Journal articles: 'Wechsler Intelligence Scales for children'

1

Lewis, Carol D., and Susan Lorentz. "Comparison of the Leiter International Performance Scale and the Wechsler Intelligence Scales." Psychological Reports 74, no. 2 (April 1994): 521–22. http://dx.doi.org/10.2466/pr0.1994.74.2.521.

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Letter International Performance Scale (Leiter) and Wechsler IQs of 30 children were compared. Correlations among IQs were large and similar for the 15 African-American and 11 Latino children. However, Leiter IQs for Latino children were significantly higher than corresponding IQs from Wechsler scales.

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Roberts, Ceri Ann. "Wechsler Intelligence Scales for Children – Fifth Edition (WISC-V)." Educational Psychology in Practice 33, no. 1 (January 2, 2017): 108–9. http://dx.doi.org/10.1080/02667363.2017.1291121.

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Beaujean, Alexander, and Yanyan Sheng. "Assessing the Flynn Effect in the Wechsler Scales." Journal of Individual Differences 35, no. 2 (June 1, 2014): 63–78. http://dx.doi.org/10.1027/1614-0001/a000128.

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The current study examined the Flynn Effect (i.e., the increase in IQ scores over time) across all editions of the Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence Scale for Children (WISC), and Wechsler Preschool and Primary Scale of Intelligence (WPPSI). By reverse engineering the correlation and scale score transformations from each Wechsler edition’s technical manual, we made a mean and covariance matrix using the subtests and age groups that were in common for all editions of a given instrument. The results indicated that when aggregated, there was a FE of 0.44 IQ points/year. This Wechsler instrument used, however, moderates the FE, with the WISC showing the largest FE (0.73 IQ points/year) and the WAIS showing a smallest FE (0.30 IQ points/year). Moreover, this study found that the amount of invariant indicators across instruments and age groups varied substantially, ranging from 51.53% in the WISC for the 7-year-old group to 10.00% in the WPPSI for the 5- and 5.5-year-old age groups. Last, we discuss future direction for FE research based on these results.

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Debes, Nanette M. M. M., Theis Lange, Tanja L. Jessen, Helle Hjalgrim, and Liselotte Skov. "Performance on Wechsler intelligence scales in children with Tourette syndrome." European Journal of Paediatric Neurology 15, no. 2 (March 2011): 146–54. http://dx.doi.org/10.1016/j.ejpn.2010.07.007.

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Alekseeva, Olga S., Irina E. Rzhanova, Viktoriya S. Britova, and Yulia A. Burdukova. "ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 1 (2021): 51–64. http://dx.doi.org/10.28995/2073-6398-2021-1-51-64.

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The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.

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Hagmann-von Arx, Priska, Christine Sandra Meyer, and Alexander Grob. "Assessing Intellectual Giftedness with the WISC-IV and the IDS." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 172–79. http://dx.doi.org/10.1027/0044-3409.216.3.172.

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The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children.

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Sabatino, David A., Robert S. Spangler, and H. Booney Vance. "The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children." Psychology in the Schools 32, no. 1 (January 1995): 18–23. http://dx.doi.org/10.1002/1520-6807(199501)32:1<18::aid-pits2310320104>3.0.co;2-q.

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Gunter, Christie M., Gary L. Sapp, and Anthony C. Green. "Comparison of Scores on WISC-III and WISC—R of Urban Learning Disabled Students." Psychological Reports 77, no. 2 (October 1995): 473–74. http://dx.doi.org/10.2466/pr0.1995.77.2.473.

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Wechsler Intelligence Scale for Children-III IQs and Wechsler Intelligence Scale for Children—Revised IQs of 16 preadolescents who were learning disabled, urban students (14 black) receiving special education services were compared. Analyses indicated lower mean WISC-III IQs, correlations of .57, .74, and .72 between scores on Full, Verbal, and Performance Scales, respectively, and significant correlations of .44 to .80 between respective sets of subtests. Exceptions were Information (.34), Similarities (.30), and Picture Arrangement (.15). These results suggest that the WISC-III may compare favorably with the WISC—R, if replicated with a substantial group.

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Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.

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The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.

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10

Shahim, Sima. "Correlations for Wechsler Intelligence Scale for Children—Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian Children." Psychological Reports 70, no. 1 (February 1992): 27–30. http://dx.doi.org/10.2466/pr0.1992.70.1.27.

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This study focused on the relationship between the Wechsler Intelligence Scale for Children—Revised (WISC—R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC—R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC—R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC—R and WPPSI are based are related.

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11

Merchán-Naranjo, Jessica, María Mayoral, Marta Rapado-Castro, Cloe Llorente, Leticia Boada, Celso Arango, and Mara Parellada. "Estimation of the Intelligence Quotient Using Wechsler Intelligence Scales in Children and Adolescents with Asperger Syndrome." Journal of Autism and Developmental Disorders 42, no. 1 (April 1, 2011): 116–22. http://dx.doi.org/10.1007/s10803-011-1219-8.

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12

C, Friedhoff, Oh A, and Ventura L. "A-162 Neurocognitive Functioning in Youth with Neurofibromatosis Type 1: Examining Relations between Executive Functions and Academic Achievement." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 956. http://dx.doi.org/10.1093/arclin/acaa068.162.

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Abstract Objective Neurofibromatosis Type 1 (NF1) is an autosomal dominant genetic disorder affecting approximately 100,000 people in the U.S. It is commonly associated with neurofibromas, café-au-lait spots, and optic gliomas. It has also been linked to neurocognitive deficits, including learning disabilities and ADHD. This study examined relationships among executive functions (EF) and academic achievement in children diagnosed with NF1. Methods Participants included 29 children (ages 2–21; M = 9.28, SD = 5.50) diagnosed with NF1 referred for neuropsychological evaluation as part of standard clinical care. A battery of tests was administered, including measures of intelligence (Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition; Wechsler Intelligence Scale for Children, Fifth Edition; Wechsler Adult Intelligence Scale, Fourth Edition), attention (Conners’ Continuous Performance Test II), EF (Delis-Kaplan Executive Function System), academic achievement in reading and math (Wechsler Individual Achievement Test, Third Edition), and parent rating scales examining EF in the home environment (Behavior Rating Inventory of Executive Function, Second Edition). Results Relations between attention, EF, and academic achievement were examined using bivariate Pearson correlations. Lower scores on measures of EF (e.g., inhibition of prepotent responses) were linked to lower math achievement scores (r = .73, p < .05). Difficulties with sustained attention were associated with lower performance on measures of reading (r = −.60, p < .05) and math achievement (r = −.59, p < .05). Parent report of EF difficulties was correlated with lower reading scores (r = −.68, p < .05). Conclusions Results suggest that children with NF1 are at risk for deficits in EF and academic achievement. Problems in these two domains are likely to co-exist. Thus, interventions targeting these skills should be well integrated.

