083259 · Cited by 135
Writing, Asperger Syndrome and Theory of Mind
Brown, H. M., & Klein, P. D. (2011) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-010-1168-7 · Cited by 128
“Mayes and Calhoun (2003b, 2006, 2007, 2008) summarized their findings by stating that a majority of children with HFASD had a specific learning disability in writing.”
BackgroundPredicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder
Assouline, S. G., Foley‐Nicpon, M., & Dockery, L. (2011) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-011-1403-x · Cited by 127
Whitby, P. J. S., & Mancil, G. R. (2009) · Education and training in developmental disabilities · doi:10.1177/215416470904400411 · Cited by 127
Barbaresi, W. J., Katusic, S. K., & Voigt, R. G. (2006) · Archives of Pediatrics and Adolescent Medicine · doi:10.1001/archpedi.160.11.1167 · Cited by 125
Sensorimotor dysfunctions as primary features of autism spectrum disorders
Mosconi, M. W., & Sweeney, J. A. (2015) · Science China Life Sciences · doi:10.1007/s11427-015-4894-4 · Cited by 127
Yang, P., Cheng, C. P., Chang, C. L., Liu, T. L., Hsu, H. Y., & Yen, C. F. (2013) · Psychiatry and Clinical Neurosciences · doi:10.1111/pcn.12014 · Cited by 108
Mayes, S. D., & Calhoun, S. L. (2004) · The Clinical Neuropsychologist · doi:10.1080/13854040490888530 · Cited by 105
Self-citationCognitive and symptom profiles in Asperger’s syndrome and high‐functioning autism
Koyama, T., Tachimori, H., Osada, H., Takeda, T., & Kurita, H. (2007) · Psychiatry and Clinical Neurosciences · doi:10.1111/j.1440-1819.2007.01617.x · Cited by 108
“However, recent studies based on DSM-IV criteria do not necessarily support this intellectual pattern.(8,23) This discordance, which might result from the differences in ages of subjects and/or the definition of high-functioning, needs further studies for clarification.”
Troyb, E., Orinstein, A. J., Tyson, K. E., Helt, M. S., Eigsti, I., Stevens, M. C. G., & FEIN, D. A. (2013) · Autism · doi:10.1177/1362361312473519 · Cited by 113
“Academic abilities among middle to high school mainstreamed students with HFA are generally in the average range (Mayes and Calhoun, 2003; Mayes et al., 2000).”
BackgroundResultInfluentialMayes, S. D., Calhoun, S. L., Aggarwal, R., Baker, C. N., Mathapati, S., Anderson, R., & Petersen, C. A. (2011) · Research in Autism · doi:10.1016/j.rasd.2011.08.001 · Cited by 112
Self-citationGanz, J. B., & Flores, M. M. (2008) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-008-0602-6 · Cited by 99
“Further, young children with ASD often perform higher on non-verbal IQ tests than verbal IQ tests and those with average or better IQs perform poorly on auditory and shortterm memory subtests ( Mayes and Calhoun 2003 ).”
BackgroundThe integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review
Arunachalam, S., & Luyster, R. (2015) · Autism Research · doi:10.1002/aur.1590 · Cited by 99
“As with all areas of development in ASD, individual differences are significant [e.g., Kjelgaard & Tager-Flusberg, 2001], but for individuals who do acquire phrase speech, vocabulary may be a relative strength [Mayes & Calhoun, 2003; Kjelgaard & TagerFlusberg, 2001].”
BackgroundExecutive function predicts school readiness in autistic and typical preschool children
Pellicano, E., Kenny, L., Brede, J., Klaric, E., Lichwa, H., & McMillin, R. (2017) · Cognitive Development · doi:10.1016/j.cogdev.2017.02.003 · Cited by 106
Oswald, T. M., Beck, J. S., Iosif, A., McCauley, J. B., Gilhooly, L. J., Matter, J. C., & Solomon, M. (2015) · Autism Research · doi:10.1002/aur.1524 · Cited by 96
“…achievement in children and adults with ASD [Estes, Rivera, Bryan, Cali, & Dawson, 2011; Goldstein, Beers, Siegel, & Minshew, 2001; Griswold, Barnhill, Myles, Hagiwara, & Simpson, 2002; Jones et al., 2009; Mayes & Calhoun, 2003ba, 2003bb, 2006, 2008; Szatmari, Tuff, Finlayson, & Bartolucci, 1990].”
