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Maltz A. Comparison of cognitive deficits among autistic and retarded children on the Arthur Adaptation of the Leiter International Performance Scales. J Autism Dev Disord. 1981;11(4):413-26doi: 10.1007/BF01531616.
Maltz, A. (1981). Comparison of cognitive deficits among autistic and retarded children on the Arthur Adaptation of the Leiter International Performance Scales. Journal of autism and developmental disorders, 11(4), 413-26. https://doi.org/10.1007/BF01531616
Maltz, A. "Comparison of cognitive deficits among autistic and retarded children on the Arthur Adaptation of the Leiter International Performance Scales." Journal of autism and developmental disorders vol. 11,4 (1981): 413-26. doi: https://doi.org/10.1007/BF01531616
Maltz A. Comparison of cognitive deficits among autistic and retarded children on the Arthur Adaptation of the Leiter International Performance Scales. J Autism Dev Disord. 1981 Dec;11(4):413-26. doi: 10.1007/BF01531616. PMID: 7052816.
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J Autism Dev Disord. 1981 Dec;11(4):413-26. doi: 10.1007/BF01531616.

Comparison of cognitive deficits among autistic and retarded children on the Arthur Adaptation of the Leiter International Performance Scales.

Journal of autism and developmental disorders

A Maltz

PMID: 7052816 DOI: 10.1007/BF01531616

Abstract

Seven autistic, 7 mentally retarded, and 11 normal children were matched for mental age according to the Arthur Adaptation of the Leiter International Performance Scale (AALIPS). On the basis of two constructs, concrete discrimination and formal discrimination, all of the tasks in the AALIPS were grouped into two indices and six scales. Group comparisons were made on the indices and the scales. The results showed that (a) the performance of the autistic children was better than that of the other two groups on concrete discrimination tasks, (b) the performance of the autistic children was poorer than that of the other two groups on formal discrimination tasks, and (c) the quality of the autistic children's performance decreased as task requirements for formal discrimination increased. This pattern was not observed among the mentally retarded or normal children. A further analysis for sex showed significant main effects for sex on the formal discrimination tasks. The application of these results to test interpretation and future research is discussed.

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