1. Overview of Neurocognitive and Behavioral Assessments Sarah N. Mattson, Ph.D. San Diego State University

2. Outline of Presentation  Overview of assessments  General ability measures  Social and communication behavior  Behavior ratings  Findings from previous assessments

3. 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

4. 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

5. 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

6. 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

7. Previously Reported  Delayed development, including motor and speech  Mild to severe intellectual disabilities  Learning difficulties  Behavior Problems including compulsive behavior, short attention span, distractibility

8. Results from Ongoing Research  Parent and Child Questionnaire  Medical Issues  Developmental Milestones  School & Behavior  Behavior Ratings  Relation to Deletion Size

9. Medical Issues N% Heart Problems2275.9% Heart Surgery724.1% Blood Problems2586.2% Ever Hospitalized2275.9% CT Scan or MRI of Brain2172.4% Seizures413.8% Current Meds2069.0% Feeding or Eating Problems2275.9% Gastrointestinal Problems2069.0% Recurring Infections2172.4% Hearing Problems1965.5% Vision Problems2482.8% Data from 2006/2008, N = 29

10. Developmental Milestones Typical Development Age in Months MN (SD) “Not Yet” N (%) Crawl917.96 (8.13)1 (2.9%) Eat solid foods617.72 (13.18)0 (0.0%) Sit up without support913.45 (5.86)0 (0.0%) Say first word1225.30 (11.95)0 (0.0%) Walk12-1828.84 (15.13)1 (2.9%) Stay dry during the day2448.71 (20.22)7 (20.0%) Data from 2006/2008, N = 35

11. School & Behavior N% Attends School2793.1% Special Education2689.7% Repeated Grade517.2% Other Special Services2793.1% Any Behavior Problems2172.4% Dx ADHD1241.4% Dx Learning Disability1551.7% Data from 2006/2008, N = 29

12. Behavioral Functioning

14. Deletion Size & IQ r = -.83

15. Deletion Size & Adaptive Behavior r = -.58

16. Deletion Size & Behavior r = -.71

17. 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

18. Plans for the Future  Further examine our existing data and continue to collect new information  Seek external funding for research activities

19. THANK YOU! We couldn’t do this without you -