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13

Chermak, Gail D., and Julie M. Fisher. "Association between Paired Subtests of Auditory Sequential Memory Administered to Preschool Children." Perceptual and Motor Skills 68, no. 1 (February 1989): 255–58. http://dx.doi.org/10.2466/pms.1989.68.1.255.

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Auditory sequential memory subtests of the Wechsler Preschool and Primary Scale of Intelligence and the McCarthy Scales of Children's Abilities were administered individually to 20 normal preschool children. Poor performance on the McCarthy words/sentences subtest suggests retention difficulties associated with isolated words in the absence of linguistic context. Correlations of only moderate strength and large unexplained variance indicate poor predictability between subtests despite similarities in content and procedural details.

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Myers, M., A. Maddigan, and M. Santa Maria. "B-19 Intelligence and Memory in Neurofibromatosis Type I." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 964. http://dx.doi.org/10.1093/arclin/acz034.102.

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Abstract Objective An investigation into memory and intellectual functioning of 18 individuals with neurofibromatosis type 1 (NF-1) was undertaken. Method Ten children [mean age=8.9 (SD = 3.4; range = 5-16), 54.5% male, 81.9% Caucasian, 9.1% African American, 9.1% mixed race] and 9 adults [mean age = 55.7 (SD = 23.9; range = 19-88), 63.6% male, 90.9% Caucasian, 9.1% African American] completed neuropsychological assessments. One individual completed initial assessment as a child and underwent re-evaluation as an adult, and 1 child and 2 adults completed re-evaluations. Results For adults, the Wechsler Adult Intelligence Scale (WAIS-4/3) was administered. For children, Wechsler Intelligence Scale for Children (WISC-5/4), Wechsler Preschool and Primary Scale of Intelligence (WPPSI-3), Stanford-Binet Intelligence Scales (SB-5), and WAIS-3 were utilized. Mean Full Scale IQ (FSIQ) in adults was 83.4 (SD = 12.8; range 69-98) and in children was 83.8 (SD = 11.6; range 65-102). Visual and verbal memory was assessed with a variety of instruments, and performance ranged from impaired to high normal across immediate recall (percentile range < 1-98), delayed recall (percentile range < 1-91), and delayed recognition (percentile range < 1-91). Conclusions Mean intelligence among persons in this NF-1 clinical sample was found to be in low average range. Many persons with NF-1 showed mean immediate and delayed verbal recall in normal range, though a subset of individuals demonstrated impaired range verbal memory. Overall, children with NF-1 tend to show memory performance at levels above their own IQ level. Adults with NF-1 frequently perform at levels equivalent to or above their IQ level, albeit with exceptions evidenced among a subset of adults.

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15

Koh, Minkyung, Eun-Ah Noh, and Hyo-Won Kim. "Korean Wechsler Intelligence Scale for Children-Fourth Edition Profiles in Child and Adolescent with Attention-Deficit Hyperactivity Disorder : Retrospective Study." Journal of the Korean Academy of Child and Adolescent Psychiatry 26, no. 3 (September 30, 2015): 183–89. http://dx.doi.org/10.5765/jkacap.2015.26.3.183.

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Karr, Sharon K., Howard Carvajal, Denise Elser, Kim Bays, Robert A. Logan, and Gregory L. Page. "Concurrent Validity of the WPPSI—R and the McCarthy Scales of Children's Abilities." Psychological Reports 72, no. 3 (June 1993): 940–42. http://dx.doi.org/10.2466/pr0.1993.72.3.940.

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The concurrent validity of the Wechsler Preschool and Primary Scale of Intelligence—Revised (WPPSI—R) and the McCarthy Scales of Children's Abilities was assessed with 32 preschool and kindergarten children. The correlations of .70, .73, and .81 between the McCarthy General Cognitive Index and WPPSI—R IQs on the Verbal, Performance, and Full Scales were significantly different from zero. There were no differences among the three WPPSI—R means and the McCarthy General Cognitive Index mean for the total group, or for gender means.

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Dale, Brittany A., W. Holmes Finch, Kassie A. R. Shellabarger, and Andrew Davis. "Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis." Journal of Psychoeducational Assessment 39, no. 7 (June 10, 2021): 783–99. http://dx.doi.org/10.1177/07342829211025924.

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The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

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Hodapp, Albert F., and Julie K. Hass. "Correlations between Wechsler Intelligence Scale for Children-III and Peabody Picture Vocabulary Test-Revised." Psychological Reports 80, no. 2 (April 1997): 491–95. http://dx.doi.org/10.2466/pr0.1997.80.2.491.

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The WISC-III and Peabody Picture Vocabulary Test-Revised (Form M) were given to 84 students ranging in age from 6 to 16 years ( M = 9.7 yr.; SD = 2.3 yr.). Correlations of .50 to .65 were found between the scores of the two tests with the exception of WISC-III Processing Speed and PPVT-R (.33). Differences between the means of the WISC-III scales and PPVT-R were not significant except for WISC-III Processing Speed and PPVT-R.

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Zagar, Robert John, Joseph W. Kovach, Kenneth G. Busch, Michael D. Zablocki, William Osnowitz, Jonas Neuhengen, Yutong Liu, and Agata Karolina Zagar. "Ammons Quick Test Validity among Randomly Selected Referrals." Psychological Reports 113, no. 3 (December 2013): 823–54. http://dx.doi.org/10.2466/03.04.pr0.113x29z0.

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After selection using a random number table, from volunteer referrals, 89 Youth (61 boys, 28 girls; 48 African Americans, 2 Asian Americans, 27 Euro-Americans, 12 Hispanic Americans), and 147 Adults (107 men, 40 women; 11 African Americans, 6 Asian Americans, 124 Euro-Americans, 6 Hispanic Americans) were administered the Amnions Quick Test (QT). Means, confidence intervals, standard deviations, and Pearson product-moment correlations among tests were computed. The Amnions QT was moderately to strongly and significantly correlated statistically with: the Peabody Picture Vocabulary Test-3b (PPVT-3b); the Vineland Adaptive Behavior Scales-2 Parent/Teacher Form; the Wechsler Intelligence Scale for Children (WISC-4) or the Wechsler Adult Intelligence Scale (WAIS-4); and the Wide Range Achievement Test-Fourth Edition (WRAT-4) Blue and Green Forms. After 51 years, the original norms for the Amnions QT remain valid measures of receptive vocabulary, verbal intelligence, and auditory information processing useful to clinicians.