BackgroundWritten Expression in Individuals with Autism Spectrum Disorder: A Meta-Analysis
Finnegan, E. G., & Accardo, A. L. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3385-9 · Cited by 98
Kurth, J. A., & Mastergeorge, A. M. (2010) · Cited by 89
Cognitive and Academic Distinctions Between Gifted Students With Autism and Asperger Syndrome
Foley‐Nicpon, M., Assouline, S. G., & Stinson, R. D. (2012) · Gifted Child Quarterly · doi:10.1177/0016986211433199 · Cited by 85
“…many conclusions from previous studies and support that cognitively gifted students can be diagnosed with both HFA and AS (see Mayes et al., 2001; Mayes & Calhoun, 2003c; Miller & Ozonoff, 2000); to ignore this does this group of students a disservice with respect to understanding their unique…”
BackgroundResultInfluentialAbstract Spatial Reasoning as an Autistic Strength
Stevenson, J. L., & Gernsbacher, M. A. (2013) · PLoS ONE · doi:10.1371/journal.pone.0059329 · Cited by 88
Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. M. (2012) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2012/10-0083 · Cited by 95
Preschool predictors of school-age academic achievement in autism spectrum disorder
Miller, L. E., Burke, J. D., Troyb, E., Knoch, K., Herlihy, L. E., & FEIN, D. A. (2016) · The Clinical Neuropsychologist · doi:10.1080/13854046.2016.1225665 · Cited by 80
“Even within more homogenous subgroups (e.g., highfunctioning autism (HFA), AS), achievement profiles are quite variable, with individuals’ scores ranging from impaired to above average across subtests (Griswold et al., 2002; Mayes & Calhoun, 2003b).”
BackgroundInfluentialMathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review
Gevarter, C., Bryant, D. P., Bryant, B. R., Watkins, L., Zamora, C., & Caldwell, N. (2016) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-016-0078-9 · Cited by 83
“Although ASD may be associated with mathematics strengths (Baron Cohen et al. 2007; Chiang and Lin 2007) and average abilities (Chiang and Lin 2007; Titeca et al. 2014), around 25 % of individuals with ASD may have a mathematics learning disability (LD; Mayes and Calhoun 2003; Williams et al. 2008).”
Williams, D. L., Goldstein, G., Kojkowski, N. M., & Minshew, N. J. (2007) · Research in Autism · doi:10.1016/j.rasd.2007.08.005 · Cited by 84
“However, this profile is not diagnostic, as low scores on Block Design and Arithmetic relative to other intellectual abilities have been reported to occur in individuals with autism with IQs ≥ 80 (Mayes & Calhoun, 2003; Minshew, Turner, & Goldstein, 2005).”
BackgroundThe Role of Attention in the Academic Attainment of Children with Autism Spectrum Disorder
May, T., Rinehart, N., Wilding, J. P. H., & Cornish, K. M. (2013) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-013-1766-2 · Cited by 89
Quantitative Analysis of Heterogeneity in Academic Achievement of Children With Autism
Chen, L., Abrams, D. A., Rosenberg‐Lee, M., Iuculano, T., Wakeman, H. N., Prathap, S., Chen, T., & Menon, V. (2018) · Clinical Psychological Science · doi:10.1177/2167702618809353 · Cited by 83
“However, group mean word reading ability in individuals with ASD is often below average both in 3- and 7-year-old children (low IQ group = 81 in Mayes & Calhoun, 2003) and older children and adolescents ages 6 to 18 years (S. H. Kim et al., 2017, low IQ groups = 68.5 and 64.1; Jones et al., 2009,…”
InfluentialEdgar, J. C., DiPiero, M. A., McBride, E., Green, H. L., Berman, J., Ku, M., Liu, S., Blaskey, L. G., Kuschner, E. S., Airey, M., et al. (2019) · Human Brain Mapping · doi:10.1002/hbm.24598 · Cited by 78
“…in children with ASD (younger and older) perhaps accounts for the slower performance observed on processing speed tasks in some individuals with ASD (Mayes & Calhoun, 2003, 2008; Nyden, Billstedt, Hjelmquist, & Gillberg, 2001; Oliveras-Rentas, Kenworthy, Roberson 3rd, Martin, & Wallace, 2012).”
