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Journal articles on the topic 'WISC-IV'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Needelman, Howard, Connie J. Schnoes, and Cynthia R. Ellis. "The New WISC-IV." Journal of Developmental & Behavioral Pediatrics 27, no. 2 (April 2006): 127–28. http://dx.doi.org/10.1097/00004703-200604000-00007.

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2

Launey, Kathryn B., James Carroll, and K. Roger Van Horn. "Concurrent Validity of the WISC-IV in Eligibility Decisions for Students with Educable Mental Disabilities." Psychological Reports 100, no. 3_suppl (June 2007): 1165–70. http://dx.doi.org/10.2466/pr0.100.4.1165-1170.

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Concurrent validity of the WISC-III and WISC-IV was conducted using a sample of 35 students classified as educable mentally disabled. Full Scale IQ scores of previously administered WISC-III correlated .91 with WISC-IV Full Scale IQ scores when adjusted for restricted range. Of the previous eligibility decisions, 80% were confirmed by the WISC-IV scores. Implications of the findings and suggestions for research are discussed.

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3

Canivez, Gary L., and Joseph C. Kush. "WAIS-IV and WISC-IV Structural Validity." Journal of Psychoeducational Assessment 31, no. 2 (April 2013): 157–69. http://dx.doi.org/10.1177/0734282913478036.

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4

Wilson, Kimberley, and Linda Gilmore. "Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare?" Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 1–14. http://dx.doi.org/10.1017/jgc.2012.9.

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The Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV) and the Stanford-Binet — Fifth Edition (SB5) are two of the most commonly used intelligence tests for children and adolescents. No comparative studies of the WISC-IV and SB5 have yet been published. In the current study the WISC-IV and SB5 were administered in counterbalanced order to 30 typically developing 12- to 14-year-old adolescents. There was a significant difference between Full Scale IQs on the two measures, with scores being higher on the WISC-IV. A significant difference was also found between Verbal IQs and there were large score differences for some participants. The article concludes that the WISC-IV and SB5 cannot be presumed to be interchangeable measures of intelligence.

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5

Hwang, Kyusic and Sang-Woo Oh. "K-WISC-IV 단축형의 타당도." Korean Journal of Clinical Psychology 36, no. 3 (August 2017): 381–90. http://dx.doi.org/10.15842/kjcp.2017.36.3.008.

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6

Mayes, Susan Dickerson, and Susan L. Calhoun. "WISC-IV and WISC-III Profiles in Children With ADHD." Journal of Attention Disorders 9, no. 3 (February 2006): 486–93. http://dx.doi.org/10.1177/1087054705283616.

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7

Lecerf, Thierry, Jérôme Rossier, Nicolas Favez, Isabelle Reverte, and Laurence Coleaux. "The Four- vs. Alternative Six-Factor Structure of the French WISC-IV." Swiss Journal of Psychology 69, no. 4 (January 2010): 221–32. http://dx.doi.org/10.1024/1421-0185/a000026.

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Exploratory and confirmatory factor analyses reported in the French technical manual of the WISC-IV provides evidence supporting a structure with four indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI). Although the WISC-IV is more attuned to contemporary theory, it is still not in total accordance with the dominant theory: the Cattell-Horn-Carroll (CHC) theory of cognitive ability. This study was designed to determine whether the French WISC-IV is better described with the four-factor solution or whether an alternative model based on the CHC theory is more appropriate. The intercorrelations matrix reported in the French technical manual was submitted to confirmatory factor analysis. A comparison of competing models suggests that a model based on the CHC theory fits the data better than the current WISC-IV structure. It appears that the French WISC-IV in fact measures six factors: crystallized intelligence (Gc), fluid intelligence (Gf), short-term memory (Gsm), processing speed (Gs), quantitative knowledge (Gq), and visual processing (Gv). We recommend that clinicians interpret the subtests of the French WISC-IV in relation to this CHC model in addition to the four indices.