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Dawson, Michelle, Isabelle Soulières, Morton Ann Gernsbacher, and Laurent Mottron. "The Level and Nature of Autistic Intelligence." Psychological Science 18, no. 8 (August 2007): 657–62. http://dx.doi.org/10.1111/j.1467-9280.2007.01954.x.

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Autistics are presumed to be characterized by cognitive impairment, and their cognitive strengths (e.g., in Block Design performance) are frequently interpreted as low-level by-products of high-level deficits, not as direct manifestations of intelligence. Recent attempts to identify the neuroanatomical and neurofunctional signature of autism have been positioned on this universal, but untested, assumption. We therefore assessed a broad sample of 38 autistic children on the preeminent test of fluid intelligence, Raven's Progressive Matrices. Their scores were, on average, 30 percentile points, and in some cases more than 70 percentile points, higher than their scores on the Wechsler scales of intelligence. Typically developing control children showed no such discrepancy, and a similar contrast was observed when a sample of autistic adults was compared with a sample of nonautistic adults. We conclude that intelligence has been underestimated in autistics.

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Canivez, Gary L., Ryan Neitzel, and Blake E. Martin. "Construct Validity of the Kaufman Brief Intelligence Test, Wechsler Intelligence Scale for Children-Third Edition, and Adjustment Scales for Children and Adolescents." Journal of Psychoeducational Assessment 23, no. 1 (March 2005): 15–34. http://dx.doi.org/10.1177/073428290502300102.

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Traslaviña, Julie Andrea, and Cristina Moreno. "IMPACTO DE LA TERAPIA CONDUCTUAL LOVAAS EN LA VELOCIDAD DE PROCESAMIENTO Y MEJORA DE LA ATENCIÓN EN UN CASO DE AUTISMO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 5, no. 1 (December 21, 2016): 463. http://dx.doi.org/10.17060/ijodaep.2014.n1.v5.706.

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Abstract.Objective: To evaluate the cognitive level of a child with behavioral therapy Lovaas. Also, comparing mental age with chronological age and possible changes through the Wechsler scales. Method: single case design AB, by administering the Wechsler Scales preschool and primary (WPPSI-III) and Wechsler for Children (WISC-IV) to a boy of 8 years old with a diagnosis of Pervasive Developmental Disorder DSM-IV (APA, 1994). Results: The results indicate an improvement in terms of the data obtained in comparable subtest and mental ages. For this particular case, we have found an improvement in the tasks related to processing speed index. Conclusion: The working hypothesis is tested in cognitive and behavioral skills of children with pervasive developmental disorder operated by Lovaas therapy and its positive influence on the basis for school integration.Keywords: Autism, Lovaas therapy, intelligence, behavioral therapy.Resumen.Objetivo: Evaluar el nivel cognitivo de un niño con terapia conductual Lovaas. Además, comparar la edad mental con la edad cronológica y sus posibles cambios a través de las escalas Wechsler. Método: diseño de caso único A-B, administrando las Escalas Wechsler preescolar y primaria (WPPSI-III) y Wechsler para niños (WISC-IV) a un varón de 8 años con diagnostico de trastorno generalizado del desarrollo DSM-IV (APA, 1994). Resultados: los resultados indican una mejoría en cuanto a los datos obtenidos en los subtest comparables y en las edades mentales. Para el caso particular se ha encontrado un progreso en las tareas relacionadas con el índice de velocidad de procesamiento. Conclusión: se contrasta la hipótesis de trabajo en las capacidades cognitivas y conductuales de los niños con trastorno generalizado del desarrollo intervenidos por la terapia Lovaas y su influencia positiva en los pilares para la integración escolar.Palabras claves: Autismo, terapia Lovaas, inteligencia, terapia conductual.

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Nakano, Selena, and Marley W. Watkins. "FACTOR STRUCTURE OF THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN-FOURTH EDITION AMONG REFERRED NATIVE AMERICAN STUDENTS." Psychology in the Schools 50, no. 10 (October 15, 2013): 957–68. http://dx.doi.org/10.1002/pits.21724.

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TAKEKOH, Makoto, Natsuha IKEDA, Yuko YAMAUCHI, Manami HONDA, Masutomo MIYAO, and Keiji HASHIMOTO. "Usability of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) ^|^ldquo;Cancellation^|^rdquo; from the Perspective of Executive Function." Japanese Journal of Rehabilitation Medicine 51, no. 10 (2014): 654–61. http://dx.doi.org/10.2490/jjrmc.51.654.

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Петрулевич, Богдан, and Лариса Журавльова. "STRUCTURAL COMPARISON OF INTELLIGENCE OF POLISH AND AMERICAN CHILDRENS OF MIDCHILDHOOD." Науковий часопис НПУ імені М. П. Драгоманова. Серія 12. Психологічні науки 12, no. 10(55) (June 8, 2020): 79–86. http://dx.doi.org/10.31392/npu-nc.series12.2020.10(55).08.

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The present study is devoted to the examination of the factor structure of intelligence measured with WISC and WISC-R derived from the testing of the sample of Polish children. The differences in the structure of intelligence that was measured with WISC and WISC-R (developed by Pietrulewicz) were investigated for a group of 30 Polish fourth-grade students (mean age 10.6). Consistent with the results of a number of other investigations, the results of this study demonstrate the considerable factorial similarity of two scales derived through the use of WISC and WISC-R and these results appear to be consistent with the results of American studies that indicate the superiority of the two-factor solution with non-Anglo-American children. Consistent with American findings, the WISC Verbal, Performance, and Full Scale IQs were higher than those on the WISC-R. On both measures, structural results favor for two-factor solution, which approximates Wechsler’s Verbal and Performance scales. A third factor, failed to simulate Freedom from Distractibility, accounted for approximately 10% of the explained variance. On this factor, Coding was heavily weighted, but Arithmetic and Digit Span loadings ranged from modest to negative. Results provide support for the application of the Wechsler intelligence tests for children in cross-cultural settings and for interpreting the third factor according to the dynamics of specific cultures. Today WISC-R continue to be applied still in Poland for diagnostic and research purposes. Despite limitations of the present study which include the small sample size and the restriction of demographic information to rural-urban differences the results of the present study indicate that replicative studies may clarify further the characteristics of the third factor with varying populations and cultures, while still generating hypotheses with regard to formulations for enhancing learning opportunities for individual children irrespective of their ethnicity or ecological backgrounds.

