Cognitive and Language Assessment

Abstract

Cognition is an important area of assessment in ASD and other disorders because cognitive performance provides the foundation to which all other assess- ment data are compared. Cognitive testing reveals strengths and weaknesses in ver- bal, nonverbal, working memory, and fl uency domains. When diagnosing an ASD, DSM-5 requires comment on the level of cognitive impairment or lack thereof (American Psychiatric Association, Diagnostic and statistical manual of mental dis- orders (5th edn). Arlington, VA, 2013). Language is crucial to assess as communi- cation is a core feature of an ASD. Parent report of challenges with expressive, receptive, or pragmatic language helps guide the selection of appropriate language measures that may address important areas such as core language, language fl uency, language memory, or language content. One of the authors of this text found that in ASD, the percentage of variance of IQ accounted for by language was 27 % (with- out signifi cant intervention) (Huckabee, Correspondence of DSM-IV criteria for autistic spectrum disorders with standardized language measures of intelligence and language. University of Houston , Unpublished dissertation, Presented April 2003). Language alone or language combined with IQ is generally considered the best predictor of outcomes (Sutera et al., J Autism Dev Disord 37(1), 2007, p. 100; Schreibman et al., International handbook of autism and pervasive developmental disorders. Springer, New York, 2011, p. 295). Indeed researchers claim, “Early lan- guage ability and cognitive ability have emerged as the most robust predictors of overall prognosis for autism during childhood, adolescence and adulthood” (Schreibman et al., International handbook of autism and pervasive developmental disorders. Springer, New York, 2011, p. 295). Given these considerations, effective and thorough cognitive and language testing are essential to a comprehensive evalu- ation for ASD. This chapter provides a best-practice guide for assessing cognition and language, including some of the common intellectual profi les evidenced in chil- dren and adults with ASD.