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8

Verani, Saba, and Charles Golden. "A-153 Neuropsychological Effects Assessed Using WISC-IV and WISC-V." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1207. http://dx.doi.org/10.1093/arclin/acab062.171.

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Abstract Objective This review explores The Weschler Intelligence Scale for Children – Fourth Edition (WISC-IV) and the Weschler Intelligence Scale for Children – Fifth Edition (WISC-V) administered to children with various medical histories including traumatic brain injury, vascular conditions, brain tumor, epilepsy, strokes, sickle cell disease, down syndrome, and neurotoxicity on neurodevelopment. This review aims to explore neuropsychological effects of these medical conditions derived from final scores and scale comparisons. Data Selection Peer-reviewed studies between 2000 and 2020 were gathered from EBSCO, Google Scholar, and Science Direct. Criteria was limited to neurological conditions present in children, who were required to be assessed using either WISC-IV or WISC-V. Children with other developmental or learning disabilities were excluded. Data on Weschler Adult Intelligence Scale (WAIS) were excluded along with any other assessment administered to children. Thirteen articles were included based on the criteria along with two articles that discuss the validity of WISC. Data Synthesis The components of the WISC-IV or WISC-V demonstrated low average or below average scores on many scales, especially overall FSIQ. The largest impairments were present in Processing Speed Index, Verbal Comprehension Index, Working Memory Index, Visual Spatial Index, and overall FSIQ. All children assessed with preexisting neurological conditions demonstrated deficits in neuropsychological domains. The severity of the neurological condition significantly impacted scores when compared to children with no conditions. Conclusions The administration of WISC-IV and WISC-V demonstrated neuropsychological and functioning impairments in children with preexisting neurological conditions. The assessment successfully identified deficit areas and earlier testing can encourage earlier treatments.

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9

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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10

Whitaker, Simon, and Shirley Gordon. "Floor effects on the WISC-IV." International Journal of Developmental Disabilities 58, no. 2 (July 2012): 111–19. http://dx.doi.org/10.1179/2047387711y.0000000012.

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11

Ryan, Joseph J., Laura Glass Umfleet, and Alexa Kane. "Stability of WISC-IV Process Scores." Applied Neuropsychology: Child 2, no. 1 (January 2013): 43–46. http://dx.doi.org/10.1080/21622965.2012.670554.

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12

K. Nkyi, Anthony. "CASE REPORT: THE USE OF WISC-IV IN ASSESSING INTELLECTUAL FUNCTIONING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 57–66. http://dx.doi.org/10.23947/2334-8496-2015-3-1-57-66.

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The purpose of this paper is to provide detailed description of clinical assessment of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) that can be used by clinicians to assess the level of intelligence of children and adolescents. The WISC-IV is a standardized intelligence test provides essential information and critical clinical insights into a child’s cognitive functioning. Literature review and analysis of how to interpret the WISC-IV are described. A psychological report of a 15 year African girl with the use of WISC-IV is reported and clinical impression is given. Information from several sources including interviews with parents, test scores and behavioral observations were used to develop a hypothesis about the child’s skills. Her Full Scale IQ of 125 is classified in the superior or higher range of intelligence. Recommendations about how to address problem areas are discussed.

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13

Cormier, Damien C., Kun Wang, and Kathleen E. Kennedy. "Linguistic Demands of the Oral Directions for Administering the WISC-IV and WISC-V." Canadian Journal of School Psychology 31, no. 4 (July 24, 2016): 290–304. http://dx.doi.org/10.1177/0829573516643314.

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As the diversity of the school-age population in Canada continues to increase, it is important for school psychologists to consider the potential influence of culture and language when assessing the cognitive abilities of students from culturally and linguistically diverse backgrounds. The purpose of this study is to examine the linguistic demand of the oral subtest directions for the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) and Fifth Edition (WISC-V). Text-based statistics were extracted from the WISC-IV and WISC-V subtests to generate three composite scores: verbosity, complexity, and total demand. Results suggest that the oral directions of the WISC-IV subtests Block Design, Letter–number Sequencing, Cancellation, and Comprehension demonstrate relatively high linguistic demand. The oral subtest directions of the WISC-V subtests Picture Span, Visual Puzzles, and Figure Weights demonstrate relatively high linguistic demand. These findings suggest that the linguistic demand of oral directions should be taken into consideration when selecting and interpreting some subtests from both of these cognitive batteries.

