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Assessment of Attention Deficit Hyperactivity Disorder with the WISC-IV

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Abstract

This chapter describes current theories and research that informs the psychologist who plays a central role in the initial diagnosis and subsequent assessments of children with attention deficit hyperactive disorder (ADHD). Knowing the overall cognitive ability of a child with ADHD is of relevance in planning behavioral and educational programming. Current theories described in this chapter have, for example, also implicated the significance of working memory impairments in ADHD. The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) also has considerable clinical value for monitoring cognitive changes of paramount importance in determining the efficacy of medical, psychological, and educational programs. Intelligence testing plays an integral role in the assessment process. Intelligence tests like the Wechsler scales are not sufficiently sensitive to be used exclusively in making a diagnosis of ADHD or for discrimination among the various subtypes of ADHD. Clinical and educational needs may require a reexamination of a child's ability in a short span of time to confirm the first test results or to ensure an accurate diagnosis.

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... Based on the existing literature, we hypothesized that: (1) children with ADHD would reveal more significant weaknesses in subtests tapping working memory and processing speed (Parke, Thaler, Etcoff, & Allen, 2015;Schwean & Saklofske, 2005;Thaler, Bello, & Etcoff, 2013); (2) discrepancies among index scores and the presence of a pattern of low scores on the subtests included in the Bannatyne, Freedom from Distractibility Index, ACID, and SCAD profiles would demonstrate moderate accuracy to discriminate children with ADHD (Hesapçio glu et al., 2016;Mayes & Calhoun, 2006); and (3) optimal cutoff scores for the index scores discrepancies and for the composite scores of the most common WISC-III cognitive profiles would reveal more adequate sensitivity and specificity values than the traditional approach (Moura et al., 2014). ...
... The Freedom from Distractibility Index was the index score most impaired in children with ADHD (d ¼ 1.10); the three subtests with the highest effect sizes were Digit Span, Arithmetic, and Coding; the Freedom from Distractibility, ACID, SCAD and Sequential Abilities cognitive profiles are significantly reduced in children with ADHD; and approximately twothirds of children with ADHD scored lowest on Freedom from Distractibility Index or Processing Speed Index. These findings are consistent with the first hypothesis and have been extensively reported in literature (Hesapçio glu et al., 2016;Mayes & Calhoun, 2006;Parke et al., 2015;Schwean & Saklofske, 2005;Snow & Sapp, 2000;Thaler et al., 2013). ...
... The optimal cutoff scores of the most common WISC cognitive profiles revealed greater diagnostic accuracy than the traditional approach of full or partial profiles. Although the information obtained from the WISC are of significant importance in the ADHD evaluation and decision-making process (Mayes & Calhoun, 2004;Prifitera et al., 1998;Schwean & Saklofske, 2005), it needs to be viewed in the context of a more comprehensive psychological assessment that includes a clinical interview, rating scales, observation of the child behavior, and cognitive measures (e.g., executive functions, attention, and working memory), among others. Notes 1. ...
Article
This study aimed to investigate the presence of specific cognitive impairments and the diagnostic utility of the WISC-III in children with ADHD. Ninety-eight children with ADHD and 81 children without ADHD matched by age and gender (control group), between the ages of 6 and 12 years, participated in the study. Children with ADHD revealed the most pronounced deficits in the subtests tapping working memory and processing speed. Freedom from Distractibility was the cognitive profile most impaired and that showed the highest diagnostic accuracy to discriminate children with ADHD. The optimal cut-off scores of the most common WISC-III cognitive profiles revealed greater diagnostic accuracy than the traditional approach of full or partial profiles. Taken together, these results suggested that in the context of a comprehensive psychological assessment, the WISC may provide knowledge about the specific cognitive strengths and weaknesses that characterize this disorder and may be useful in the decision-making process relative to ADHD diagnosis.
... En relación a su utilidad clínica, de modo genérico, se considera que el WISC-IV es la mejor versión de las desarrolladas hasta la fecha (Prifitera, Weiss i Saklosfke, 2005;Schwean y Saklofske, 2005; Beal, Saklofske, Alloway y Prifitera, 2008) y, de modo más específico, parece especialmente relevante para ayudar en el diagnóstico de niños con TDAH (Mayes y Calhoun, 2006). A pesar de que ha habido una larga tradición, a lo largo de las distintas versiones del WISC, por intentar definir los patrones o perfiles de funcionamiento de los niños con TDAH a partir del desempeño en sus escalas, no tenemos conocimiento hasta la fecha de la existencia de estudios específicos en los cuales los clústeres del modelo CHC del WISC-IV se hayan aplicado al diagnóstico del TDAH. ...
... A pesar de que ha habido una larga tradición, a lo largo de las distintas versiones del WISC, por intentar definir los patrones o perfiles de funcionamiento de los niños con TDAH a partir del desempeño en sus escalas, no tenemos conocimiento hasta la fecha de la existencia de estudios específicos en los cuales los clústeres del modelo CHC del WISC-IV se hayan aplicado al diagnóstico del TDAH. Sin embargo, parece evidente que alguno de ellos, especialmente el de memoria a corto plazo, posee referentes potentes en los modelos teóricos explicativos del TDAH, en los cuales la memoria de trabajo es una de las funciones cognitivas más alteradas (Rapport et al., 2008;Schwean y Saklofske, 2005). ...
... El último índice propuesto para diferenciar a los niños TDAH es la diferencia entre la suma de las escalas de Comprensión Verbal y Razonamiento Perceptivo, que conforman el índice GAI (General Ability Index), frente a la suma de las escalas de Memoria de Trabajo y Velocidad de Procesamiento, que forman el índice CPI (Cognitive Proficiency Index). En la propuesta clínica del WISC-IV se presupone que los niños con TDAH presentan una mayor afectación del índice CPI en comparación con el GAI (Schwean y Saklofske, 2005). Sin embargo, Devena y Watkins (2012), utilizando curvas ROC, encontraron que la discrepancia entre los índices GAI y CPI no era una medida lo suficientemente precisa para identificar a los niños con TDAH. ...
