Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders.
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| Title: | Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders. |
|---|---|
| Authors: | Sparks Lancaster, Hope1 hope.lancaster@boystown.org, Smolak, Erin2, Milne, Alice3,4, Gordon, Katherine R.1, Emerson, Samantha N.5, Selin, Claire1 |
| Source: | Language, Speech & Hearing Services in Schools. Jul2025, Vol. 56 Issue 3, p834-846. 13p. |
| Subject Terms: | *Intellect, *Qualitative research, *Content analysis, *Attention, *Intelligence tests, *Short-term memory, *Cognition, Child psychopathology, Research funding, Neural development, Conceptual structures |
| Abstract: | Purpose: Children with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative content analysis approach, we examined the extent to which key cognitive constructs are engaged in NVIQ tests and how these constructs compare across different tests. Method: Current editions of seven NVIQ tests were selected based on their relevance in clinical and research settings. Qualitative coding of constructs was developed iteratively by speech-language pathologists and researchers. The codes focused on cognitive domains most affected in highly prevalent neurodevelopmental conditions, including attention, receptive language, statistical learning, and working memory. Results: We identified multiple subfeatures for our constructs of interest. Using this coding framework, we found that NVIQ tests qualitatively differ in the extent to which these four constructs influence test performance. Conclusions: Our findings suggest that understanding the impact of cognitive constructs on NVIQ tests can help explain why children with neurodevelopmental disorders exhibit lower and more unstable NVIQ scores compared to their peers. We provide recommendations for the use of NVIQ tests with neurodevelopmental disorder populations and encourage researchers and clinicians in speech and hearing sciences and psychology to use our results to inform test interpretation and selection. Supplemental Material: https://doi.org/10.23641/asha.28886957 [ABSTRACT FROM AUTHOR] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186696969 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sparks+Lancaster%2C+Hope%22">Sparks Lancaster, Hope</searchLink><relatesTo>1</relatesTo><i> hope.lancaster@boystown.org</i><br /><searchLink fieldCode="AR" term="%22Smolak%2C+Erin%22">Smolak, Erin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Milne%2C+Alice%22">Milne, Alice</searchLink><relatesTo>3,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Gordon%2C+Katherine+R%2E%22">Gordon, Katherine R.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Emerson%2C+Samantha+N%2E%22">Emerson, Samantha N.</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Selin%2C+Claire%22">Selin, Claire</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2025, Vol. 56 Issue 3, p834-846. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Short-term+memory%22">Short-term memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychopathology%22">Child psychopathology</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Neural+development%22">Neural development</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Children with neurodevelopmental disorders historically exhibit lower and more variable nonverbal intelligence (NVIQ) scores compared to their typically developing peers. We hypothesize that the intrinsic characteristics of the tests themselves, particularly the cognitive constructs they assess, may account for both the lower scores and variability across tests and over time. Using a qualitative content analysis approach, we examined the extent to which key cognitive constructs are engaged in NVIQ tests and how these constructs compare across different tests. Method: Current editions of seven NVIQ tests were selected based on their relevance in clinical and research settings. Qualitative coding of constructs was developed iteratively by speech-language pathologists and researchers. The codes focused on cognitive domains most affected in highly prevalent neurodevelopmental conditions, including attention, receptive language, statistical learning, and working memory. Results: We identified multiple subfeatures for our constructs of interest. Using this coding framework, we found that NVIQ tests qualitatively differ in the extent to which these four constructs influence test performance. Conclusions: Our findings suggest that understanding the impact of cognitive constructs on NVIQ tests can help explain why children with neurodevelopmental disorders exhibit lower and more unstable NVIQ scores compared to their peers. We provide recommendations for the use of NVIQ tests with neurodevelopmental disorder populations and encourage researchers and clinicians in speech and hearing sciences and psychology to use our results to inform test interpretation and selection. Supplemental Material: https://doi.org/10.23641/asha.28886957 [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_LSHSS-24-00056 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 834 Subjects: – SubjectFull: Intellect Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Attention Type: general – SubjectFull: Intelligence tests Type: general – SubjectFull: Short-term memory Type: general – SubjectFull: Cognition Type: general – SubjectFull: Child psychopathology Type: general – SubjectFull: Research funding Type: general – SubjectFull: Neural development Type: general – SubjectFull: Conceptual structures Type: general Titles: – TitleFull: Analyzing the Impact of Four Cognitive Constructs on Nonverbal Intelligence Test Performance: Implications for Children With Neurodevelopmental Disorders. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sparks Lancaster, Hope – PersonEntity: Name: NameFull: Smolak, Erin – PersonEntity: Name: NameFull: Milne, Alice – PersonEntity: Name: NameFull: Gordon, Katherine R. – PersonEntity: Name: NameFull: Emerson, Samantha N. – PersonEntity: Name: NameFull: Selin, Claire IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 56 – Type: issue Value: 3 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
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