BackgroundFleury, V. P., Miramontez, S. K. H., Hudson, R. F., & Schwartz, I. S. (2013) · Child Language Teaching and Therapy · doi:10.1177/0265659013514069 · Cited by 74
“…decoding skills, ranging from poor to average or above average skill level (Nation et al., 2006), however most individuals with ASD, including those who have mastered word decoding, have difficulty understanding what they read (Huemer and Mann, 2010; Mayes and Calhoun, 2003; Nation et al., 2006).”
BackgroundWhalon, K. J., & Hanline, M. F. (2008) · Education and training in developmental disabilities · doi:10.1177/215416470804300309 · Cited by 74
“Despite variability in reading ability, studies have consistently shown that students with ASD frequently have difficulty comprehending text (Mayes & Calhoun, 2003a; 2003b; Nation et al.; Minshew et al.; Wahlberg & Magliano, 2004).”
Neuropsychological Characteristics in Autism and Related Conditions
Tsatsanis, K. (2005) · Wiley eBooks · doi:10.1002/9780470939345.ch13 · Cited by 74
Brief Report: The Use of WAIS-III in Adults with HFA and Asperger Syndrome
Spek, A. A., Scholte, E. M., & van Berckelaer-Onnes, I. A. (2008) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-007-0446-5 · Cited by 71
“High scores on Comprehension in this group seem to contradict former research results (Klin et al. 2005; Mayes and Calhoun 2003; Siegel et al. 1996).”
Sahin, N. T., Keshav, N. U., Salisbury, J. P., & Vahabzadeh, A. B. N. (2018) · Journal of Clinical Medicine · doi:10.3390/jcm7080188 · Cited by 71
“Technology-aided approaches may be especially suitable for people with ASD given that some of these individuals may show a natural propensity to utilize digital tools [8], display a fondness for electronic media [9], express a preference for standardized and predictable interactions [8], enjoy game-like elements [10],…”
BackgroundHoldnack, J. A., Goldstein, G., & Drozdick, L. W. (2011) · Assessment · doi:10.1177/1073191110394771 · Cited by 76
“Third Edition (WISC-III; Mayes & Calhoun, 2003).”
Motor Skill in Autism Spectrum Disorders
Chukoskie, L., Townsend, J., & Westerfield, M. (2013) · International review of neurobiology · doi:10.1016/b978-0-12-418700-9.00007-1 · Cited by 74
Coolican, J., Bryson, S. E., & Zwaigenbaum, L. (2007) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-007-0368-2 · Cited by 67
“In contrast with previous research ( Mayes & Calhoun, 2003 ), we did not find that the NVIQ–VIQ discrepancy was greater in preschoolers (under 6 years of age) when compared to school age (6 years and older) children.”
MethodResultInfluentialMayes, S. D., Calhoun, S. L., Murray, M. J., Morrow, J. D., Yurich, K. K. L., Cothren, S., Purichia, H., Mahr, F., Bouder, J. N., & Petersen, C. A. (2011) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/1088357611406902 · Cited by 66
“We found somewhat lower parent than clinician CARS scores for children with LFA and HFA and lower classification accuracy for parent scores (72”
MethodInfluentialSelf-citationZajic, M. C., McIntyre, N. S., Lerro, L., Novotny, S. E., Oswald, T. M., & Mundy, P. C. (2016) · Autism · doi:10.1177/1362361316675121 · Cited by 66
“Previous research has shown that children with HFASD produce shorter, less complex texts compared to TD peers (Chavkin, 2008; Church et al., 2000; Griswold et al., 2002; Mayes and Calhoun, 2003a, 2003b, 2006, 2008; Myles et al., 2003).”
Whalon, K. J., & Hart, J. E. (2010) · Remedial and Special Education · doi:10.1177/0741932510362174 · Cited by 65
“…emerging literature base on the reading development of children with autism spectrum disorder (ASD) has described a number of children who effectively decode but struggle with language and reading comprehension (Calhoon, 2001; Mayes & Calhoun 2003a, 2003b; Nation, Clarke, Wright, & Williams, 2006).”
BackgroundResultInfluentialADHD, learning, and academic performance in phenylketonuria.
