Measuring Intelligence in a Non-Verbal Child with Autism

Years ago, autism was almost always associated with mental retardation. Now, research suggests that only 50% of people with autism have mental retardation - and some feel that the number should be much lower. The reason for this change is related, in part, to a new understanding that typical IQ tests just don't work for children with autism.

TONI-3 is given non-verbally; kids who do poorly on WISC may do well on TONI. You get a score like the WISC. Hand:mitten (visual analogy - language-loaded, non-verbal). Geared to any age. Parents should ask for a non-verbal measure if their child has significant non-verbal functioning. In fact, though, if you have a child who at age 5 gets the Vineland and is at a 24 month level, to ask for a TONI is inappropriate. Every test on the market, except the TONI, was normed on normal children. Then you administer in a standardized way to children who aren't normal. You have to have someone who's comfortable with and capable of working with kids who are off the map. Who understand what makes the kid tick. Some reports look like they're written off a computer disk; Language and imitation are key skills for doing well on most IQ tests. But delayed language and imitation skills are core deficits of autism. That means that most IQ tests are actually designed to be difficult for children with autism. "Nonverbal intelligence/outcomes: single biggest factor influencing outcome is non-verbal IQ Four domains impacted: interpersonal, language, repititious behaviors, sensory processing, gross motor delay. If you take those off the top - TONI (test of non-verbal intelligence) now Comprehensive TONI" Acquisition of tool use in terms of anthropology: flaking tools, etc. marks the beginning of social activity, use of sign language. Only millenia later, spoken language emerges. Hand-over-hand and signing are used all the time with kids on the spectrum; spoken language is just a johnny come lately post sign language. If you want to measure intelligence without language: 1 year - object permanence (know that a thing you've thrown away still exists) Tool use (you can dig with a spoon; will he color with a crayon instead of eating it) this should start at around 12-14 months Children with ASD don't have theory of mind, so use hand-over-hand instead of language. "my child uses my hands as if they were surgical instruments" A non-language measure is tool use, problem solving, cause and effect, busy-box toys, etc. these come into play around 14-16 months. By age two, combining different things together to see what they do (inadvertant ingestion of pills, etc. happen because kids are cognitively driven to combine things to see what happens, but have no self-restraint or knowledge to guide this) - stacking, dumping, etc. Typically will use language, but adaptive skills (fasteners, clothes on and off, etc., are all non-verbal problem-solving skills you find at 36 months)