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Full-text available
Resumen El objetivo del trabajo es definir el patrón de rendimiento sobre el WISC-IV de una muestra de niños con trastorno por déficit de atención e hi-peractividad (TDAH). El WISC-IV se aplicó a una muestra de 74 niños con TDAH entre los 6 y los 12 años (76% varones). No hubo diferencias significativas entre los distintos subtipos de TDAH sobre las medidas del WISC-IV. Las puntuaciones de nuestra muestra clínica se compararon con la muestra TDAH y la muestra control utilizadas en la estandarización del WISC-IV. Mientras que apenas se detectaron diferencias entre las dos muestras clínicas TDAH, nuestra muestra TDAH se diferenció de la muestra control en los índices de Memoria de Trabajo (MT) y Velocidad de Procesamiento (VP), pero no en los de Comprensión Verbal (CV) y Razonamiento Perceptivo (RP). Asimismo, la muestra TDAH reclutada en el pre-sente estudio mostró un perfil de rendimiento inferior en el índice CPI (MT y VP) que en el índice GAI (CV y RP) con un tamaño del efecto grande. Igualmente el clúster de memoria a corto plazo presentó una puntuación inferior a otros cinco clústeres derivados de la teoría Cattell-Horn-Carroll, con tamaños del efecto grandes. Finalmente, las puntuaciones observadas en los perfiles FID y SCAD fueron significativamente inferiores a las esperadas. Por tanto, pese a las limitaciones del presente trabajo, los datos apuntan a que los diferentes índices y perfiles derivados del WISC-IV podrían ser una herramienta clínica útil para ayudar a los clínicos en el diagnóstico del TDAH. Palabras clave: WISC-IV, TDAH, perfiles. Abstract Performance pattern analysis of a sample of children with ADHD using WISC-IV. The aim of this study is to define the pattern of performance of a sample of children with Attention/Deficit Hyperactivity Disorder (ADHD) on the WISC-IV. A sample of 74 ADHD children from 6 to 12 years (76% male) was assessed with the WISC-IV. There were no significant differences between the ADHD subtypes on the WISC-IV measures. Scores of our clinical sample were compared with the ADHD and control samples used in the WISC-IV standardization process. Even though few differences were detected between the two ADHD clinical samples, our ADHD sample differed from the control sample in the Working Memory (WM) and Processing Speed (PS) indexes, but not in Verbal Comprehension (VC) and Perceptual Reasoning (PR). Furthermore, the ADHD sample recruited in the current study showed a lower performance profile on the CPI index (WM and PS) compared to the GAI index (VC and PR), with a large effect size. Likewise, the short-term memory cluster showed a lower score than the other five clusters from the Cattell-Horn-Carroll theory, with large effect sizes. Finally the scores observed in the FFD and SCAD profiles were significantly lower than expected. Therefore, despite the limitations of the study, the present data suggest that the different indexes and profiles derived from the WISC-IV might be useful tools for aiding clinicians in the diagnosis of ADHD. Performance pattern analysis of a sample of children with ADHD using WISC-IV El trastorno por déficit de atención e hiperactividad (TDAH) es un trastorno del neurodesarrollo que clínicamente se define por conductas de falta de atención, impulsividad y sobreactividad (Aso-ciación Americana de Psiquiatría, 2013). Sin embargo, los modelos explicativos del trastorno tradicionalmente se han centrado en aspec-tos del funcionamiento cognitivo, ya sea, por un lado, la atención sos-tenida como, por otro lado, las funciones ejecutivas relacionadas con la memoria de trabajo, la velocidad de procesamiento y, en general, con el procesamiento de la información (Barkley, 1997; Calhoun y Mayes, 2005; Thaler, Bello y Etcoff, 2013). La medida de estas disfun-ciones en el TDAH ha resultado frecuentemente dificultosa. Entre el abanico de tests de funcionamiento cognitivo disponi-ble en el mercado, los más conocidos son las escalas de Wechsler, siendo en la actualidad la cuarta edición de la escala de inteligen-cia para niños de Wechsler (WISC-IV; Wechsler, 2003; y su adapta-ción española de 2005) la medida de inteligencia más utilizada en el
... En relación a su utilidad clínica, de modo genérico, se considera que el WISC-IV es la mejor versión de las desarrolladas hasta la fecha (Prifitera, Weiss i Saklosfke, 2005;Schwean y Saklofske, 2005; Beal, Saklofske, Alloway y Prifitera, 2008) y, de modo más específico, parece especialmente relevante para ayudar en el diagnóstico de niños con TDAH (Mayes y Calhoun, 2006). A pesar de que ha habido una larga tradición, a lo largo de las distintas versiones del WISC, por intentar definir los patrones o perfiles de funcionamiento de los niños con TDAH a partir del desempeño en sus escalas, no tenemos conocimiento hasta la fecha de la existencia de estudios específicos en los cuales los clústeres del modelo CHC del WISC-IV se hayan aplicado al diagnóstico del TDAH. ...
... A pesar de que ha habido una larga tradición, a lo largo de las distintas versiones del WISC, por intentar definir los patrones o perfiles de funcionamiento de los niños con TDAH a partir del desempeño en sus escalas, no tenemos conocimiento hasta la fecha de la existencia de estudios específicos en los cuales los clústeres del modelo CHC del WISC-IV se hayan aplicado al diagnóstico del TDAH. Sin embargo, parece evidente que alguno de ellos, especialmente el de memoria a corto plazo, posee referentes potentes en los modelos teóricos explicativos del TDAH, en los cuales la memoria de trabajo es una de las funciones cognitivas más alteradas (Rapport et al., 2008;Schwean y Saklofske, 2005). ...
... El último índice propuesto para diferenciar a los niños TDAH es la diferencia entre la suma de las escalas de Comprensión Verbal y Razonamiento Perceptivo, que conforman el índice GAI (General Ability Index), frente a la suma de las escalas de Memoria de Trabajo y Velocidad de Procesamiento, que forman el índice CPI (Cognitive Proficiency Index). En la propuesta clínica del WISC-IV se presupone que los niños con TDAH presentan una mayor afectación del índice CPI en comparación con el GAI (Schwean y Saklofske, 2005). Sin embargo, Devena y Watkins (2012), utilizando curvas ROC, encontraron que la discrepancia entre los índices GAI y CPI no era una medida lo suficientemente precisa para identificar a los niños con TDAH. ...
