| Full text | |
| Author(s): |
Larissa Salustiano Evangelista PIMENTA
[1]
;
Cláudia Berlim de MELLO
[2]
;
Diogo Cordeiro de Queiroz SOARES
[3]
;
Anelisa Gollo DANTAS
[4]
;
Maria Isabel MELARAGNO
[5]
;
Leslie Domenici KULIKOWSKI
[6]
;
Chong Ae KIM
[7]
Total Authors: 7
|
| Affiliation: | [1] Universidade de São Paulo. Faculdade de Medicina. Departamento de Pediatria - Brasil
[2] Universidade Federal de São Paulo. Faculdade Paulista de Medicina. Departamento de Psicobiologia - Brasil
[3] Universidade de São Paulo. Faculdade de Medicina. Departamento de Pediatria - Brasil
[4] Universidade Federal de São Paulo. Departamento de Morfologia e Genética, Divisão de Genética - Brasil
[5] Universidade Federal de São Paulo. Departamento de Morfologia e Genética, Divisão de Genética - Brasil
[6] Universidade de São Paulo. Faculdade de Medicina. Departamento de Patologia - Brasil
[7] Universidade de São Paulo. Faculdade de Medicina. Departamento de Pediatria - Brasil
Total Affiliations: 7
|
| Document type: | Journal article |
| Source: | Estudos de Psicologia (Campinas); v. 36, 2019-11-11. |
| Abstract | |
Abstract The 22q11.2 Deletion Syndrome (22q11.2DS), the most common human chromosome microdeletion syndrome, is associated with a very heterogeneous neurocognitive phenotype. One of the main characteristics of the syndrome spectrum is the intellectual variability, which encompasses average performance and intellectual disability and discrepancies between Verbal Intelligence Quotient and Performance Verbal Intelligence Quotient, with greater impairment in nonverbal tasks. The present study aimed at investigating the intellectual performance aspects of a 21children and adolescents sample from Brazil who had been diagnosed with 22q11.2DS, based on the Wechsler Intelligence Scale for Children - 4th edition. The samples were reviewed considering the differences between indices. The results revealed an Full Scale Intelligence Quotient predominant in the borderline range (42 to 104) and a significant discrepancy between the indices of Verbal Comprehension and Perceptual Reasoning in 42% of the sample. With regard to the performance in the subtests alone, a better performance was found in Similarities, whereas block design, matrix reasoning, digit span and letter-number sequencing subtests were the most challenging. These findings indicate that a comprehensive assessment of intellectual performance aspects covering the different measures of the Wechsler Intelligence Scale may contribute to a broader understanding of the neurocognitive phenotype associated with 22q11.2DS. (AU) | |
| FAPESP's process: | 18/10933-8 - Normative and intentional development of teacher social-emotional skills and their relationships with student achievement and social-emotional skills |
| Grantee: | Ricardo Primi |
| Support Opportunities: | Regular Research Grants |