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14

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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15

Angeli dos Santos, Acácia Aparecida, Monalisa Muniz, Fabian Javier Marin Rueda, and Rosana Maria Mohallem Martins. "Validity evidence for the 4th edition of the Wechsler Intelligence Scale for Children." Psico 49, no. 1 (April 4, 2018): 1. http://dx.doi.org/10.15448/1980-8623.2018.1.27002.

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This study aimed to find validity evidence for the WISC-IV through the relationship with external variables, analyzing possible associations between the factor indexes of the WISC-IV and a Cloze test that assesses reading comprehension. We evaluated 150 children ages 6-14 years, from the 1st to the 9th grade level. The statistical technique of structural equation modeling was applied through the program Analysis of Moment Structures (AMOS). According to the results the factor index that best predicts reading comprehension is verbal comprehension, revealing a strong association with crystallized cognitive abilities. The results show validity evidence favorable to the WISC-IV interpretations, helping to bring it closer to more contemporary instruments in the assessment of intelligence as proposed by the CHC model.***Evidências de validade para a 4ª edição das Escalas Wechsler de Inteligência para Crianças***Este estudo teve como propósito buscar evidências de validade por meio da relação com variáveis externas para o WISC-IV, analisando possíveis associações entre os índices fatoriais do WISC-IV e o Teste de Cloze, que avalia a compreensão de leitura. Foram avaliadas 150 crianças com idades entre 6 a 14 anos, do 1º ao 9º ano do ensino fundamental. Recorreu-se à técnica estatística modelagem de equações estruturais, por meio do programa Analysis of Moment Structures – AMOS. De acordo com os resultados encontrados o índice fatorial que mais prediz a compreensão de leitura é o de compreensão verbal, revelando forte associação com as habilidades cognitivas cristalizadas. Os resultados revelam evidências de validade favoráveis às interpretações do WISC-IV, contribuindo para aproximá-lo de instrumentos mais contemporâneos na avaliação da inteligência, como propõe o modelo CHC.

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16

Lavin, Claire. "The Wechsler Intelligence Scale for Children-Third Edition and the Stanford-Binet Intelligence Scale: Fourth Edition: A Preliminary Study of Validity." Psychological Reports 78, no. 2 (April 1996): 491–96. http://dx.doi.org/10.2466/pr0.1996.78.2.491.

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The concurrent validity of the Wechsler Intelligence Scale for Children–Third Edition (WISC–III) and the Stanford-Binet Intelligence Scale: Fourth Edition was investigated using a sample of 40 nonreferred children. There were significant correlations between the WISC-III Full Scale IQ, Verbal IQ, Performance IQ, and Composite (.817, .789, .609) and Area Scores (.357 to .763) of the Stanford-Binet–IV. There were no significant differences between the mean WISC–III and Stanford-Binet–IV scores. Despite differences in content, format, and administration, both tests yielded comparable results.

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Giudicessi, A., C. Ibarra, V. Visconti, A. Zenit, and H. Pelayo. "C-44 Exploring the Criterion Validity of the WISC-IV in a Clinically Referred Sample of Children in Mexico." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 1073. http://dx.doi.org/10.1093/arclin/acz034.206.