Article
Full-text available
Resumen El objetivo del trabajo es definir el patrón de rendimiento sobre el WISC-IV de una muestra de niños con trastorno por déficit de atención e hi-peractividad (TDAH). El WISC-IV se aplicó a una muestra de 74 niños con TDAH entre los 6 y los 12 años (76% varones). No hubo diferencias significativas entre los distintos subtipos de TDAH sobre las medidas del WISC-IV. Las puntuaciones de nuestra muestra clínica se compararon con la muestra TDAH y la muestra control utilizadas en la estandarización del WISC-IV. Mientras que apenas se detectaron diferencias entre las dos muestras clínicas TDAH, nuestra muestra TDAH se diferenció de la muestra control en los índices de Memoria de Trabajo (MT) y Velocidad de Procesamiento (VP), pero no en los de Comprensión Verbal (CV) y Razonamiento Perceptivo (RP). Asimismo, la muestra TDAH reclutada en el pre-sente estudio mostró un perfil de rendimiento inferior en el índice CPI (MT y VP) que en el índice GAI (CV y RP) con un tamaño del efecto grande. Igualmente el clúster de memoria a corto plazo presentó una puntuación inferior a otros cinco clústeres derivados de la teoría Cattell-Horn-Carroll, con tamaños del efecto grandes. Finalmente, las puntuaciones observadas en los perfiles FID y SCAD fueron significativamente inferiores a las esperadas. Por tanto, pese a las limitaciones del presente trabajo, los datos apuntan a que los diferentes índices y perfiles derivados del WISC-IV podrían ser una herramienta clínica útil para ayudar a los clínicos en el diagnóstico del TDAH. Palabras clave: WISC-IV, TDAH, perfiles. Abstract Performance pattern analysis of a sample of children with ADHD using WISC-IV. The aim of this study is to define the pattern of performance of a sample of children with Attention/Deficit Hyperactivity Disorder (ADHD) on the WISC-IV. A sample of 74 ADHD children from 6 to 12 years (76% male) was assessed with the WISC-IV. There were no significant differences between the ADHD subtypes on the WISC-IV measures. Scores of our clinical sample were compared with the ADHD and control samples used in the WISC-IV standardization process. Even though few differences were detected between the two ADHD clinical samples, our ADHD sample differed from the control sample in the Working Memory (WM) and Processing Speed (PS) indexes, but not in Verbal Comprehension (VC) and Perceptual Reasoning (PR). Furthermore, the ADHD sample recruited in the current study showed a lower performance profile on the CPI index (WM and PS) compared to the GAI index (VC and PR), with a large effect size. Likewise, the short-term memory cluster showed a lower score than the other five clusters from the Cattell-Horn-Carroll theory, with large effect sizes. Finally the scores observed in the FFD and SCAD profiles were significantly lower than expected. Therefore, despite the limitations of the study, the present data suggest that the different indexes and profiles derived from the WISC-IV might be useful tools for aiding clinicians in the diagnosis of ADHD. Performance pattern analysis of a sample of children with ADHD using WISC-IV El trastorno por déficit de atención e hiperactividad (TDAH) es un trastorno del neurodesarrollo que clínicamente se define por conductas de falta de atención, impulsividad y sobreactividad (Aso-ciación Americana de Psiquiatría, 2013). Sin embargo, los modelos explicativos del trastorno tradicionalmente se han centrado en aspec-tos del funcionamiento cognitivo, ya sea, por un lado, la atención sos-tenida como, por otro lado, las funciones ejecutivas relacionadas con la memoria de trabajo, la velocidad de procesamiento y, en general, con el procesamiento de la información (Barkley, 1997; Calhoun y Mayes, 2005; Thaler, Bello y Etcoff, 2013). La medida de estas disfun-ciones en el TDAH ha resultado frecuentemente dificultosa. Entre el abanico de tests de funcionamiento cognitivo disponi-ble en el mercado, los más conocidos son las escalas de Wechsler, siendo en la actualidad la cuarta edición de la escala de inteligen-cia para niños de Wechsler (WISC-IV; Wechsler, 2003; y su adapta-ción española de 2005) la medida de inteligencia más utilizada en el
... Diagnostic criteria for this condition included observable disruptive behavioral excesses. Coinciding with scientific advancements in the field of ADHD, each subsequent edition of the DSM has substantially revised both the nomenclature and nosology of this disorder (Schwean & Saklofske, 2005). The 1980 revision of the DSM (DSM-III), reflected advances in research, demonstrating that subtle cognitive deficits in response inhibition and attention were more prominent and reliable indicators of ADD than were motor excesses; it also suggested subtypes differentiated by the presence or absence of hyperactivity (Schwean & Saklofske, 2005). ...
... Coinciding with scientific advancements in the field of ADHD, each subsequent edition of the DSM has substantially revised both the nomenclature and nosology of this disorder (Schwean & Saklofske, 2005). The 1980 revision of the DSM (DSM-III), reflected advances in research, demonstrating that subtle cognitive deficits in response inhibition and attention were more prominent and reliable indicators of ADD than were motor excesses; it also suggested subtypes differentiated by the presence or absence of hyperactivity (Schwean & Saklofske, 2005). This differentiation of subtypes was abandoned, however, in the 1987 edition (DSM-III-R) because of a lack of empirical support, and instead a general attention-deficit hyperactivity disorder (ADHD) characterized by developmentally inappropriate degrees of inattention, impulsivity, and hyperactivity was included (Schwean & Saklofske, 2005). ...
... The 1980 revision of the DSM (DSM-III), reflected advances in research, demonstrating that subtle cognitive deficits in response inhibition and attention were more prominent and reliable indicators of ADD than were motor excesses; it also suggested subtypes differentiated by the presence or absence of hyperactivity (Schwean & Saklofske, 2005). This differentiation of subtypes was abandoned, however, in the 1987 edition (DSM-III-R) because of a lack of empirical support, and instead a general attention-deficit hyperactivity disorder (ADHD) characterized by developmentally inappropriate degrees of inattention, impulsivity, and hyperactivity was included (Schwean & Saklofske, 2005). In line with the findings of factor analytic studies supporting the differentiation of two factors (inattention and hyperactive-impulsive) and ...
Article
Attention Deficit Hyperactivity Disorder is among the most commonly diagnosed childhood disorders, with symptoms that can cause significant difficulties in the educational setting. Deficits related to working memory and processing speed are thought to be a core feature of ADHD. As such, research using traditional measures of cognitive functioning has shown that children diagnosed with ADHD tend to perform poorly on measures of processing speed and working memory, relative to non-ADHD individuals and relative to measures of other cognitive abilities. Psychostimulant medication is a common treatment for ADHD and research overwhelmingly supports its positive impact on behavior and concentration; however, research related to its impact on cognitive functioning is sparse and findings have been equivocal. The major purpose of the current study was to determine whether or not there are significant differences in the cognitive profiles of individuals with ADHD relative to non-ADHD controls. Of particular interest was the functioning of children with ADHD on measures of processing speed and working memory relative to non-ADHD children and relative to measures of other cognitive abilities. Furthermore, this study was designed to investigate the effects of medication on the performance of ADHD subjects on measures of cognitive functioning. The results of this study found that students with ADHD did perform significantly lower on measures of processing speed and working memory on the WISC-IV relative to non-ADHD subjects and relative to measures of verbal and nonverbal reasoning skills. This lends support to previous research and hypotheses, indicating that working memory and processing speed deficits are a core feature of ADHD. This study did not find significant differences between students who were medicated relative to those who were not on overall IQ, Index, or Subtest scores of the WISC-IV. On the other hand, nonmedicated ADHD subjects were more likely than medicated ADHD subjects to display GAI scores greater than WMI, which provides some support for the positive effects of medication on working memory, although much more research is needed to make this claim. No support for positive medication effects on processing speed was found in this study.
