[Article Review] Evaluating the NIH Toolbox for Measuring Cognitive Change in Individuals with Intellectual Disabilities

Evaluating the NIH Toolbox for Cognitive Change in Intellectual Disabilities

Shields et al. (2023) examined the effectiveness of the National Institutes of Health Toolbox Cognition Battery (NIHTB-CB) in identifying cognitive development and changes in individuals with intellectual disabilities (ID). The study focused on groups with fragile X syndrome (FXS), Down syndrome (DS), and other forms of intellectual disability (OID), offering evidence for its potential as a reliable tool in clinical trials and intervention studies.

Background

The NIHTB-CB was developed as a standardized measure of cognitive function across multiple domains. It has been used widely in general populations but requires further validation for individuals with ID. This study aimed to determine whether the NIHTB-CB could detect developmental changes over time in specific ID populations and compare its sensitivity with a well-established assessment, the Stanford-Binet Intelligence Scales, Fifth Edition (SB5).

Key Insights

• Study Design: Researchers tested 256 participants aged 6 to 27 years with FXS, DS, and OID. Both the NIHTB-CB and SB5 were administered initially and again after two years. Latent change score models analyzed group-level growth in cognitive domains over this period.
• Findings Across Groups: The NIHTB-CB detected developmental gains comparable to or greater than the SB5. OID participants showed significant gains across most domains at younger ages (10 years), with continued growth at 16 years and stability into early adulthood (22 years).
• Group-Specific Patterns: FXS participants showed delayed improvements in attention and inhibitory control. DS participants had slower growth in receptive vocabulary but exhibited notable gains in working memory and attention/inhibitory control during early adulthood.

Significance

The results highlight the sensitivity of the NIHTB-CB in detecting cognitive changes over time, making it a valuable tool for assessing developmental trajectories in individuals with ID. By providing comparable or superior sensitivity to the SB5, the NIHTB-CB holds promise for use in clinical research targeting interventions or treatments for ID populations. Additionally, the group-specific findings emphasize the importance of tailored assessment approaches to account for different developmental patterns.

Future Directions

The study authors recommend further research to evaluate the NIHTB-CB’s ability to measure treatment-induced cognitive changes and to establish thresholds for clinically meaningful improvements in daily functioning. Understanding these links could enhance the tool’s application in practical and therapeutic contexts.

Conclusion

Shields et al. (2023) provide compelling evidence for the utility of the NIHTB-CB in tracking cognitive development in individuals with ID. By identifying both its strengths and areas for further exploration, this research lays the groundwork for its expanded use in clinical trials and intervention studies. This tool shows promise as a reliable and sensitive measure, particularly for diverse ID populations.

Reference:
Shields, R. H., Kaat, A., Sansone, S. M., Michalak, C., Coleman, J., Thompson, T., McKenzie, F. J., Dakopolos, A., Riley, K., Berry-Kravis, E., Widaman, K. F., Gershon, R. C., & Hessl, D. (2023). Sensitivity of the NIH Toolbox to detect cognitive change in individuals with intellectual and developmental disability. Neurology, 100(8), e778-e789. https://doi.org/10.1212/WNL.0000000000201528

[Article Review] Cognitive Abilities, Not Math Skills, Predict Wealth for Preterm Adults

Understanding Cognitive Abilities and Wealth Outcomes in Very Preterm Adults

This study, authored by Jaekel et al. (2019), examines the relationship between being born very preterm (VP) or with very low birth weight (VLBW), cognitive abilities, and wealth accumulation in adulthood. By tracking participants from birth to 26 years of age, the research provides key insights into how early cognitive abilities influence long-term economic outcomes.

Background

The study focused on a cohort of 193 VP/VLBW individuals and 217 healthy term-born individuals in Bavaria, Germany. Cognitive and mathematical abilities were assessed at the age of eight, and wealth data was collected at age 26. This longitudinal approach allowed researchers to investigate the direct and indirect effects of birth-related risks on adult wealth.

Key Insights

• Cognitive and Mathematical Differences: VP/VLBW participants demonstrated lower general cognitive and mathematical abilities compared to their healthy term-born counterparts.
• Adult Wealth Outcomes: By age 26, VP/VLBW individuals had accumulated significantly less wealth than their term-born peers.
• Impact of General Cognitive Abilities: Structural equation modeling revealed that general cognitive abilities, rather than mathematical skills, were the stronger predictor of wealth accumulation in adulthood.

Significance

The findings highlight the importance of supporting general cognitive development in children born VP/VLBW. By focusing interventions on overall cognitive abilities rather than solely on specific skills like mathematics, healthcare and educational systems can better address the long-term challenges faced by individuals at high neonatal risk. This approach could lead to improved socioeconomic outcomes and reduced disparities.

Future Directions

Future research could explore the specific mechanisms linking general cognitive abilities to wealth accumulation and identify ways to enhance early cognitive development. Studies that include more diverse populations and consider additional socioeconomic factors would also help strengthen the generalizability of these findings.

Conclusion

This research underscores the significant role of general cognitive abilities in shaping long-term economic outcomes for individuals born VP/VLBW. By addressing the challenges these individuals face early in life, targeted interventions can contribute to more equitable opportunities and improved quality of life in adulthood.

Reference:
Jaekel, J., Baumann, N., Bartmann, P., & Wolke, D. (2019). General cognitive but not mathematic abilities predict very preterm and healthy term-born adults’ wealth. PLOS ONE, 14(3), e0212789. https://doi.org/10.1371/journal.pone.0212789

[Article Review] The Impact of Growth Mind-Set Interventions on Academic Achievement

Examining the Role of Growth Mindsets in Academic Achievement

Growth mindset theories suggest that students who believe their abilities can improve through effort tend to achieve better outcomes in academics. Sisk et al. (2018) conducted two meta-analyses to assess how growth mindsets correlate with academic success and whether interventions designed to foster growth mindsets are effective in improving student achievement.

Background

Growth mindset theories, popularized by Carol Dweck, emphasize the role of beliefs about intelligence in shaping learning behaviors and outcomes. While widely embraced in education, debates about the strength and consistency of these effects have prompted researchers to evaluate the theory through meta-analytic methods. The study by Sisk et al. addresses this need, providing a comprehensive review of the evidence.

Key Insights

• Correlation Between Growth Mindsets and Achievement: The first meta-analysis found a weak overall relationship between growth mindsets and academic achievement, indicating that the connection may not be as robust as previously thought.
• Effectiveness of Interventions: The second meta-analysis revealed that interventions aimed at fostering growth mindsets had a small but positive effect on academic outcomes, particularly for students in specific groups.
• Targeted Benefits for At-Risk Students: Students from low socioeconomic backgrounds or those considered academically at risk appeared to gain more significant benefits from growth mindset interventions, suggesting the need for targeted application.

Significance

Although the overall effects identified in the meta-analyses were modest, the findings underscore the potential for growth mindset interventions to support students facing academic challenges. This research highlights the importance of considering context, such as socioeconomic factors, when evaluating the impact of psychological and educational theories on student outcomes.

Future Directions

Further research is needed to identify the conditions under which growth mindset interventions are most effective. Exploring additional moderating factors, such as cultural contexts and classroom environments, could provide deeper insights. Moreover, designing interventions tailored to specific student populations may enhance their efficacy and address disparities in academic achievement.

Conclusion

The study by Sisk et al. (2018) contributes valuable insights into the nuanced role of growth mindsets in education. While the effects may not be universal or large, their targeted application for specific groups holds promise. Continued investigation into these interventions can help refine their use and expand their impact in diverse educational settings.

Reference:
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549-571. https://doi.org/10.1177/0956797617739704