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Abstract Objective The Weschler Scale of Intelligence (WISC-IV) is one of the most commonly used measures in the neuropsychological evaluation of children. Little published research utilizes the WISC-IV in diverse populations outside the US. The objective of this study was to examine the criterion validity of the WISC-IV’s subtests and index scores in a clinically referred sample in Mexico. Methods The present study included 86 participants, 35 clinical patients referred for neuropsychological evaluation for persistent learning difficulties at a public clinic and 51 healthy control children enrolled in public school with a GPA of 3.0-4.0 in Puebla, Mexico. Participants were between the ages of 7-12. None of the children in our clinical group had a formal diagnosis of any learning or behavior disorder, this was the first experience seeking neuropsychological evaluation. The WISC-IV was administered to all participants as part of the evaluation process. Informed consent was obtained prior to evaluation. Results Independent sample T-Tests show no significant differences in Full-Scale IQ average (FSIQ) between the clinical sample (M = 75.40, SD = 11.81) and control group (M = 79.73, SD = 10.36). Descriptive statistics for indices and subtests can be found in Table 1. Conclusions Our results demonstrate low average IQ for both groups, indicating further research is needed in understanding the criterion validity of the WISC-IV when applied to clinical populations in Mexico. Furthermore, because we were unable to explain below average scores in the control group by any confounding variable, future studies comparing the Mexican standardization of the WISC-IV with our data before utilizing as clinical evaluation tool is recommended.

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Szabó, Csilla, and Katalin Mohai. "Comparative examination of the intelligence profile of school children with ADHD and dyslexia." Magyar Pszichológiai Szemle 68, no. 2 (June 1, 2013): 223–44. http://dx.doi.org/10.1556/mpszle.68.2013.2.3.

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A diszlexia és a figyelemhiányos/hiperaktivitás zavar (ADHD) gyakran együttesen jelenik meg, nagyfokú komorbiditást mutatva, ugyanakkor a kutatások a két klinikai kép eltérő természetét igazolják.Vizsgálatainkban a hazai diagnosztikus munkában egyre inkább elterjedt WISC-IV gyermek-intelligenciatesztet alkalmaztuk. Mivel a teszttel kapcsolatosan csupán néhány éves tapasztalattal rendelkezünk, kutatásunk további célja a WISC-IV gyermek-intelligenciateszt alkalmazhatóságának és diagnosztikus érzékenységének feltárása ADHD és diszlexia esetében. Hosszú távon eredményeink hozzájárulhatnak a pontosabb differenciáldiagnosztikus kritériumok felállításához, mindezzel lehetővé téve a specifikusabb fejlesztési célok felállítását.Jelen tanulmányban az ADHD-s, diszlexiás gyermekek WISC-IV gyermek-intelligenciatesztben mutatott profilját elemezzük. A kutatásban 13 ADHD-s, 13 diszlexiás és 13 kontroll kisiskolás vett részt, akiket életkor, nem, illetve osztályfok szerint illesztettünk.

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19

Styck, Kara M., and Marley W. Watkins. "Structural Validity of the WISC-IV for Students With ADHD." Journal of Attention Disorders 21, no. 11 (October 7, 2014): 921–28. http://dx.doi.org/10.1177/1087054714553052.

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Objective: To evaluate the structural validity of the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV). Method: Confirmatory factor analyses were applied to a sample of 233 students diagnosed with ADHD by school multidisciplinary evaluation teams to evaluate the relative fit of the following competing models: (a) one factor, (b) two oblique verbal and nonverbal factors, (c) three oblique verbal, perceptual, and combined working memory/processing speed factors, (d) four oblique verbal, perceptual, working memory, and processing speed factors, (e) a higher-order model with four first-order factors, and (f) a bifactor model with four domain-specific factors. Results: A higher-order four-factor model fit the data best, which was composed of a general intelligence factor and four domain-specific factors that matched the four factors specified in the WISC-IV technical and interpretive manual. Moreover, the general intelligence factor explained more than two times the total variance contributed by all four domain-specific factors combined. Conclusions: Results substantiate previous research on the WISC-IV, indicating that the general intelligence factor contributes the most reliable information. Consequently, it is recommended that interpretation of the WISC-IV remain at the Full-Scale IQ score level.

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20

Naglieri, Jack A., and Anthony W. Paolitto. "Ipsative Comparisons of WISC-IV Index Scores." Applied Neuropsychology 12, no. 4 (December 2005): 208–11. http://dx.doi.org/10.1207/s15324826an1204_4.