... The Wechsler intelligence scores are also associated with ADHD. The term "ACID" is a pattern, which consists of arithmetic, coding, information and digit span subtests (formed from initial letters of subtests) (Schwean & Saklofske 2005;Devena & Watkins 2012). Individuals diagnosed with ADHD had lower scores in arithmetic, coding, information, and digit span subtests, i.e. ...
... They also reported that the ACID and Bannatyne patterns contributed to distinguish clinical samples from normal samples but had limited use in differentiating ADHD diagnosis (Prifitera & Dersh 1993). In the other studies, aritmethic, coding, information and digit span subtests were within the subtests having the lowest scores in samples with both ADHD and ADHD with comorbid SLD but that there wasn't statistically significant difference between two groups (Albers 1998, Schwean & Saklofske 2005. In our study, the reason why there was no significant difference in ACID pattern may be associated with groups that have different scores on information subtest. ...
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Objective: The aim of this study is to evaluate the predictive value of intelligence quotients scores (IQs), subtests of Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman's and Bannatyne's categories scores which are the sums of subtests of WISC-R in attention deficit hyperactivity disorder (ADHD). Another aim is to examine the difference of some neurocognitive skills between the children with ADHD and their unaffected peers by WISC-R subtests. Method: WISC-R's subtest and IQ scores, and scores of Kaufman's and Bannatyne's categories of the children who were diagnosed with only ADHD were compared with the same scores of the children who were in healthy control group (N= 111) and were in ADHD with co morbidity group (N= 82). Results: It was found that the subtest scores (vocabulary, comprehension, digit span, picture completion and block design) of the children with only ADHD and ADHD with comorbidity were significantly lower than healthy group. It was observed that subtests of comprehension (Wald= 5.47, df= 1, p=0.05), digit span (Wald= 16.79, df= 1, p=0.001) and picture completion (Wald= 5.25, df= 1, p=0.05) predicted significantly ADHD. In addition, the categories of freedom from distractibility (Wald= 8.22, df= 1, p=0.01) and spatial abilities (Wald= 12.22, df= 1, p<0.0001) were predictive for ADHD in this study. Conclusion: Problem solving abilities in social processes, auditory short-term memories, visual-spatial abilities and visual configuration abilities of the children with ADHD was observed to be lower than their healthy peers. It was thought that in WISC-R's profile analysis, the categories of freedom from distractibility and spatial abilities can be distinctive in ADHD diagnose.
... Grégoire (2009Grégoire ( , 2019 has put forward the hypothesis that this difference could be due to better attention control in girls than in boys. The processing speed tests, in particular that of Coding, are in fact the least successful, with children suffering from attention deficit disorders and concentration issues (Schwean and Saklofske 2005;Mayes and Calhoun 2006). Interestingly, epidemiological studies show that attention deficit and hyperactivity disorder are more common among boys than girls at a 2:1 ratio (American Psychiatric Association 2022). ...
Article
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The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6-to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.
... Grégoire (2009Grégoire ( , 2019 has put forward the hypothesis that this difference could be due to better attention control in girls than in boys. The processing speed tests, in particular that of Coding, are in fact the least successful, with children suffering from attention deficit disorders and concentration issues (Schwean and Saklofske 2005;Mayes and Calhoun 2006). Interestingly, epidemiological studies show that attention deficit and hyperactivity disorder are more common among boys than girls at a 2:1 ratio (American Psychiatric Association 2022). ...
Article
Full-text available
Many representations are circulating on the differences in cognitive skills according to gender. These social representations influence the attitudes of parents and teachers and can have important consequences in terms of educational guidance. The WISC-V gave us the opportunity to exa- mine these representations based on the performances of a large sample of children between 6 to 16, representative of the French population. WISC-V standardization data did not support the stereotypes that cir- culate about the intellectual skills of girls and boys. Some statistically si- gnificant differences were observed, but were generally small with no practical implications. The only biggest difference was to the advantage of girls. It concerns performance in speed tasks that require a high control of attention and oculomotor coordination.
... Pour notre part (Grégoire, 2009(Grégoire, , 2019, nous avons avancé l'hypothèse que cette différence pourrait être due à un meilleur contrôle attentionnel chez les filles que chez les garçons. Les épreuves de vitesse de traitement, en particulier, celle de Code, sont en effet les moins bien réussies par les enfants souffrant de troubles de l'attention et de la concentration (Schwean & Saklofske, 2005 ;Mayes & Calhoun, 2006). Or, les études épidémiologiques montrent que le déficit de l'attention et l'hyperactivité sont plus fréquents chez les garçons que chez les filles, le taux de prévalence étant de 2/1 (American Psychiatric Association, 2015). ...
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De nombreuses représentations circulent à propos des différences de compétences cognitives en fonction du genre. Ces représentations sociales influencent les attitudes des parents et des enseignants, et peuvent avoir d'importantes conséquences en termes d'orientation scolaire. La publication du WISC-V nous offre l'opportunité d'examiner ces représentations sur la base des performances d'un important échantillon de jeunes de six à 16 ans représentatif de la population française. Les données d'étalonnage du WISC-V ne confirment pas les stéréotypes qui circulent à propos de compétences intellectuelles des filles et des garçons. Quelques différences statistiquement significa-tives subsistent, mais elles sont généralement d'ampleur réduite, sans implication pratique. La seule différence de taille plus importante est à l'avantage des filles. Elle concerne les performances dans les tâches de vitesse de traitement qui demandent un important contrôle de l'attention et de la coordination oculomotrice. Many representations are circulating on the differences in cognitive skills according to gender. These social representations influence the attitudes of parents and teachers and can have important consequences in terms of educational guidance. The WISC-V gave us the opportunity to examine these representations based on the performances of a large sample of children between 6 to 16, representative of the French population. WISC-V standardization data did not support the stereotypes that circulate about the intellectual skills of girls and boys. Some statistically significant differences were observed, but were generally small with no practical implications. The only biggest difference was to the advantage of girls. It concerns performance in speed tasks that require a high control of attention and oculomotor coordination.
