Overview of Neurocognitive and Behavioral Assessments

Overview of Neurocognitive

and Behavioral Assessments Sarah N. Mattson, Ph.D. San Diego State University

Outline of Presentation  Overview of assessments  General ability measures

 Social and communication behavior  Behavior ratings

 Findings from previous assessments

General Ability Measures  Bayley-III: Bayley Scales of Infant and Toddler

Development-third edition  Ages: 1 to 42 months

 Administration time: 45-60 minutes

 DAS-II: Differential Abilities Scale-second edition  Ages: 2:6 to 17:11 years  Administration time: ~45 minutes  WAIS-IV: Wechsler Adult Intelligence Scale-fourth

edition

 Ages: 16:0 to 90:11 years  Administration time: ~60 minutes

Social and Communication Behavior  ADOS: Autism Diagnostic Observation Schedule  Description: a semi-structured assessment used to

evaluate social and communication behavior across developmental levels and ages  Ages: toddlers to adults  Administration time: 30-45 minutes

Behavior Ratings  VABS-II: Vineland Adaptive Behavior Scale-second

edition

 Questionnaire and interview format

 Assesses adaptive behavior (personal and social skills

needed for daily living)

 SCQ: Social Communication Questionnaire  Assesses communication skills and social functioning

 CBCL: Child Behavior Checklist  Assesses adaptive and maladaptive behavioral functioning  DBD: Disruptive Behavior Disorder Rating Scale  Assesses disruptive behaviors like those seen in ADHD

Research Involvement  Location: San Diego State University  Direct assessment  ~2 hours to complete assessments

 Parent assessment  ~1-2 hours to complete questionnaires

 ~1 hour to complete interview at CBT

 Compensation: ~ $20 financial incentive and

feedback from testing

Previously Reported  Delayed development, including motor and

speech

 Mild to severe intellectual disabilities  Learning difficulties  Behavior Problems including compulsive

behavior, short attention span, distractibility

Results from Ongoing Research  Parent and Child Questionnaire  Medical Issues

 Developmental Milestones  School & Behavior

 Behavior Ratings

 Relation to Deletion Size

Medical Issues N

%

Heart Problems

22

75.9%

Heart Surgery

7

24.1%

Blood Problems

25

86.2%

Ever Hospitalized

22

75.9%

CT Scan or MRI of Brain

21

72.4%

Seizures

4

13.8%

Current Meds

20

69.0%

Feeding or Eating Problems

22

75.9%

Gastrointestinal Problems

20

69.0%

Recurring Infections

21

72.4%

Hearing Problems

19

65.5%

Vision Problems

24

82.8%

Data from 2006/2008, N = 29

Developmental Milestones

Crawl

Typical Development 9

Age in Months “Not Yet” MN (SD) N (%) 17.96 (8.13) 1 (2.9%)

Eat solid foods

6

17.72 (13.18)

0 (0.0%)

Sit up without support

9

13.45 (5.86)

0 (0.0%)

Say first word

12

25.30 (11.95)

0 (0.0%)

12-18

28.84 (15.13)

1 (2.9%)

24

48.71 (20.22)

7 (20.0%)

Walk Stay dry during the day

Data from 2006/2008, N = 35

School & Behavior N

%

Attends School

27

93.1%

Special Education

26

89.7%

Repeated Grade

5

17.2%

Other Special Services

27

93.1%

Any Behavior Problems

21

72.4%

Dx ADHD

12

41.4%

Dx Learning Disability

15

51.7%

Data from 2006/2008, N = 29

Behavioral Functioning 80

T-Score

70 60 50

JS

40

Scale

Behavioral Functioning 80

T-Score

70 60 JS

50

DS

40

Scale

IQ Estimate

Deletion Size & IQ 85 80 75 70 65 60 55 50 45 40 7

9

11

13

15

17

Deletion r = -.83

Deletion Size & Adaptive Behavior

VABS Composite

120 110 100 90

80 70 60 50 40 7

9

11

13

15

17

Deletion r = -.58

Deletion Size & Behavior CBCL Total T-Score

90 80 70 60 50 40 7

9

11

13

15

17

Deletion r = -.71

Summary So Far…  Behavioral assessments support previous reports

and may be unique from other developmental conditions

 Understanding the relation between deletion size

and cognition and behavior will provide important information that will help families, especially those with new diagnoses

Plans for the Future  Further examine our existing data and continue

to collect new information

 Seek external funding for research activities

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