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21

Riddell, Rebecca Pillai. "Review of WISC-IV advanced clinical interpretation." Canadian Psychology/Psychologie canadienne 48, no. 1 (2007): 51–53. http://dx.doi.org/10.1037/cp2007_1_51.

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22

Kastner-Koller, Ursula, Pia Deimann, Alexandra Antolovic, Claudia Heiss, Klaus D. Kubinger, and Gerda Neumann. "Zur Vorhersage von kognitiven Leistungen im Vorschul- und Grundschulalter." Diagnostica 59, no. 4 (October 2013): 202–14. http://dx.doi.org/10.1026/0012-1924/a000092.

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Zur Überprüfung der prognostischen Validität des Wiener Entwicklungstests (WET) werden zwei Studien berichtet. In Studie 1 wurden 67 Kinder im Alter von vier bis sechs Jahren mit dem WET entwicklungsdiagnostisch untersucht. Drei Jahre später wurde bei dieser Stichprobe eine Intelligenzabklärung mit dem WISC-IV durchgeführt. In Studie 2 wurden 22 Kinder, die im Alter von fünf bis sechs Jahren mit dem WET im Rahmen einer psychologischen Beratung getestet wurden, ein Jahr später mit dem AID 2 intelligenzdiagnostisch untersucht. Die sprachlichen, kognitiven und Gedächtnis-Subtests des WET und die Subtests von WISC-IV und AID 2 wurden auf der Basis des CHC-Modells klassifiziert und den Faktoren kristalline Intelligenz, fluide Intelligenz/visuelle Informationsverarbeitung und Kurzzeitgedächtnis zugeordnet. Für die WET-Prädiktoren und die jeweiligen Intelligenztest-Kriterien wurden kanonische Korrelationsanalysen durchgeführt, die zeigen, dass die sprachlich-kognitiven Subtests des WET kristalline Intelligenz im Schulalter vorhersagen. Die verbalen Gedächtnisleistungen im WET lassen eine Prognose des Kurzzeitgedächtnisses im Schulalter zu, unabhängig davon, ob dieses mit dem WISC-IV oder dem AID 2 erfasst wurde. Eine Vorhersage des fluiden Denkens und der visuellen Informationsverarbeitung war für den WISC-IV-Index Wahrnehmungsgebundenes Logisches Denken signifikant.

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Rifai, Lara, Nisha Kajani, Kayla Kotalik, Ana Lopez, Lisa Lashley, and Charles J. Golden. "A-142 A Correlation between Reading Fluency and Processing Speed in a Child Population." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1195. http://dx.doi.org/10.1093/arclin/acab062.160.

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Abstract Objective The aim of this study was to determine whether a correlation exists between reading fluency in the WJ-IV ACH and processing speed in the WISC-V. Method The data for this study was derived from a large de-identified database. Participants (n = 90) included individuals who completed the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V), which measures intellectual ability, and the Woodcock Johnson IV Tests of Achievement (WJ-IV ACH), which tests for reading, writing, and mathematic achievement. The participants consisted of 36.7% White, 20% Black, 31.1% Hispanic, and 12.2% Other. From the sample, 66.7% were male and 32.3% were female. All the participants were administered the WISC-V and WJ-IV ACH (mean age = 10.53, SD = 2.50; mean education = 4.6, SD = 2.47). Vocabulary was controlled for. Results The results indicated a significant correlation between the WJ-IV ACH Reading Fluency and the WISC-V Processing Speed Index r(87) = 0.326, p = 0.002. Conclusions Previous research has found that deficits in processing speed affect reading efficiency. Cognitive processes are affected even in children with ADHD who are able to decode words accurately. Processing speed, specifically Coding in the WISC-IV, was found to be significantly associated with verbal span and measures of working memory. Moreover, processing speed and working memory have been found to be significant predictors of oral reading fluency (Jacobson et al., 2011). The current findings confirm a correlation between processing speed and reading fluency in updated versions of the forementioned assessments. Future research should investigate the role of comorbid diagnosis found in the functioning of both processing speed and reading fluency.