Antshel, K. (2010) · Molecular Genetics and Metabolism · doi:10.1016/j.ymgme.2009.09.013 · Cited by 66
Courchesne, V., Girard, D., Jacques, C., & Soulières, I. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3786-4 · Cited by 66
Doobay, A. F., Foley-Nicpon, M., Ali, S. R., & Assouline, S. G. (2014) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2082-1 · Cited by 62
“…with executive functioning (Corbett and Constantine 2006; Corbett et al. 2009; Geurts et al. 2004; Goldberg et al. 2005; Landa and Goldberg 2005; Mayes and Calhoun 2003a, b; Nyden et al. 1999; Russel 1997; Sattler 2008), poorer fine motor control (Ghaziuddin and Butler 2002; Klin et al. 1995;…”
BackgroundInfluentialHigh Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism
Mayes, S., Breaux, R., Calhoun, S., & Frye, S. (2019) · Journal of Attention Disorders · doi:10.1177/1087054717720721 · Cited by 46
Self-citationWhitby, P. J. S. (2012) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/1088357612468764 · Cited by 62
“Twenty-three percent of students with ASD have a mathematics learning disability (Mayes & Calhoun, 2003a) compared with 5% to 8% of school-age children (Greary, 2004).”
BackgroundAutism Spectrum Disorder and IQ – A Complex Interplay
Wolff, N., Stroth, S., Kamp‐Becker, I., Roepke, S., & Roessner, V. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.856084 · Cited by 77
“Another clinical study divided the children with ASD in a group with an IQ < 80 (32%, mean composite IQ of 66 ± 11) and IQ > 80 (68%, mean composite IQ of 99 ± 13) (11).”
BackgroundTravers, B. G., Bigler, E. D., Tromp, D. P. M., Adluru, N., Froehlich, A. L., Ennis, C., Lange, N., Nielsen, J. A., Prigge, M. B. D., Alexander, A. L., et al. (2014) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2013.11.008 · Cited by 58
“On standardized Wechsler tests of intelligence, lower processing speed index scores have been reported in children, (Mayes & Calhoun, 2003, 2008; Oliveras-Rentas, Kenworthy, Roberson, Martin, & Wallace, 2012; Wechsler, 2003) adolescents, and adults with ASD (Spek, Schatorjé, Scholte, & van…”
MethodiPad ® use in children and young adults with Autism Spectrum Disorder: An observational study
King, A. M., Thomeczek, M. A., Voreis, G., & Scott, V. G. (2013) · Child Language Teaching and Therapy · doi:10.1177/0265659013510922 · Cited by 56
“For example, children with ASD prefer electronic media (Shane and Albert, 2008), may respond better to the game-like nature of technology (Tincani and Boutot, 2005), the visual strengths of children with ASD (Mayes and Calhoun, 2003) are utilized with technology, and the computergenerated speech associated with techno…”
BackgroundRussell-Smith, S. N., Maybery, M. T., & Bayliss, D. M. (2010) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-010-0945-7 · Cited by 56
“In fact, when compared to typically developing children, children with autism have commonly been found to perform poorly on measures of processing speed (Calhoun and Mayes 2005; Mayes and Calhoun 2003, 2004, 2007).”
Preschool predictors of mathematics in first grade children with autism spectrum disorder
Titeca, D., Roeyers, H., Josephy, H., Ceulemans, A., & Desoete, A. (2014) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2014.07.012 · Cited by 60
Zajic, M. C., & Wilson, S. E. (2019) · Research in Autism · doi:10.1016/j.rasd.2019.101471 · Cited by 55
Brix, M. K., Ersland, L., Hugdahl, K., Grüner, R., Posserud, M.-B. R., Hammar, Å., Craven, A. R., Noeske, R., Evans, C. J., Walker, H. B., et al. (2015) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2015.00365 · Cited by 56
“The discrepancy between the groups in IQ with lower verbal IQ scores in the ASD group was expected, since it reflects a clinical characteristic of children with ASD (Mayes and Calhoun, 2003).”
Calhoun, S. L., Mayes, S. D., Vgontzas, A. N., Tsaoussoglou, M., Shifflett, L. J., & Bixler, E. O. (2009) · Journal of Clinical Sleep Medicine · doi:10.5664/jcsm.27491 · Cited by 54
Self-citationKoyama, T., Kamio, Y., Inada, N., & Kurita, H. (2008) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-008-0610-6 · Cited by 54
Matthews, N. L., Pollard, E. L., Ober‐Reynolds, S., Kirwan, J., Malligo, A., & Smith, C. J. (2014) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2200-0 · Cited by 58
“These results provide some support for the previously observed nonverbal advantage in children with ASD (Charman et al. 2011; Lincoln et al. 1995; Mayes and Calhoun 2003).”