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Prewitt-Diaz, Joseph O., and Maria D. Rodriguez. "Reliability of an Experimental Version in Spanish of the WISC—R with Puerto Rican Children 9–5 to 13–1 Years of Age." Psychological Reports 58, no. 1 (February 1986): 271–75. http://dx.doi.org/10.2466/pr0.1986.58.1.271.

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The purpose of this study was to determine the reliability of the experimental version of the Spanish translation of the Wechsler Intelligence Scale for Children—Revised (WISC—R; EIWN-R) with a group of children in elementary school in Puerto Rico. The test was administered to a group of 51 subjects in grades 4 and 5. A summary of the items showed that in all the subtests the items were generally ordered from less to most difficult. Correlations between all subtests and the Verbal, Performance, and Full Scale scaled scores ranged between .20 for Arithmetic and Picture Completion to .94 between the Verbal and Full Scales. Alpha coefficients of reliability ranged from .53 for Arithmetic to .80 for Vocabulary. Test-retest correlations for Coding and Digit Span were .70 and .78, respectively.

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Korakiti, Anna-Maria, Eleni Zografos, Mathilde van Gerwen, Frédéric Amant, Meletios-Athanasios Dimopoulos, and Flora Zagouri. "Long-Term Neurodevelopmental Outcome of Children after in Utero Exposure to Chemotherapy." Cancers 12, no. 12 (December 3, 2020): 3623. http://dx.doi.org/10.3390/cancers12123623.

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Pregnancy-related cancer management represents a real challenge for both the patients and the physicians. The long-term neurodevelopmental outcome of children in utero exposed to chemotherapeutic agents has only recently been addressed. This review aims to systematically integrate and highlight all existing data from the literature regarding the effect of prenatal exposure to chemotherapy on fetal brain growth and child development. All eligible studies are based on validated neurodevelopmental testing scales (e.g., Bayley Scales of Infant Development, Wechsler Preschool and Primary Scale of Intelligence) and/or well-defined questionnaires. Our systematic review including 17 studies demonstrates that no major consequences on the neurodevelopment of children after in utero exposure to anti-cancer drugs have been reported; nevertheless, longer and more thorough follow-up with large-scale multicenter prospective studies is certainly required in order to draw firm conclusions.

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Castro, Connie J., Kathleen Viezel, Ron Dumont, and Meaghan Guiney. "Exploration of Children’s Test Behavior During iPad-Administered Intelligence Testing." Journal of Psychoeducational Assessment 37, no. 1 (September 12, 2017): 3–13. http://dx.doi.org/10.1177/0734282917729304.

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This study examined recent technological developments in cognitive assessment and how these developments impact children’s test behavior. The study consisted of two groups: one tested with an iPad and another tested with the standard paper and pencil format of the Wechsler Intelligence Scale for Children (WISC-IV). Independent groups t tests examining the empirically based syndrome and broad scales on the Test Observation Form yielded no significant results. There did not appear to be differences in test behavior between the two groups. Overall, examiners can be more confident that whether they conduct intellectual testing via traditional paper and pencil or via iPad, children’s test behaviors do not appear to be negatively influenced by test format.

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Azizi, Sadeghipour, Siahkolah, and Rezaei-Ghaleh. "Intellectual Development of Children Born of Mothers who Fasted in Ramadan during Pregnancy." International Journal for Vitamin and Nutrition Research 74, no. 5 (September 1, 2004): 374–80. http://dx.doi.org/10.1024/0300-9831.74.5.374.

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The long-term effects of Ramadan fasting during pregnancy on the brain development of the fetus are still not clear. The aim of this study was to evaluate the effects of maternal fasting during Ramadan on the intelligence quotient of their progeny. A historical cohort study was conducted on 191 children aged between 4 to 13 years, 98 whose mothers fasted throughout Ramadan when they were pregnant with their children (case group) and 93 children whose mothers did not fast (control group). The children were selected from 15 schools via a questionnaire filled out by their mothers. Detailed demographic, medical history, and socioeconomic status data were collected by interviewing the mothers. All children aged between 6 to 13 were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R), and those aged between 4 to 6 were administered Wechsler Preschool and Primary Scales of Intelligence (WPPSI), and intelligence quotient was estimated. Cases included 47 boys and 51 girls aged 8.5 ± 2.5 years and controls included 44 boys and 49 girls aged 8.7 ± 2.5 years. There were no significant differences in sex and age between two groups. Among background and confounder variables, the percentage of Caesarean section and the duration of breast-feeding were significantly different between case and control groups; 29% Caesarean section in cases vs. 45% in controls (p < 0.05) and 17.2 ± 9 months breast-feeding for cases vs. 14.5 ± 9 months for controls (p < 0.05). There were no significant differences in socioeconomic status of families between the groups whereas socioeconomic status accounted for approximately 17% of the variances in the average of full-scale intelligence quotient scores. Adjusted mean and standard deviation of full-scale intelligence quotient scores, performance and verbal, were 111 ± 10, 109 ± 11 and 110 ± 11 for the case group and 112 ± 10, 110 ± 11 and 110 ± 11 for the control group respectively. No significant differences were observed between the IQ scores of the two groups. Fasting during gestation did not adversely affect IQ of children whose mothers had fasted during Ramadan while being pregnant.

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Alfieri, Paolo, Cristina Caciolo, Giulia Lazzaro, Deny Menghini, Francesca Cumbo, Maria Lisa Dentici, Maria Cristina Digilio, et al. "Cognitive and Adaptive Characterization of Children and Adolescents with KBG Syndrome: An Explorative Study." Journal of Clinical Medicine 10, no. 7 (April 6, 2021): 1523. http://dx.doi.org/10.3390/jcm10071523.