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Daseking, Monika, Ulrike Petermann, and Franz Petermann. "Intelligenzdiagnostik mit dem HAWIK-IV." Kindheit und Entwicklung 16, no. 4 (October 2007): 250–59. http://dx.doi.org/10.1026/0942-5403.16.4.250.

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Zusammenfassung. Im Jahr 2003 erschien in den USA die Neufassung der Wechsler Intelligence Scale for Children. Dieser Intelligenztest gehört wie die Vorgänger-Versionen weltweit zu den am häufigsten eingesetzten Testverfahren. In den vergangenen drei Jahren wurde die WISC-IV für den deutschen Sprachraum adaptiert und normiert; der Test steht als Hamburg-Wechsler-Intelligenztest für Kinder - IV (HAWIK-IV) zur Verfügung. Der HAWIK-IV stellt die grundlegende Überarbeitung des HAWIK-III bzw. der WISC-III dar. Die Revision ist geprägt durch die Einführung neuer Untertests und eine stärkere Fokussierung auf die Index-Werte. Darüber hinaus bietet der Test die Möglichkeit von detaillierten Profilanalysen, um Leistungsstärken und -schwächen eines Kindes zu erfassen. Bei einigen Untertests kann darüber hinaus durch Prozessanalysen die Aufgabenbearbeitung bewertet werden. Der HAWIK-IV wurde 2005 und 2006 in Deutschland, Österreich und der deutschsprachigen Schweiz normiert.

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Barbot, Baptiste. "Capacités concrètes, facteurs non intellectifs et observation clinique du Wisc-iii au Wisc-iv." Le Journal des psychologues 253, no. 10 (2007): 39. http://dx.doi.org/10.3917/jdp.253.0039.

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Giudicessi, A., V. D. Visconti, A. Zenit Aldana, and C. Ibarra. "Exploring the Neuropsychological Profile of a Clinically Referred Sample of Children in Mexico." Archives of Clinical Neuropsychology 34, no. 7 (August 30, 2019): 1254. http://dx.doi.org/10.1093/arclin/acz029.21.

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Abstract Objective The Wechsler Scale of Intelligence for Children (WISC-IV) is one of the most commonly used intelligence tests for children. A Spanish version of the WISC-IV exists, but a limited amount of published information is available on its utility when assessing pediatric clinical populations. Furthermore, little published research utilizes the WISC-IV in Spanish speaking populations residing outside the US. This study seeks to present the neuropsychological profile of a clinically referred sample of children residing in Mexico. Participants and Method The present study included 35 participants (15 females and 20 males, M age of 9.26 years, SD = 1.69). Participants were referred to clinic sites affiliated with the neuropsychology master’s program at Benemérita Universidad Autónoma de Puebla (BUAP). Participants were referred for assessment due to persistent academic/behavior difficulties and were included in this study if they were between the ages of 7 and 12, with no history of a psychiatric disorder. All participants were administered the WISC-IV. Procedures were approved by the ethics committee at BUAP. Informed consent was obtained prior to evaluation. Results Descriptive statistics show a Full-Scale IQ average (FSIQ) mean of 75.40 (SD = 12.42). Highest index scores were on Perceptual Reasoning (PRI) (M = 84.94, SD = 16.22) and Processing Speed (PSI) (M = 81.34, SD = 12.96) and lowest index score were on working memory (WMI) (M = 76.97, SD = 14.64) and Verbal Comprehension (VCI) (M = 76.54, SD = 12.42). Independent T-Tests showed no significant differences between genders. Conclusions Our results show a low average IQ for the sample but also identifies strengths in certain indices and specific subtests within the WISC-IV that can add rich details in the comprehension of cognitive functioning in this sample. In the future, we plan to continue the growth of our study via the utilization of a control group to compare with the clinical sample.

