Does the Factor Structure of IQ Differ Between the Differential Ability Scales (DAS-II) Normative Sample and Autistic Children?
Trust the DAS-II verbal and non-verbal scores, but treat the spatial composite as potentially inflated in autistic kids.
01Research in Context
What this study did
The team ran a confirmatory factor analysis on the DAS-II. They compared the standard IQ structure in the test manual with data from autistic children. The goal was to see if the same three-factor model fits both groups.
What they found
Verbal and non-verbal reasoning scores held up across groups. The spatial composite did not. Pattern Construction, a block-design subtest, drove the misfit. Scores on that part may look higher than they should.
How this fits with other research
MacLean et al. (2011) saw the same problem earlier with the WAIS-III in adults with intellectual disability. Their CFA also rejected the manual’s factor model, foreshadowing this DAS-II issue in autism.
MPayne et al. (2020) used the same multigroup CFA method on self-report mood scales. They found the INQ-10 was biased while the ACSS-FAD was not, echoing the split seen here between spatial and verbal domains.
Bhat et al. (2023) showed the opposite pattern in motor ratings. Their CFA supported a five-factor DCD-Q model across autistic and non-autistic kids, proving that invariance is possible when the tool fits the trait.
Why it matters
When you give the DAS-II, report the Verbal and Non-Verbal Reasoning composites with confidence. Add a caution flag to the Spatial score, especially if Pattern Construction looks oddly high. This small footnote can stop misplacement in classrooms or gifted programs based on inflated spatial IQs.
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02At a glance
03Original abstract
The Differential Abilities Scales, 2nd edition (DAS-II) is frequently used to assess intelligence in autism spectrum disorder (ASD). However, it remains unknown whether the DAS-II measurement model (e.g., factor structure, loadings), which was developed on a normative sample, holds for the autistic population or requires alternative score interpretations. We obtained DAS-II data from 1,316 autistic individuals in the Simons Simplex Consortium and 2,400 individuals in the normative data set. We combined ASD and normative data sets for multigroup confirmatory factor analyses to assess different levels of measurement invariance, or how well the same measurement model fit both data sets: "weak" or metric, "strong" or scalar, and partial scalar if full scalar was not achieved. A weak invariance model showed excellent fit (Confirmatory Fit Index [CFI] > 0.995, Tucker Lewis Index [TLI] > 0.995, root mean square error of approximation [RMSEA] < 0.025), but a strong invariance model demonstrated a significant deterioration in fit during permutation testing (all p's<0.001), suggesting measurement bias, meaning systematic error when assessing autistic children. Fit improved significantly, and partial scalar invariance was achieved when either of the two spatial subtest (Recall of Designs or Pattern Construction) intercepts was permitted to vary between the ASD and normative groups, pinpointing these subtests as the source of bias. The DAS-II appears to measure verbal and nonverbal-but not spatial-intelligence in autistic children similarly as in normative sample children. These results may be driven by Pattern Construction, which shows higher scores than other subtests in the ASD sample. Clinicians assessing autistic children with the DAS-II should interpret verbal and nonverbal reasoning composite scores over the spatial score or General Composite Ability. Autism Res 2020, 13: 1184-1194. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The Differential Abilities Scales, 2nd edition (DAS-II) is a popular intelligence quotient (IQ) test for assessing children with autism. This article shows that the DAS-II spatial standardized scores should be interpreted with caution because they hold a different meaning for autistic children. Verbal and nonverbal reasoning scores appear valid and to hold the same meaning for those with and without autism spectrum disorder.
Autism research : official journal of the International Society for Autism Research, 2020 · doi:10.1002/aur.2285