... Some researchers have suggested that Wechsler Intelligence Scales for Children (WISC) score patterns could be valuable indicators for attention-deficit hyperactivity disorder (ADHD) assessment (Flanagan & Kaufman, 2009;Mayes & Calhoun, 2004;Schwean & Saklofske, 2005). Specifically, it has been hypothesized that children with ADHD are characterized by lower Processing Speed Index (PSI) or Working Memory Index (WMI) scores than children who do not have ADHD (Mayes & Calhoun, 2006;Thaler, Bello, & Etcoff, 2013). ...
Article
The factorial structure of the WISC-IV for 859 Spanish children diagnosed with ADHD was examined. A bifactor model with the four-factors first identified by Wechsler (2003a) was the best fit to the data. The Coding and Symbol Search subtests were particularly poor measures of g but relatively strong measures of the Processing Speed factor. In contrast, the Block Design (BD) and Picture Concepts (PC) subtests were relatively strong measures of g but weak measures of the Perceptual Reasoning factor. In fact, 80% of the BD variance and 97.8% of the PC variance and was due to the general factor. Additionally, the Wechsler bifactor model was invariant across ADHD-Combined and ADHD-Inattentive groups, permitting a direct comparison of WISC-IV across children diagnosed with these subtypes of ADHD. Only the FSIQ exhibited robust estimates of reliability ( = .85 and h = .70). In contrast, the group factor scores were unreliable measures of their proposed underlying factors (hs coefficients ranging from .14 to .50). It is unlikely that WISC-IV index score profiles can validly contribute to ADHD assessments. Consequently, clinicians must produce psychometric evidence to justify the interpretation of Wechsler score profiles for children with ADHD.
... A low score on the FFD index is thought to be a possible indicator of ADHD, and some studies have supported this finding (Anastopoulos et al 1994, Mayes et al 1998. Subsequent studies investigated other profiles, including ACID (Arithmetic, Coding, Information, and Digit Span subtests, which was generated from both the WISC-R and WISC-III subtests), SCAD (Symbol Search, Coding, Arithmetic, and Digit Span), Bannatyne categories, and ipsative approaches (Bannatyne 1979, Naglieri and Paolitto 2005, Schwean and Saklofske 2005, Snow and Sapp 2000, Tural-Hesapcioglu et al 2016. ...
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Objective: This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. Methods: A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). Results: There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Conclusion: Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD - there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.
... However, the mean Full Scale IQ scores of individuals with AD/HD do not refl ect this impairment. Although individuals with AD/ HD often display unique areas of defi cit on common measures of intelligence such as the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003 ), the effect size of this difference is not large, nor is it commensurate with their demonstrated EF defi cits (Mayes & Calhoun, 2006 ;Schwean & McCrimmon, 2008 ;Schwean & Saklofske, 2005 ). Thus, although individuals may demonstrate an EF defi cit, they do not necessarily demonstrate an equivalent IQ defi cit (Schwean, Saklofske, Yackulic, & Quinn, 1993 ;Swanson et al., 1997 ). ...
Chapter
Cognitive functioning and differences in cognitive functioning between persons with Autism relative to typically developing persons will be the focus of this chapter. There is a massive literature on how these cognitive styles are assessed. This topic along with a description of differences and similarities of executive function from persons in the general population compared to persons with Autism will be discussed.
... DEHB' de ayırt edici olarak görülen ACID' de aynı puanları (ek olarak genel bilgi puanı) içermektedir. 13,14 Farklı terimlerle anılan bu puanlar grubu, WÇZÖ-R'nin dikkati ölçen puanları olarak kabul görmektedir. ...
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Objective: To demonstrate the applicability of the Kaufman factors and Bannatyne categories to samples of Turkish children; and to test the validity of the Kaufman factors, which are specifically used in attention deficit hyperactivity disorder (ADHD), and Bannatyne categories, specifically used in specific learning disability (SLD). Method: Study sample consisted of an ADHD group (191 boys within 72-140 months age range), SLD group (21 boys within 76-131 months age range) and control group (117 boys within 70-143 months age range). Exclusion criteria were comorbidity, medication affecting cognitive processes, uncorrected visual and/or auditory defects, and intelligence quotient outside the 90-119 range. Trained psychologists administered Wechsler Intelligence Scale for Children- Text Revised (WISC-TR) to those volunteering children whose parents gave informed consent for participation in the study. Results: The cumulative variances (principal component analysis) for the 2-factor (Wechsler classification), 3-factor (Kaufman factors) and 4-factor (Bannatyne categories) models were low to medium. According to the fitness indexes, the concordance between the data and the model were, for all three models, below acceptable levels (confirmatory factor analysis). Conclussion: The factors and categories in the Kaufman, Bannatyne and Wechsler models are not applicable to samples of Turkish children. This conclusion is also supported in the ADHD group by the disorganized nature of the scores that loaded on attention-related factors (Kaufman’s Freedom from Distractibility factor and Bannatyne’s Sequencing category).
... A low score on the FFD index is thought to be a possible indicator of ADHD, and some studies have supported this finding (Anastopoulos et al 1994, Mayes et al 1998. Subsequent studies investigated other profiles, including ACID (Arithmetic, Coding, Information, and Digit Span subtests, which was generated from both the WISC-R and WISC-III subtests), SCAD (Symbol Search, Coding, Arithmetic, and Digit Span), Bannatyne categories, and ipsative approaches (Bannatyne 1979, Naglieri and Paolitto 2005, Schwean and Saklofske 2005, Snow and Sapp 2000, Tural-Hesapcioglu et al 2016. ...
Article
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Objective: This study aimed to examine the cognitive profiles of children with Attention Deficit and Hyperactivity Disorder (ADHD) with the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV), the latter of which was recently standardized in Turkey. In addition, the reading abilities and intelligence scores of these children were also investigated. Methods: A total of 48 children with ADHD between the ages of 6 and 16 years who were outpatients in Muş State Hospital were included in this study. The children were administered the WISC-R, the WISC-IV, and the Oral Reading Skills and Reading Comprehension Test (ORCT). Results: There were no significant differences between the WISC-R IQ scores and WISC-IV index scores. Moreover, reading comprehension skills (derived from ORCT scores) were predicted with significant accuracy by both the WISC-R Verbal IQ and the WISC-IV WMI (Working Memory Index). Conclusion: Results of this study suggest that the WISC-R and the WISC-IV scale are not sufficient for obtaining a specific cognitive profile for ADHD – there is no significant difference between them. However, the four-factor structure of the WISC-IV is believed to provide more specific information. In addition, results of this study related to reading skills indicate that the importance of reading skills should not be overlooked when assessing children with ADHD.