ResultMemory, language and intellectual ability in low-functioning autism
Boucher, J., Mayes, A. R., & Bigham, S. (2008) · Cambridge University Press eBooks · doi:10.1017/cbo9780511490101.016 · Cited by 54
“…intellectual disability in LFA owes more to a decline in verbal intelligence than a decline in nonverbal intelligence (see for example Rumsey, 1992; Lincoln, Allen & Kilman, 1995; Siegel, Minshew & Goldstein, 1996; Lord & Paul, 1997; however, see Mayes & Calhoun, 2003b for some contrary evidence).”
BackgroundIntellectual Profiles in the Autism Spectrum and Other Neurodevelopmental Disorders
Mouga, S., Café, C., Almeida, J., Marques, C., Duque, F., & Oliveira, G. (2016) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-016-2838-x · Cited by 56
“1985) and the highest scores in ‘‘Block design’’ (Allen et al. 1991; Asarnow et al. 1987; Freeman et al. 1985; Happe 1994; Lincoln et al. 1988; Rumsey and Hamburger 1988; Siegel et al. 1996; Venter et al. 1992; Bailey et al. 1996; Shah and Frith 1993; Szatmari et al. 1990; Lockyer and Rutter 1970; Bowler 1992; Dennis…”
BackgroundMethodGoal-Directed Action Representation in Autism
Zalla, T., Labruyère, N., & Georgieff, N. (2006) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0092-3 · Cited by 51
“Arrangement of the Wechsler Scale, which is typically one of the hardest subtests for children with autism (Siegel, Minshew, & Goldstein, 1996; Dickerson Mayes & Calhoun, 2003 ), it has been conceived to override or control difficulties in image understanding so as to analyse the sequential and hierarchical structure…”
MethodKumazaki, H., Muramatsu, T., Kosaka, H., Fujisawa, T. X., Iwata, K., Tomoda, A., Tsuchiya, K. J., & Mimura, M. (2015) · Research in Autism · doi:10.1016/j.rasd.2014.12.011 · Cited by 50
WISC-R Subtest But No Overall VIQ–PIQ Difference in Dutch Children with PDD-NOS
de Bruin, E. I., Verheij, F., & Ferdinand, R. F. (2006) · Research on Child and Adolescent Psychopathology · doi:10.1007/s10802-005-9018-3 · Cited by 51
“However, current findings seem to be consistent with findings from studies on the WISC-III and autism ( Mayes & Calhoun, 2003; Mayes & Calhoun, 2004) and with WISC-IV data on children with autism and Asperger syndrome as reported in the WISC-IV Technical and Interpretive manual (Wechsler, 2003b).”
ResultMayes, S. D., Gordon, M., Calhoun, S. L., & Bixler, E. O. (2012) · Journal of Attention Disorders · doi:10.1177/1087054712448961 · Cited by 49
“…perform poorly on measures of attention and executive function (Calhoun & Mayes, 2005; Corbett & Constantine, 2006; Hughes, Russell, & Robbins, 1994; Mayes & Calhoun, 2003, 2004b; Nyden, Billstedt, Hjelmquist, & Gillberg, 2001; Nyden, Gillberg, Hjelmquist, & Heiman, 1999; Wechsler, 1991, 2003).”
Self-citationAutism spectrum disorder and the science of social work: A grand challenge for social work research
Bishop, L., Dababnah, S., Baker-Ericzén, M. J., Smith, M. J., & Magaña, S. (2018) · Social Work in Mental Health · doi:10.1080/15332985.2018.1509411 · Cited by 60
“Additionally, these children often feel socially isolated due to difficulties with social interaction and less companionship with and acceptance by friends (Chamberlain, Kasari, & Rotheram-Fuller, 2007), and many perform poorly in school (Mayes & Calhoun, 2003).”
