Intelligence Test Scores and Test Session Behavior in Children with Autism Spectrum

Although clinicians often report difficulties in evaluating the intelligence of children with autism spectrum disorder (ASD), the assessment process has not been systematically examined for this population. It is imperative that intelligence assessments not only provide a valid and reliable assessment of children who are nonverbal and lower-functioning, but also allow for administration that is efficient to minimize disruptive behaviors and maximize attention during the process. Therefore, knowing how each assessment measures an examinee's intelligence allows psychologists to make informed decisions regarding the selection and interpretation of the test as well as the placement of students. The purpose of this study is to compare the performance of children with ASD to their typically developing peers on two widely administered intelligence assessments, the Wechsler Intelligence Scales for Children, Fourth Edition (WISC-IV) and the Universal Nonverbal Intelligence Test (UNIT). Test session behavior will also be coded to compare differences between children with ASD and their peers, and to examine the relationship between observed behaviors and resultant scores on the intelligence assessments. Information gained from the study will help guide practitioners and researchers in the selection of appropriate intelligence assessments for children with autism spectrum disorders as well as to provide additional evidence towards the validity of intelligence assessment for this population.