... The addition of the Symbol Search subtest to the WISC-III and WAIS-III allowed the PSI factor to emerge. Subsequent research indicates that the PSI is sensitive to a variety of neuropsychological conditions, including traumatic brain injury (Kennedy, Clement, & Curtiss, 2003), epilepsy (Berg et al., 2008), multiple sclerosis (Forn, Belenguer, Parcet-Ibars, & Á vila, 2008) and Attention Deficit/Hyperacticity Disorder (Schwean & Saklofske, 2005). Research also indicates that processing speed may play a central role in age-related changes in intellectual ability (Salthouse, 2000). ...
Article
The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) is the latest revision of Wechsler's adult intelligence scales, the most widely used tests of intelligence for adults. It represents a continuing tradition of change and innovation that has been most evident in recent revisions of the scale. This chapter provides an overview of the scale's historical and contemporary foundations. The Wechsler Adult Intelligence Scale-Fourth Edition reflects the culmination of over 70 years of progressive revisions to the Wechsler line of adult intelligence measures. Wechsler's foresight in defining intelligence in practical terms has allowed the very flexibility needed for ongoing revisions to his intelligence scales in light of advances in theory, research, and the measurement of intelligence. The most recent editions of the Wechsler intelligence scales have involved dramatic changes based on burgeoning research advances in neuropsychology, cognitive neuroscience, and contemporary intelligence theory, as well as increasing sophistication in psychological measurement. Despite these substantial innovations, some critics perpetuate the myth that the Wechsler intelligence scales are outdated or atheoretical. This chapter elaborates on Wechsler's views about intelligence and the progressive adaptations to his intelligence scales in light of contemporary theory and research.
... Students diagnosed with LD or AD/H/D may be more likely to experience problems with working memory, as suggested by significantly lower scores on this index. Schwean and Saklofske (2005) summarized the results of several studies of children and adolescents with AD/HD suggesting that they tended to earn their lowest scores on the WM composite. This finding was also replicated in the clinical group studies reported in the WISC-III and WISC-IV Technical Manuals (Wechsler, 1991(Wechsler, , 2003 and the Canadian WISC-IV standardization project, with WM producing the largest effect size of the four index scores between the LD and match control groups. ...
Article
Following the lead of the WISC-IV, the WAIS-IV (Wechsler) has taken bold new steps to bring modern clinical research on working memory and processing speed to the forefront of the Wechsler model. In Wechsler's original model, verbal intelligence (VIQ) and performance intelligence (PIQ) combined to form full-scale intelligence (FSIQ). His original model included, as part of the VIQ, two subtests designed to measure what is now called working memory (i.e., Arithmetic and Digit Span). Similarly, the original model included, as part of the PIQ, one subtest designed to measure what is now called processing speed (i.e., Coding). Over the years, the Wechsler model has systematically expanded the domain coverage of the FSIQ to more fully represent these clinically important constructs. Other advances include revision of the verbal subtests to include more verbal reasoning than crystallized knowledge, and the revision of the performance subtests to include more fluid reasoning than visual spatial skills. The focus of interpreting the WAIS-IV now rests solidly on a four-factor structure that is grounded in a wide body of research in clinical neuropsychology.
... However, previous research has demonstrated that WISC-III subtest and factor scores of children with ADHD taking methylphenidate (Ritalin) did not significantly differ from children with ADHD in a placebo condition (Schwean et al., 1993). Based on these findings, researchers have suggested that methylphenidate would similarly not impact test performance on the WISC-IV (Schwean & Saklofske, 2005). However, the effects of other ADHD medication other than Ritalin on test performance have not been determined. ...
... There is ample research evidence that many individuals, such as those with Attention-Deficit/Hyperactivity Disorder (ADHD), demonstrate consistent EF deficits (Barkley, 1995(Barkley, , 1997Pennington, Grossier, & Welsh, 1993); however, their mean full scale IQ scores do not reflect this deficit. Although individuals with ADHD often display deficits on common measures of intelligence such as the Wechsler Intelligence Scale for Children -Fourth Edition (WISC-IV;Wechsler, 2003), the effect size of this difference is not large nor is it commensurate with their demonstrated EF deficits (Mayes & Calhoun, 2006;Schwean & McCrimmon, 2008;Schwean & Saklofske, 2005). ...
Article
Deficits in executive functioning (EF) have been proposed to underlie the behavioural patterns of individuals with an autism spectrum disorder. Researchers have shown that the Asperger's syndrome (AS) population performs more poorly than typically developing controls on many EF tasks. However, the research literature is inconsistent in identifying the specific features or aspects of EF that are affected in this population. This study investigated EF in AS using a bottom-up empirical method. Four visually mediated and three verbally mediated EF tasks from the Delis–Kaplan Executive Functioning System were administered to 33 adolescents with AS and 33 age- and gender-matched controls. Two-step cluster analysis was then used to derive subgroups. Diagnostic composition of these subgroups (AS versus control) was examined to provide empirical evidence of a performance bias towards verbal EF for the AS group. A two cluster solution best fits the data with 73% of the AS participants being classified into one cluster and 64% of the control participants classified into another. Assignment into cluster A was based primarily upon low performance on the four visual EF tasks whereas assignment into cluster B was based primarily upon good performance on the four visual EF tasks and one verbal EF task.
... Schwean u. Saklofske [29] wiesen darauf hin, dass auf der Basis eines HA-WIK-IV-Befunds weder eine ADHS-Diagnosestellung noch eine Unterscheidung von Subtypen erfolgen können. Dennoch lässt sich aus dem Profil ein individuelles Muster von Stärken und Schwächen ableiten, das wesentliche Impulse für die Therapieplanung geben kann. ...
Article
Der HAWIK-IV [Hamburg-Wechsler-Intelligenztest für Kinder IV, deutsche Bearbeitung der WISC-IV (Wechsler Intelligence Scale for Children)] stellt im Vergleich zum Vorgänger HAWIK-III eine grundlegende Revision dar, die durch die Entwicklung neuer Untertests und die Einführung von 4 Indizes zur Interpretation des Leistungsprofils geprägt ist. Dadurch ergibt sich die Frage nach der Anwendbarkeit bei klinischen und pädagogischen Fragestellungen. Dem durch Diskrepanzanalysen ermittelten individuellen Stärken- und Schwächenprofil können bereits wichtige Hinweise auf zugrunde liegende Störungsbilder und Komorbiditäten sowie Förderansätze entnommen werden. Der Einsatz des HAWIK-IV bei verschiedenen pädiatrischen und kinderpsychiatrischen Fragestellungen wird am Beispiel von Kindern mit Lese- und Rechtschreibstörung, Aufmerksamkeitsdefizit-Hyperaktivitäts-Störung (ADHS) und Hochbegabung diskutiert. The HAWIK-IV [Hamburg-Wechsler intelligence test for children IV, the German version of the WISC-IV (Wechsler Intelligence Scale for Children)], is a fundamental revision of its predecessor, HAWIK-III, characterized by the development of new sub-tests and the introduction of 4 indices for the interpretation of intelligence profiles. Thus, the question of its application in clinical and pedagogic settings arises. Individual strengths and weaknesses identified by means of discrepancy analyses are already able to provide information pointing to underlying disorders and comorbidities, as well as promotion approaches. The use of HAWIK-IV in pediatrics and pediatric psychiatry is discussed using children with dyslexia or attention deficit-hyperactivity syndrome (ADHD), as well as highly gifted children as examples.
