Currently, there is little research on the use of these instruments with individuals with autism spectrum disorder. Newer versions of the assessments, such as KABC-II and SB-5, include more detailed measures of cognitive and executive functioning than the previous versions of these assessments. There is currently no research on the new version of the Wechsler scales.
Previous research suggests individuals tend to demonstrate greater rote skills and deficits in abstract concepts. Students with Asperger Syndrome (now referred to as autism spectrum disorder, Level 1) have been found to demonstrate a pattern of higher verbal skills and lower performance skills, whereas students with classic autism demonstrate higher performance skills and lower verbal skills, as measured by the WISC-III (Meyer, 2001-2002).
Furthermore, there is a growing awareness that traditional methods for generating IQ scores in lower functioning individuals with Intellectual disability (ID) are inaccurate, leading to erroneously flat profiles (Sansone, Schneider, Bickel, Berry-Kravis, Prescott, & Hessl, 2014).
Hagiwara, T. (2001-2002) Academic assessment of children and youth with Asperger syndrome, pervasive developmental disorders-not otherwise specified, and high-functioning autism. Assessment for Effective Intervention, 27(1 and 2), 89–100.
Klin, A., & Volkmar, F. (2000). Treatment and intervention guidelines for individuals with Asperger syndrome. In A. Klin, F. R. Volkmar, & S. S. Sparrow (Eds.), Asperger Syndrome (pp. 340–366). New York, NY: Guilford.
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Sansone, S. M., Schneider, A., Bickel, E., Berry-Kravis, E., Prescott, C., & Hessl, D. (2014). Improving IQ measurement in intellectual disabilities using true deviation from population norms. Journal of Neurodevelopmental Disorders, 6(16), 14. doi: 10.1186/1866-1955-6-16