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KBG syndrome (KBGS) is a rare Mendelian condition caused by heterozygous mutations in ANKRD11 or microdeletions in chromosome 16q24.3 encompassing the gene. KBGS is clinically variable, which makes its diagnosis difficult in a significant proportion of cases. The present study aims at delineating the cognitive profile and adaptive functioning of children and adolescents with KBGS. Twenty-four Italian KBGS with a confirmed diagnosis by molecular testing of the causative ANKRD11 gene were recruited to define both cognitive profile as measured by the Wechsler Intelligence Scale and adaptive functioning as measured by Vineland Adaptive Behavior Scales-II Edition or the Adaptive Behavior Assessment System-II Edition. Among children and adolescents, 17 showed intellectual disability, six presented borderline intellectual functioning and only one child did not show cognitive defects. Concerning cognitive profile, results revealed significant differences between the four indexes of Wechsler Intelligence Scale. Namely, the verbal comprehension index was significantly higher than the perceptual reasoning index, working memory index and the processing speed index. Concerning adaptive functioning, no difference between the domains was found. In conclusion, in our cohort, a heterogeneous profile has been documented in cognitive profiles, with a spike on verbal comprehension, while a flat-trend has emerged in adaptive functioning. Our cognitive and adaptive characterization drives professionals to set the best clinical supports, capturing the complexity and heterogeneity of this rare condition.

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Edwards, Oliver W., and Rachel V. Paulin. "Referred Students' Performance on the Reynolds Intellectual Assessment Scales and the Wechsler Intelligence Scale for Children−Fourth Edition." Journal of Psychoeducational Assessment 25, no. 4 (July 12, 2007): 334–40. http://dx.doi.org/10.1177/0734282907300453.

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Minshew, Nancy J., Catherine A. Turner, and Gerald Goldstein. "The Application of Short Forms of the Wechsler Intelligence Scales in Adults and Children with High Functioning Autism." Journal of Autism and Developmental Disorders 35, no. 1 (February 2005): 45–52. http://dx.doi.org/10.1007/s10803-004-1030-x.

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DiCerbo, Kristen Eignor, and Andrés Barona. "A Convergent Validity Study of the Differential Ability Scales and the Wechsler Intelligence Scale for Children-Third Edition with Hispanic Children." Journal of Psychoeducational Assessment 18, no. 4 (December 2000): 344–52. http://dx.doi.org/10.1177/073428290001800404.

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N, Coultis, Hopkins J, Heideman E, and Kirsch A. "A-045 Sluggish Cognitive Tempo in Youth: An Examination of Executive Functioning and Self-Reported Internalizing Symptoms." Archives of Clinical Neuropsychology 35, no. 6 (August 28, 2020): 835. http://dx.doi.org/10.1093/arclin/acaa068.045.

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Abstract Objective Sluggish cognitive tempo (SCT) is a group of attention-related symptoms that are characterized by slowed behavior and thinking, excessive daydreaming, mental confusion or fogginess, and drowsiness.4 Studies have shown that SCT is related to higher rates of anxiety, depression, and social isolation.4 Additionally, recent publications have indicated that aspects of executive functioning (EF) may be impacted in children with SCT.2,5 Meta-analysis confirmed that most SCT research has focused on parent and teacher report.1,3,4 There is an increased need for studies examining SCT with self-report.5 This study will examine how SCT is related to EF and self-reported internalizing symptoms in youth with Attention-Deficit/Hyperactivity Disorder (ADHD). Method Participants were youth aged 8 to 18-years with ADHD (N = 130) referred for neuropsychological testing. Participant demographics: males (N = 82, 63.1%). Measures included the Wechsler Intelligence Scale for Children/Wechsler Adult Intelligence Scale (WISC-V/WAIS-IV) Processing Speed Index (PSI), Conners Continuous Performance Test (CPT) Hit Reaction Time (HRT), Delis-Kaplan Executive Function System Color Word Identification (CWI) and Tower subtests, Behavior Assessment Systems for Children (BASC) self-report scales, and Personality Assessment Inventory-Adolescent (PAI-A) scales. Results Bivariate correlations showed that the PSI was significantly correlated with CWI Inhibition (r = 0.52, p < .01), CWI Inhibition/Switching (r = 0.53, p < .01), Tower (r = −0.20, p < .05), and Social Isolation (r = −0.19, p < .05), with Depression approaching significance (p = .06). The CPT HRT was also significantly correlated with CWI Inhibition (r = −0.19, p < .05) and CWI Inhibition/Switching (r = −0.22, p < .05), with Depression approaching significance (p = .05). Conclusions SCT is associated with EF and self-reported internalizing symptoms and should be included when considering interventions.

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Chen, Xiaomeng, Minghui Lu, Wenfeng Bu, Li Wang, Yuru Wang, Yulin Xu, and Mingbo Zhong. "Psychometric Properties of WISC-IV Verbal Scales: A Study of Students in China Who Are Blind." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 228–41. http://dx.doi.org/10.1177/0145482x211018520.

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Introduction: Numerous studies have investigated the use of Wechsler tests on individuals with visual impairments. However, few studies have examined the utilization of the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) for such individuals. This study investigated the reliability and validity of the WISC-IV Verbal Scales’ (i.e., the Verbal Comprehension Index [VCI] and the Working Memory Index [WMI]) scores for children with blindness in China. Methods: One hundred children with blindness were assessed using the Chinese version of the WISC-IV Verbal and Nonverbal Cognitive Development Scales. Results: The results of this study generally support the internal consistency reliability and validity of WISC-IV Verbal Scale scores for Chinese children who are blind. The split-half reliability coefficients ranged from .79 to .97, while Cronbach’s alpha or KR-20 (KR-20 is a measure of internal consistency reliability for measures with dichotomous choices) reliability coefficients ranged from .83 to .97. In terms of construct validity through exploratory factor analysis, the subtests of the WISC-IV Verbal Scale were confirmed to belong to VCI or the WMI as intended by the original structure of the WISC-IV. The convergent validity showed that the VCI and WMI scores were moderately and positively correlated with the Nonverbal Cognitive Development Scale. Discussion: The WISC-IV VCI and WMI were found to be valuable instruments for assessing the cognitive abilities of students in China with blindness. Finally, the limitations and significance of the study were also discussed. Implications for practitioners: The WISC-IV Verbal Scales may be used to assess the cognitive abilities of the numerous students in China who are blind and may be used as one of many tests to provide reference information for educational placement, educational planning, employment, and project evaluation.

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Hedvall, Åsa, Elisabeth Fernell, Anette Holm, Jakob Åsberg Johnels, Christopher Gillberg, and Eva Billstedt. "Autism, Processing Speed, and Adaptive Functioning in Preschool Children." Scientific World Journal 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/158263.