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A review of clinical records was conducted for children with developmental, emotional, and behavioral difficulties who were assessed with both the Wechsler preschool and primary scale of intelligence-third edition (WPPSI-III CDN ; Wechsler, 2004) and the Leiter international performance scale-revised (Leiter-R; Roid & Miller, 1997) within the same psychological evaluation. Forty children, ages 3–7, were included in this study. Pearson correlations showed that the IQ scores of the two instruments are strongly related ( r > .70; p < .001). However, paired t-tests showed that overall Leiter-R scores ( M = 99.03) were significantly higher than WPPSI-III CDN scores (PIQ; M = 82.28, FSIQ; M = 75.24) ( p < .001). The discrepancies between the instrument’s scores were clinically important as the use of only one of the two instruments could result in misclassification of child intellectual ability. These results should prompt professionals working with this clinical population to be cautious when using results from a single instrument in a child’s intellectual evaluation.
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El trastorno por déficit de atención/hiperactividad (TDAH) se caracteriza por un patrón persistente de inatención y/o hiperactividad/ impulsividad que interfiere negativamente con el desarrollo y el normal funcionamiento social, académico y ocupacional de quien lo padece. La literatura revisada muestra que no hay diferencias significativas en el Cociente de Inteligencia Total entre personas con TDAH y la población con desarrollo típico, pero el rendimiento en las pruebas Memoria de Trabajo y Velocidad de Procesamiento es menor. El objetivo de este estudio es conocer si existen diferencias en el perfil intelectual, medido con el WISC-IV, en una muestra clínica de 234 niños con TDAH y de 230 niños con Trastorno del Aprendizaje (TA), con el objetivo de favorecer la realización del diagnóstico diferencial entre ambos. Los resultados mostraron que ni los niños con TDAH ni con TA tenían una inteligencia más baja de lo esperado.
Chapter
In this chapter we cover advanced topics related to interpretation of the five primary index scores. We conduct a detailed analysis of the cognitive constructs assessed by each of the indexes, how each is related to intelligence through models of cognitive information processing and neuroscience, and how the various cognitive abilities interact with one another and the executive functions in the service of solving problems in real life. We remind psychologists that while an understanding of the abilities being tapped by the index and subtest scores are fundamental to using this test, these scores must also be placed in the larger context of each child and their “world.” There are a huge number of endogenous factors such as genetics and a host of external factors such as culture and education that impact not only the growth and expression of intelligence, but also performance on intelligence tests.
Chapter
This chapter emphasizes the relevance of the WISC-IV index scores in clinical evaluation and in the assessment of students with cognitive disorders that impair psychological and educational functioning. It also focuses on the interactive nature of the index scores and considers the clinical richness of the subtests comprising them. It examines the controversial area of the relevance of intelligence tests in the assessment of learning disabilities. The top–down and bottom–up approach can be used in an interactive or reciprocal way to explore various clinical interpretations. The FSIQ can be a clinically meaningful summary of a child's overall cognitive functioning; an examination of the ‘‘parts'’ can also provide meaning and insight to the assessment process. The large and uncommon discrepancies among index scores may provide the most clinically interesting and useful information of relevance to the assessment protocol. Hence, a major shift from the WISC-III to the WISC-IV is that the index scores have become the primary level of clinical interpretation. The WISC-IV can certainly contribute to a better understanding of the child from a cognitive perspective, in the context of a multimethod and continuous approach to assessment.
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Objective: The aim of this study is to evaluate the predictive value of intelligence quotients scores (IQs), subtests of Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman’s and Bannatyne’s categories scores which are the sums of subtests of WISC-R in attention deficit hyperactivity disorder (ADHD). Another aim is to examine the difference of some neurocognitive skills between the children with ADHD and their unaffected peers by WISC-R subtests. Method: WISC-R’s subtest and IQ scores, and scores of Kaufman’s and Bannatyne’s categories of the children who were diagnosed with only ADHD were compared with the same scores of the children who were in healthy control group (N= 111) and were in ADHD with co morbidity group (N= 82). Results: It was found that the subtest scores (vocabulary, comprehension, digit span, picture completion and block design) of the children with only ADHD and ADHD with comorbidity were significantly lower than healthy group. It was observed that subtests of comprehension (Wald= 5.47, df= 1, p=0.05), digit span (Wald= 16.79, df= 1, p=0.001) and picture completion (Wald= 5.25, df= 1, p=0.05) predicted significantly ADHD. In addition, the categories of freedom from distractibility (Wald= 8.22, df= 1, p=0.01) and spatial abilities (Wald= 12.22, df= 1, p<0.0001) were predictive for ADHD in this study. Conclusion/Discussion: Problem solving abilities in social processes, auditory short-term memories, visual-spatial abilities and visual configuration abilities of the children with ADHD was observed to be lower than their healthy peers. It was thought that in WISC-R’s profile analysis, the categories of freedom from distractibility and spatial abilities can be distinctive in ADHD diagnose.
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Objective: Attention deficit and hyperactive disorder (ADHD) is a common neurodevelopmental disorder in childhood and an important problem that affects the academic and social life of the child. Since ADHD is associated with multiple cognitive domains/areas such as attention, impulsivity, learning, and concentration; intelligence tests are among the widely used instruments used in the assessment of these children. The aim of this study is to review studies on Wechsler Intelligence Scales for Children (WISC) used in the assessment of ADHD. Profile analyses, intelligence quotient scores and index scores obtained from these intelligence tests were discussed in this review. Method: “Attention Deficit Hyperactivity Disorder (ADHD)”, “Wechsler Intelligence Scales for Children (WISC)” key words were used to determine relevant studies for review. Results: It was observed that WISC was commonly used in the assessment of ADHD. It was concluded that intelligence scales were not diagnostic instruments for ADHD, however they provided useful information to determine the strengths and difficulties of children with ADHD. Discussion: Although profile analyses and index scores obtained from intelligence scales derived from WISC indicated distinct patterns for ADHD, presence of different views on the matter should also be taken into consideration. he studies show that there are some patterns unique to ADHD in the profile analyses and index scores obtained from intelligence scales but, it should be taken into consideration that there are also different views on this issue. A comprehensive assessment of the issue via novel studies that utilize WISC-IV, the latest version of the WISC, is required.