BackgroundWhalon, K. J., Delano, M. E., & Hanline, M. F. (2013) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2012.672347 · Cited by 49
“Most children with ASD experience difficulty with reading, and given their difficulties with language, struggle especially in the area of reading comprehension (Leekam, 2007; Mayes & Calhoun 2003a, 2003b; Nation, Clarke, Wright, & Williams, 2006; Wahlberg & Magliano, 2004).”
BackgroundEffect of propranolol on verbal problem solving in autism spectrum disorder
Beversdorf, D. Q., Carpenter, A. L., Miller, R. F., Cios, J. S., & Hillier, A. J. (2008) · Neurocase · doi:10.1080/13554790802368661 · Cited by 44
“Impairments have previously been reported in digit symbol and digit span performance ( Mayes, & Calhoun, 2003 ; Nakahachi et al, 2006 ) in ASD.”
BackgroundA cross-task comparison on visuospatial processing in autism spectrum disorders
Cardillo, R., Lanfranchi, S., & Mammarella, I. C. (2019) · Autism · doi:10.1177/1362361319888341 · Cited by 49
“…in contrast with previous studies showing better performance in the BDT for individuals with ASD (i.e. Caron et al., 2006; Ropar & Mitchell, 2001; Shah & Frith, 1993), it was consistent with other studies that did not find such results (i.e. Kaland, Mortensen, & Smith, 2007; Mayes & Calhoun, 2003).”
ResultDifferences in verbal and nonverbal IQ test scores in children with autism spectrum disorder
Grondhuis, S. N., Lecavalier, L., Arnold, L. E., Handen, B. L., Scahill, L. D., McDougle, C. J., & Aman, M. G. (2018) · Research in Autism · doi:10.1016/j.rasd.2018.02.001 · Cited by 42
“This was demonstrated in a report by Coolican et al. (2008) that children with ASD had weaker verbal performance compared to nonverbal sections on the SB5 (2012), and by findings of other researchers (Mayes & Calhoun, 2003) using different intelligence assessments.”
ResultCalhoun, S. L., Pearl, A. M., Fernández‐Mendoza, J., Durica, K. C., Mayes, S. D., & Murray, M. J. (2019) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-019-03928-y · Cited by 45
Self-citationGillespie‐Lynch, K., Hotez, E., Zajic, M. C., Riccio, A., DeNigris, D., Kofner, B., Bublitz, D., Gaggi, N. L., & Luca, K. (2020) · Autism · doi:10.1177/1362361320929453 · Cited by 52
“These patterns mirror variations in IQ, aligning with evidence that written expression and IQ are often associated among autistic youth (Mayes & Calhoun, 2003b, 2008).”
BackgroundResultInfluentialLanter, E., Freeman, D. M., & Dove, S. (2012) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/1088357612459270 · Cited by 45
Koyama, T., Tachimori, H., Osada, H., & Kurita, H. (2006) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0075-4 · Cited by 41
“As to VIQ-PIQ discrepancy, the HPDDNOS children in this study showed higher PIQ than VIQ in consistence with earlier studies in children with highfunctioning DSM-III infantile autism (Freeman et al., 1985; Asarnow et al., 1987), but in discordance with recent studies that reported no VIQ-PIQ discrepancy in children wi…”
BackgroundResultInfluentialHeterogeneity in Learning Style in Asperger Syndrome and High-Functioning Autism
Tsatsanis, K. (2004) · Topics in Language Disorders · doi:10.1097/00011363-200410000-00004 · Cited by 40
“…of factual and lexical knowledge, such as information, similarities, and vocabulary (Ehlers et al., 1997; Ghaziuddin & Mountain-Kimchi, 2004; Mayes & Calhoun, 2003), which may account for exceptional strengths in recall of factual information (e.g., the names of countries, their capitals,…”
BackgroundMethodTakayanagi, M., Kawasaki, Y., Shinomiya, M., Hiroshi, H., Okada, S., Ino, T., Sakai, K., Murakami, K., Ishida, R., Mizuno, K., et al. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-021-04932-x · Cited by 38
Numerical Estimation in Children With Autism
Aagten‐Murphy, D., Attucci, C., Daniel, N., Klaric, E., Burr, D. C., & Pellicano, E. (2015) · Autism Research · doi:10.1002/aur.1482 · Cited by 41
“Yet between 6% (Jones et al., 2009) and 22% (Mayes & Calhoun, 2003a) of children and adolescents with autism were reported to struggle with calculation and mental arithmetic to an extent that their maths difficulties were incommensurate with intellectual functioning, indicative of a specific…”
The local, global, and neural aspects of visuospatial processing in autism spectrum disorders
Kana, R. K., Liu, Y., Williams, D. L., Keller, T. A., Schipul, S. E., Minshew, N. J., & Just, M. A. (2013) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2013.10.013 · Cited by 38
Brosnan, M., Johnson, H., Grawemeyer, B., Chapman, E., Antoniadou, K., & Hollinworth, M. (2015) · Autism · doi:10.1177/1362361315589477 · Cited by 42
“The ASD group had an IQ within the normal range (performance IQ had a mean of 99.25) but impaired mathematical ability, which is the typical ASD profile (Mayes and Calhoun, 2003; 2006; see Chiang and Lin, 2007).”
