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Leiter-R versus developmental quotient for estimating cognitive function in preschoolers with pervasive developmental disorders

Authors Portoghese C, Buttiglione M, De Giacomo A, Lafortezza M, Lecce PA, Martinelli D, Lozito V, Margari L

Published 28 June 2010 Volume 2010:6(1) Pages 337—342

DOI https://doi.org/10.2147/NDT.S10657

Review by Single-blind

Peer reviewer comments 3


Claudia Portoghese1, Maura Buttiglione1, Andrea De Giacomo1, Mariaelena Lafortezza1, Paola A Lecce1, Domenico Martinelli2, Vito Lozito1, Lucia Margari1

1Child Neurological and Psychiatric Unit, Department of Neurological and Psychiatric Sciences, 2Department of Biomedical Science and Oncology, University of Bari, Italy

Abstract: The utility of the developmental quotient (DQ) obtained with the Psychoeducational Profile Revised (PEP-R) was assessed as a means of estimating cognitive ability in young children with pervasive developmental disorders. Data from the PEP-R were analysed in a sample of 44 children aged from 2.0 to 5.9 years (mean 3.46 ± 1), 13 with an autistic disorder and 31 with a pervasive developmental disorder not otherwise specified. DQ scores were compared with scores from the Leiter International Performance Scale Revised-Visualization and Reasoning Battery (Leiter-R) in the same 44 children. Overall and domain DQs on the PEP-R were significantly correlated with Leiter-R scores. This study suggests that DQ scores obtained from the PEP-R in preschool children with pervasive developmental disorders may be a viable alternative to the Leiter-R as an assessment tool.
Keywords: autism, pervasive development disorder, PEP-R, assessment, cognitive function

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