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We examined the stability of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) scores among 51 diverse, clinically referred 8- to 16-year-olds (M age = 11.24 years, SD = 2.36). Children were referred to and tested at an urban, university-based training clinic; 70% of eligible children completed follow-up testing 12 months to 40 months later (M = 22.05, SD = 5.94). Stability for index scores ranged from .58 (Processing Speed) to .81 (Verbal Comprehension), with a stability of .86 for Full-Scale IQ. Subtest score stability ranged from .35 (Letter-Number Sequencing) to .81 (Vocabulary). Indexes believed to be more susceptible to concentration (Processing Speed and Working Memory) had lower stability. We also examined attention problems as a potential moderating factor of WISC-IV index and subtest score stability. Children with attention problems had significantly lower stability for Digit Span and Matrix Reasoning subtests compared with children without attention problems. These results provide support for the temporal stability of the WISC-IV and also provide some support for the idea that attention problems contribute to children producing less stable IQ estimates when completing the WISC-IV. We hope our report encourages further examination of this hypothesis and its implications.
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Der HAWIK-IV gehört international zu den prominentesten psychometrischen Verfahren. Es werden grundlegende Aspekte zum HAWIK-IV und seine Aussagekraft im klinischen und pädagogischen Bereich (z. B. Hochbegabtendiagnostik; Leistungsprofile von Kindern mit Migrationshintergrund) diskutiert. Weiterhin wird verdeutlicht, wie stark die erfasste kognitive Leistung vom Bildungsstand der Eltern abhängt und welche Fehler des Testleiters häufig auftreten.
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To determine whether 7- to 12-year-old boys with ADHD, relative to non-ADHD age-mates, exhibit greater difficulty learning and remembering object locations. The second purpose was to examine the functional utility of mnemonic strategies, specifically speech-to-self, used by boys with and without ADHD. Boys with and without ADHD were videotaped while completing a well-established, laboratory-based object location learning and memory task. Boys with ADHD evinced a deficit while learning the location of objects and employed less sophisticated forms of private speech during the memory task. These findings reveal details about the utility of private speech during spatial working memory performance and further a theoretical understanding of ADHD. (J. of Att. Dis. 2010; 13(5) 505-515).
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Clinical lore suggests that the Wechsler Intelligence Scale for Children—Third Edition (D. M. Wechsler, 1991) Comprehension and Picture Arrangement scores may be used as indices of social intelligence. This study evaluated this supposition by comparing these subtest scores with mother- and teacher-reported social functioning in 142 children with ADHD and 30 control children. After general intelligence was partialled out, the Comprehension subtest related to some aspects of social functioning, but the clinical significance of this was limited. The Picture Arrangement subtest was unrelated to social functioning, once general intelligence was controlled. These findings were consistent across study groups.
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Members of a birth cohort were assessed for psychopathology and neuropsychological dysfunction at age 13. Ss who met DSM-III criteria for a single disorder, multiple disorders, and no disorder were compared on 5 composite neuropsychological measures. The multiple disorders group performed significantly worse than did the nondisordered group on the Verbal, Visuospatial, Verbal Memory, and Visual–Motor Integration factors. They also showed the highest rate of neuropsychological impairment. The attention-deficit disorder group performed significantly worse than did the nondisordered group on the Verbal Memory and Visual–Motor Integration factors, and the anxiety disorder group performed significantly worse than did the nondisordered group on the Visual–Motor Integration factor. Results suggest that neuropsychological dysfunction is more often associated with multiple, rather than single, psychiatric disorders in adolescents. The problem of comorbidity in studies of neuropsychological function in childhood and adolescent psychopathology is highlighted.
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The purpose of this study was to examine differences in cognitive performance between samples of children diagnosed with ADHD, anxiety and/or depression, and the normative groups on two tests of ability. Matched samples of 25 children diagnosed with Attention Deficit Hyperactivity Disorder were contrasted with 25 children diagnosed with anxiety/depression. Both groups were also compared to the normative values for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and tests of Planning, Attention, Simultaneous, and Successive cognitive processes from the Cognitive Assessment System (CAS). Children with ADHD had lower Planning scores than those with anxiety/depression (6.5 points; effect size of 0.6) and lower Planning scores than the standardization sample (12.7 points; effect size of 0.9). No significant difference was found between children with ADHD, children with anxiety and depression, and the matched clinical sample on the WISC-III. The findings are commensurate with other studies, suggesting that Wechsler scores differentiated the samples minimally but CAS scores appear sensitive to the cognitive processing difficulties experienced by children with ADHD.
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Psychostimulant effects on higher order cognitive processes in children with Attention-Deficit Hyperactivity Disorder (ADHD) are of central interest to researchers in the field of clinical child psychopharmacology. This interest reflects the importance of studying drug effects for understanding the etiology and treatment of the disorder. Several lines of evidence indicate that drugs affecting different neurochemical systems show generalized and in some cases selective effects on cognitive functioning, but the mechanisms responsible have not yet been definitively elucidated.
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This article examines preliminary findings of a multidisciplinary research project designed to explore the cognitive, social, behavioral, and academic correlates of Attention Deficit Hyperactivity Disorder as measured by standardized clinical tests. The effectiveness of methylphenidate intervention on these measured abilities is also examined. Research in progress and future directions are discussed.
Chapter
Over the past several years, acceptance of the central importance of an attentional deficit in hyperactive children has been emerging in the clinical, educational, and research literature. When we examine the definitions of attentional deficit being used by different authors, however, it becomes evident that a good deal of confusion and disagreement remains about the exact nature of the deficit being attributed to hyperactive children.
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The purpose of this study was to explore the ability of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991a) to discriminate between a group of children classified with ADHD (n = 40) and a group of non-ADHD children (n = 40), as well as to identify which combination of WISC-III subtests resulted in the highest level of correct classifications. A stepwise discriminant function analysis indicated that four WISC-III subtests contributed significantly to the prediction of group membership: Digit Span, Information, Vocabulary, and Picture Completion. An overall classification rate of approximately 89% was attained when the four WISC-III subtests were included in the equation. Ninety percent of the children classified as ADHD and 87.5% of the non-ADHD children were correctly identified when using the four WISC-III subtests as predictors.