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Objectives. To study cognitive test profiles with a focus on processing speed in a representative group of preschool children with autism spectrum disorder (ASD) and relate processing speed to adaptive functioning.Methods. Cognitive assessments were performed in 190 3.6–6.6-year-old children (164 boys and 26 girls) with ASD, using either Griffiths' developmental scales (n=77) or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) (n=113). Cognitive data were related to adaptive functioning as measured by Vineland Adaptive Behavior Scales (VABS).Results. Cognitive profiles were characterized by low verbal skills. Low processing speed quotients (PSQs) were found in 66 (78%) of the 85 children who were able to participate in the processing speed subtests. Except for Socialization, all VABS domains (Communication, Motor Skills, Daily Living Skills, and Adaptive Behavior Composite scores) correlated significantly with PSQ. Multiple regression analysis showed that PSQ predicted 38%, 35%, 34%, and 37% of the variance for Communication, Daily Living Skills, Motor Skills, and total Adaptive Composite scores, respectively.Conclusion. Preschool children with ASD had uneven cognitive profiles with low verbal skills, and, relatively, even lower PSQs. Except for Socialization, adaptive functioning was predicted to a considerable degree by PSQ.

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Hagmann-von Arx, Priska, Franz Petermann, and Alexander Grob. "Konvergente und diskriminante Validität der WISC-IV und der Intelligence and Development Scales (IDS) bei Kindern mit Migrationshintergrund." Diagnostica 59, no. 4 (October 2013): 170–82. http://dx.doi.org/10.1026/0012-1924/a000091.

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Die Studie untersucht die konvergente und diskriminante Validität der Wechsler Intelligence Scale for Children - IV (WISC-IV, deutsche Version; Petermann & Petermann, 2011 ) und der Intelligence and Development Scales (IDS; Grob, Meyer & Hagmann-von Arx, 2009 ) bei 84 Kindern mit Migrationshintergrund und einer gematchten Kontrollgruppe. Kinder mit Migrationshintergrund erzielten in beiden Verfahren in sprach- und kulturabhängigen Skalen geringere Testwerte als die Kontrollgruppe. Ein Vergleich zwischen 6- bis 8-Jährigen und 9- bis 10-Jährigen zeigt, dass in der älteren Stichprobe grössere Leistungsdifferenzen zwischen Kindern mit und ohne Migrationshintergrund vorhanden sind. Kinder mit Migrationshintergrund erzielten in den IDS und Kinder ohne Migrationshintergrund in den WISC-IV einen höheren Intelligenzwert. In allen Gruppen bestehen zwischen WISC-IV-Indexwerten und kognitiven IDS-Funktionsbereichen mindestens moderate Korrelationen, während zu nicht-kognitiven IDS-Funktionsbereichen höchstens niedrige Korrelationen vorliegen. Die Befunde zeigen, dass WISC-IV- und IDS-Testergebnisse bei Kindern mit und ohne Migrationshintergrund in Beziehung gesetzt werden können.

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Thompson, Anthony, Janet Browne, Fred Schmidt, and Marian Boer. "Validity of the Kaufman Brief Intelligence Test and a Four-Subtest WISC-III Short Form With Adolescent Offenders." Assessment 4, no. 4 (December 1997): 385–94. http://dx.doi.org/10.1177/107319119700400409.

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Validity of a four-subtest short form (SF4) of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) and the Kaufman Brief Intelligence Test (K-BIT) was evaluated in a sample of 42 young offenders 13 to 17 years of age. A test-retest methodology was used in a design that also yielded K-BIT reliability data for a subset of 24 participants. Results showed that SF4 outperformed the K-BIT on all validity indexes. Although stability coefficients for the K-BIT ranged from .79 to .92, concurrent validity for K-BIT scales with corresponding WISC-III summary IQs was low to modest. It was hypothesized that limited content overlap and the singular format of Matrices contribute to differences between K-BIT Matrices Standard Scores and WISC-III Performance IQs.

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Park, Mina, Jae-Jin Song, Seo Jin Oh, Min-Sup Shin, Jun Ho Lee, and Seung Ha Oh. "The Relation between Nonverbal IQ and Postoperative CI Outcomes in Cochlear Implant Users: Preliminary Result." BioMed Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/313274.

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Objectives. This study assessed the correlation between performance intelligence and the postoperative cochlear implant (CI) outcome in Korean-speaking children. In addition, the relationship between the performance intelligence subscales and the post-CI speech outcome was evaluated. Materials and Methods. Thirteen pediatric CI users (five males, eight females; median age at implantation 6.2 (range 1.3–14.2) years; median age at intelligence test 9.3 (range 5–16) years) who were tested using the Korean Educational Development Institute-Wechsler Intelligence Scale for children were studied. The correlations between the intelligence scores and 1-2 years postoperative Categories of Auditory Performance (CAP) scores and between subscales of performance and 1-2 years postoperative CAP scores were analyzed. Results. There was no correlation between the categories of verbal intelligence quotient (IQ) and performance IQ for “mentally retarded” and “average,” respectively (Spearman’s rho = 0.42, P=0.15). There was a strong correlation between performance IQ and the postoperative CAP scale (Spearman’s rho = 0.8977, P=0.0008). “Picture arrangement” and “picture completion,” reflecting social cognition, were strongly correlated with the postoperative CAP scales. Conclusion. Performance intelligence, especially social cognition, was strongly related to the postoperative CI outcome of cochlear implant users. Therefore, auditory rehabilitation, including social rehabilitation, should maximize the postoperative CI outcomes.

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Månsson, Johanna, Karin Stjernqvist, Fredrik Serenius, Ulrika Ådén, and Karin Källén. "Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children." Journal of Psychoeducational Assessment 37, no. 5 (June 28, 2018): 603–16. http://dx.doi.org/10.1177/0734282918781431.

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The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r = .41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ.

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Nikolaeva, A. Yu, Yu A. Burdukova, O. S. Alekseeva, I. E. Rzhanova, and V. S. Britova. "Gender Aspect of Fluid Intelligence Diagnostics." Клиническая и специальная психология 9, no. 4 (2020): 99–114. http://dx.doi.org/10.17759/cpse.2020090405.