BackgroundResultInfluentialIntroduction. Generating Murmurations for an Actionable Coherence
Dippre, R. J., & Phillips, T. (2020) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2020.1053.1.3 · Cited by 38
Newton, A. T., Kramer, A. D. I., & McIntosh, D. N. (2009) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/1518701.1518775 · Cited by 38
“In particular, blogging has attracted many members of the ASD community, despite a deficit in written expression controlling for intelligence [6].”
BackgroundMaras, K., Gamble, T., & Brosnan, M. (2017) · Autism · doi:10.1177/1362361317722028 · Cited by 40
“…of mathematically gifted people with ASD (AagtenMurphy et al., 2015; Chiang and Lin, 2006; Iuculano et al., 2014; Jones et al., 2009; Mayes and Calhoun, 2003, 2006); The present finding may not extend to such a group, and it would be interesting to identify how metacognition and numerosity…”
BackgroundNowell, K. P., Schanding, G. T., Kanne, S. M., & Goin‐Kochel, R. P. (2015) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-014-2356-7 · Cited by 35
“However, the findings do not support previous reports that the gap between VIQ and NVIQ diminishes with age in this population (Mayes and Calhoun 2003).”
BackgroundMethodResultInfluentialFragmented Visuospatial Processing in Children with Pervasive Developmental Disorder
Schlooz, W. A. J. M., Hulstijn, W., van den Broek, P. J. A., van der Pijll, A. C. A. M., Gabreëls, F., van der Gaag, R. J., & Rotteveel, J. J. (2006) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0140-z · Cited by 35
Code-related literacy profiles of kindergarten students with autism
Solari, E. J., Henry, A. R., Grimm, R. P., Zajic, M. C., & McGinty, A. S. (2021) · Autism · doi:10.1177/13623613211025904 · Cited by 34
“However, a closer examination of these studies suggests that there is a great deal of variability in these samples (e.g. Estes et al., 2011; Mayes & Calhoun, 2003; McIntyre et al., 2017; Nation et al., 2006; Solari et al., 2019; Westerveld et al., 2018).”
BackgroundResultVinen, Z., Clark, M., Paynter, J. M., & Dissanayake, C. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3414-8 · Cited by 36
“Both groups had higher mean scores in the domain of non-verbal cognitive functioning as opposed to verbal cognitive functioning, a profile common in ASD (Lincoln et al. 1995; Mayes and Calhoun 2003).”
Background
Metadata
- Authors
- Mayes, S. D., & Calhoun, S. L.
- Affiliations
- Pennsylvania State University (US)
- Corresponding author
- Mayes, Susan Dickerson
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 2003-06
- Volume
- 33
- Issue
- 3
- Pages
- 329-341
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W1505932329
- Cited by
- 319
- References
- 73
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 10 · 2023: 24 · 2022: 12 · 2021: 15 · 2020: 28 · 2019: 23 · 2018: 13 · 2017: 21 · 2016: 15 · 2015: 16 · 2014: 18 · 2013: 23 · 2012: 20
- FWCI
- 2.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Department of Education
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- autism spectrum disorder, IQ, WISC-III, academic achievement tests, nonverbal intelligence, verbal IQ, visual matching, vocabulary knowledge, attention deficits, writing difficulties, children
- MeSH terms
- Achievement, Adolescent, Autistic Disorder, Child, Child, Preschool, Educational Status, Female, Humans, Intelligence, Male, Memory, Short-Term, Stanford-Binet Test, Wechsler Scales
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