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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