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The study of fluid intelligence has a long history. The term “fluid intelligence” was proposed by R. Cattell in the 40s of the last century. According Cattell, fluid intelligence, along with crystallized intelligence, were fundamental factors in the structure of intelligence. With the further development of psychological science and the improvement of data analysis methods, other schemes of cognitive abilities were proposed, however, almost all of them included fluid intelligence as one of the main factor. In many studies the connection of fluid intelligence, working memory and the prefrontal cortex was demonstrated, the influence of fluid intelligence on the success of learning was proved. However, the question about gender differences in fluid intelligence is still open. In the presented study, two tests were selected for the diagnosis of fluid intelligence – Wechsler Intelligence Scale for Children – 5th edition – WISC–V and the Kaufman Assessment Battery for Children – 2nd edition KABC–II. Both of these tests contain fluid intelligence scales. In the WISC–V, the Fluid Reasoning Index includes two subtests: Matrix Reasoning, Figure Weights; in the KABC–II, the Gf Scale also consists of two subtests: Story Completion and Pattern Reasoning. The sample include 48 children. The average age was 9,5 years, 52% were boys. All children passed both intelligence tests completely. Comparison of the test results did not reveal gender differences in the fluid intelligence index. However, the correlation structure of the results of both tests was different in the group of boys compared with the group of girls (in the group of boys, significantly more relationships were found out than in the group of girls), which confirms the hypothesis that the structure of fluid intelligence is dependent on gender.

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van Iterson, Loretta, and Alan S. Kaufman. "Intra-Individual Subtest Variability on the Dutch Wechsler Intelligence Scales for Children—Revised (WISC–RNL) for Children with Learning Disabilities, Psychiatric Disorders, and Epilepsy." Psychological Reports 105, no. 3_suppl (December 2009): 995–1008. http://dx.doi.org/10.2466/pr0.105.f.995-1008.

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It is common practice to look at disparities among subtest scores (“scatter”) on an intelligence test to establish if a score is deviant. However, it remains unclear whether subtest scatter reflects primarily normal variation within individuals or is clinically meaningful. The present study explored this issue based on data from 467 children with developmental disabilities tested on the Dutch WISC–RNL. Of these children, 132 had learning disabilities, 178 had psychiatric disorders, and 157 had epilepsy. Subtest scatter was defined as scaled-score range (highest minus lowest scaled score). When contrasted with “normal scatter,” the overall sample revealed higher ranges on the Performance Scale and Full Scale, although effect sizes were small. Analysis of the data for the three separate clinical samples revealed unusual scatter only for the sample of children with psychiatric disorders. When comparing the clinical samples, scaled-score range was larger for the sample of children with psychiatric disorders than for those with epilepsy. Two distinct subsamples revealed elevated ranges with moderate effect sizes: children with autistic spectrum disorders and children with left hemisphere seizures. These results suggest that elevated subtest scaled-score range might characterize specific clinical samples rather than denoting an overall sign of pathology.

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Tso, Wan-Yee Winnie, Sai Kam Hui, Tatia Mei Chun Lee, Anthony Pak Yin Liu, Patrick Ip, Kevin Cheng, Daniel Fong, et al. "QOL-25. MICROSTRUCTURAL BRAIN CHANGES ASSOCIATED WITH NEUROCOGNITIVE AND FUNCTIONAL OUTCOMES OF INTRACRANIAL GERM CELL TUMUOR SURVIVORS – A DIFFUSIONAL KURTOSIS IMAGING STUDY." Neuro-Oncology 22, Supplement_3 (December 1, 2020): iii436. http://dx.doi.org/10.1093/neuonc/noaa222.687.

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Abstract BACKGROUND Childhood intracranial germ cell tumour (iGCT) survivors are prone to radiotherapy-related neurotoxicity which can lead to neurocognitive dysfunction. Diffusion kurtosis imaging (DKI) is a MRI technique that quantifies microstructural changes in the grey and white matter of the brain. This study aims to investigate the associations between MR-DKI metrics, the cognitive and functional outcomes of childhood iGCT survivors. METHOD 20 childhood iGCT survivors who had received cranial radiotherapy were recruited. DKI parameters were determined for iGCT survivors and 18 control subjects. Neurocognitive assessment using the Hong Kong Wechsler Intelligence Scales for Children (HKWISC)/ Wechsler Adult Intelligence Scale – Revised (WAIS-R) and functional assessment using the Lansky/ Karnofsky performance scales were performed for GCT survivors. RESULTS There were significant negative correlation between the IQ scores and the mean diffusivity (MD) in multiple white matter regions of iGCT survivors including: anterior limb of internal capsule, superior fronto-occipital fasciculus, anterior corona radiata, uncinate fasciculus, cingulum and hippocampus. Mean kurtosis (MK) values of the superior fronto-occipital fasciculus were positively correlated with IQ scores. For grey matter, the MD of the olfactory, insula, caudate, heschl gyrus, parahippocampal gyrus, hippocampus, anterior cingulum, frontal inferior operculum, middle and superior temporal gyrus, middle and superior frontal orbital gyri, cuneus and precentral gyrus were negatively correlated with IQ scores. Most of the microstructural changes with associated functional impairment were white matter regions. CONCLUSION Our study identified vulnerable brain regions with significant white and grey matter microstructural changes that were associated with impaired cognitive function or deficits in physical functioning.

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Lepach, Anja C., Franz Petermann, and Sören Schmidt. "Comparisons of the BASIC-Memory and Learning Test and the WISC-IV Under Developmental Aspects." Zeitschrift für Psychologie / Journal of Psychology 216, no. 3 (January 2008): 180–86. http://dx.doi.org/10.1027/0044-3409.216.3.180.

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This study compares results of a new children memory and learning test, the BASIC-MLT and the latest Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a nonclinical German sample (N = 103). All participants were assessed with both instruments (order balanced). Pearson correlations were computed between subtest, scale and IQ scores from the intelligence scales and the scores from the BASIC-MLT separate for three defined age groups (Group 1: 6 to < 10 years, Group 2: 10 to < 13 years, Group 3: 13 to 16 years). Moderate to high correlations were found between Full Scale IQ (FSIQ) and BASIC-MLT’s memory quotient (MQ). Referring to Siegler’s (1998 , 2004 ) memory theories the relations of reasoning (Matrix Reasoning), semantic knowledge (Vocabulary), working memory (Letter-Number Sequencing) and processing speed (Symbol Search) were focused for further investigation. Significant correlations can be found for Matrix Reasoning and MQ in Group 1 only. For Vocabulary significant correlations can be found in Group 2 (p < .05) and Group 3 (p < .01). Letter-Number Sequencing has significant correlations with MQ in all age groups and Symbol Search in none. Comparisons of t-mean deviations in scales and subtests showed no significant differences in Group 1 and only few significant differences for Group 2 and Group 3. Results of children above 10 years of age are influenced by school type.

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Styck, Kara M., and Marley W. Watkins. "Diagnostic Utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition Among Referred Students." School Psychology Review 42, no. 4 (December 1, 2013): 367–82. http://dx.doi.org/10.1080/02796015.2013.12087460.

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Ben-Yochanan, Avraham, and Yaacov Katz. "Validation of a School Readiness Battery for a Referred Sample of Israeli Elementary School Students." Perceptual and Motor Skills 68, no. 2 (April 1989): 651–54. http://dx.doi.org/10.2466/pms.1989.68.2.651.

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A School Readiness Test Battery, comprising the Information and Similarities subtests of the Wechsler Preschool and Primary Scales of Intelligence, selected elements of the Gesell Reading Readiness Test, and the Minkowich Test of Arithmetic Readiness was used to screen a sample of referred candidates for entry into first grade of an Israeli elementary school. The candidates were retested at the end of first grade on a battery of tests of reading and arithmetic skills and achievement. An analysis of intercorrelations among readiness and achievement as well as multiple linear regression analysis indicated that, when a minibattery of the Gesell and Minkowich readiness tests was administered to a referred sample of 77 kindergarten children, superior prediction of school readiness at first grade was obtained.

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Souroulla, Andry Vrachimi, and Georgia Panayiotou. "Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 180. http://dx.doi.org/10.11114/jets.v5i2.2048.

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The Hellenic WISC-III (Wechsler, 1997) is currently the only standardized and officially published tool for the assessment of the intelligence of children and adolescents in Greece. The test is also used with caution in Cyprus, among Greek speakers, but no specific norms exist for use in this country. The purpose of this study was to provide evidence of the qualities of the test using an independent Greek-Cypriot sample and to support its utility in the psychological evaluation of Greek speaking children in Cyprus. The participants were 151 public school children aged 9:1 to 15:8 years. Correlations between the subtests of the WISC-III and the Scale IQs and, also, correlations between scores on the WISC-III and achievement measures as well as the educational level of parents provided evidence of convergent - construct validity. Low correlations between scores on the WISC-III and measures of psychopathology supported the instruments divergent - construct validity. Also, an exploratory factor analysis further supported the construct validity of the test. Moreover, the study provided evidence in support of the predictive validity and clinical utility of the test by examining the cognitive profiles on the Hellenic WISC-III of children with learning difficulties and identifying the WISC-III subscale scores that best distinguish them. This evidence is very important for clinicians in Cyprus but, also, further supports the international evidence about the utility of the Wechsler ability scales.

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Hassan, MS, MKK Patwary, MM Rahman, SF Sonia, M. Kabiruzzaman, MA Alim, AJM Salahuddin, et al. "Neurological Effect of Lead Exposure in Children." Medicine Today 25, no. 1 (July 28, 2013): 1–5. http://dx.doi.org/10.3329/medtoday.v25i1.15899.

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Lead poisoning is one of the burning issues in Bangladesh. This study assessed the relation of blood lead level with IQ and peripheral nerve function in environmental lead exposed primary school children in Dhaka.Blood lead level (BLL) was measured in 84 primary school children in an urban industrial area of Dhaka. IQ was measured with Wechsler Intelligence Scales- Revised for children. Electrophysiological evaluation was done in 31 children.Verbal, Performance and Full scale IQ had a negative correlation with blood lead level (p<0.001). Decrement in Verbal, Performance and Full scale IQ associated with 1 microgram per deciliter increase in blood lead level were 0.99, 0.86 and 0.95 respectively (p<0.001). None had clinical features of neuropathy. Statistical analysis also did not show any significant difference in NCS between children with normal and elevated BLL (p value >0.05).It was found that IQ of children decreased in a linear trend with increasing blood lead level. This study did not find any clinical or electrophysiological evidence of peripheral nerve dysfunction in the environmental lead exposed children. DOI: http://dx.doi.org/10.3329/medtoday.v25i1.15899 Medicine Today 2013 Vol.25(1): 1-5

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Vidojevic, I. Milacic. "Memory Disorder in Persons with Asperger Syndrome." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71097-1.

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Aim:Asperger syndrome (AS) is a term used to mark a subgroup of autism with no delay in language or cognitive development. Research reveal language and cognitive impairments in AS (uneven profile of abilities on Wechsler intelligence scales, pragmatic deficits, receptive speech, narrow attention and difficulty in shifting attention, etc). The objective of this study is to examine episodic memory of children with AS. 12 children with AS age from 7-16 years old, 11 males, 1 female participated in the study. All children had an IQ in the normal range.Method:Buschke Selective Reminding Test was used in the present study as a measure of episodic memory suitable for the age range of the children in the study.Results:scores gained by the children with AS comparing to the scores of the normally developing children indicate deviation on the measures of recall, long term storage, consistent long term retrieval and increased number of intrusions. Only 3 subjects scored within normal limits. Information produced on immediate recall was not lost over 30-minute delay.Conclusion:results shows dominant problem in organization of stored information.

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Lung, For-Wey, Po-Fei Chen, and Bih-Ching Shu. "Predictive and Construct Validity of the Bayley Scales of Infant Development and the Wechsler Preschool and Primary Scale of Intelligence with the Taiwan Birth Cohort Study Instrument." Psychological Reports 111, no. 1 (August 2012): 83–96. http://dx.doi.org/10.2466/10.04.pr0.111.4.83-96.

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This study aimed to investigate the concurrent validity of the parent-report Taiwan Birth Cohort Study Developmental Instrument (TBCS–DI) with the Bayley Scales of Infant Development-Second Edition (BSID–II) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) at 6, 18, 36, and 60 months. 100 children were recruited at 6 months, 88 children followed-up at 18 months, 71 at 36 months, and 53 at 60 months. Longitudinally, the parent-report TBCS–DI, with the professional psychological assessments of the BSID–II and the WPPSI–R showed predictive validity. Looking at each time point in cross section, at 6 and 18 months the TBCS–DI had good concurrent validity with the BSID–II, and at 36 and 60 months the TBCS–DI was correlated only with the motor and performance domains of the BSID–II and WPPSI–R. With further investigation, the TBCS–DI may be used both in research and in clinical settings.

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Journal articles on the topic 'Wechsler Intelligence Scales for children'

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