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DONDERS, JACOBUS, and KELLY JANKE. "Criterion validity of the Wechsler Intelligence Scale for Children–Fourth Edition after pediatric traumatic brain injury." Journal of the International Neuropsychological Society 14, no. 4 (June 25, 2008): 651–55. http://dx.doi.org/10.1017/s1355617708080752.

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The performance of 40 children with complicated mild to severe traumatic brain injury on the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV; Wechsler, 2003) was compared with that of 40 demographically matched healthy controls. Of the four WISC–IV factor index scores, only Processing Speed yielded a statistically significant group difference (p< .001) as well as a statistically significant negative correlation with length of coma (p< .01). Logistic regression, using Processing Speed to classify individual children, yielded a sensitivity of 72.50% and a specificity of 62.50%, with false positive and false negative rates both exceeding 30%. We conclude that Processing Speed has acceptable criterion validity in the evaluation of children with complicated mild to severe traumatic brain injury but that the WISC–IV should be supplemented with other measures to assure sufficient accuracy in the diagnostic process. (JINS, 2008,14, 651–655.)

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Renner, Gerolf, Dieter Irblich, and Anne Schroeder. "Die WISC–IV in der klinisch psychologischen Anwendung bei 6- bis 13-Jährigen in einer sozialpädiatrischen Stichprobe." Kindheit und Entwicklung 28, no. 3 (July 2019): 182–89. http://dx.doi.org/10.1026/0942-5403/a000282.

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Zusammenfassung. Psychometrische Eigenschaften der WISC–IV wurden bei 649 Kindern im Alter von 6 – 13 Jahren, die in Sozialpädiatrischen Zentren vorgestellt wurden, überprüft. Erfasst wurden ICD-10-Diagnosen und bei Teilstichproben weitere Intelligenzmaße (K–ABC, SON–R 2½–7) und Verhaltensratings (CBCL/4–18). Der mittlere Gesamt-IQ lag bei 92.5 ( SD=15.9). Die split-half Reliabilität der Kerntests lag in den Altersjahrgängen zwischen .75 und .96, die Reliabilität der Indizes zwischen .91 und .96. Es fanden sich keine bedeutsamen Abweichungen von den im Manual berichteten Reliabilitätskennwerten. Analysen zur konvergenten und diskriminanten Validität zeigten signifikante Korrelationen des Gesamt-IQ der WISC-IV mit dem SON-R 2½-7 ( r = .63) und der K-ABC ( r = .80) , während sich zu Verhaltensvariablen (CBCL/4–18) keine bedeutsamen Zusammenhänge fanden. Insgesamt konnten wesentliche Gütekriterien der WISC–IV in der klinischen Anwendungspraxis repliziert werden, was die Brauchbarkeit des Verfahrens für diesen Anwendungsbereich bestätigt.

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Kim, Yangsik, Min Kyung Koh, Kee Jeong Park, Hyun-Jeong Lee, Go Eun Yu, and Hyo-Won Kim. "WISC-IV Intellectual Profiles in Korean Children and Adolescents with Attention Deficit/Hyperactivity Disorder." Psychiatry Investigation 17, no. 5 (May 15, 2020): 444–51. http://dx.doi.org/10.30773/pi.2019.0312.

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Objective This study aimed to compare the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) profiles of children with attention deficit/hyperactivity disorder (ADHD) and typically-developing children (TC) in Korea.Methods The Korean version of the WISC-IV and the Advanced Test of Attention (ATA) were administered to 377 children and adolescents: 224 with ADHD (age 8.2±2.1 years, 182 boys) and 153 TC (age 8.7±2.4 years, 68 boys). Partial correlation and an analysis of covariance were used to investigate the relationship between the scores of the WISC-IV and the ATA.Results The mean score of the full-scale intelligence quotient was lower in ADHD children than in TC (p<0.001). In analyses controlling for gender and with the full-scale intelligence quotient as a covariate, the working memory index (WMI) (p<0.001) and values of the Digit span subtest (p=0.001) of the WISC-IV were lower in the ADHD group than in TC. The WMI (r=-0.26, p<0.001) and its subtest Arithmetic scores (r=-0.25, p<0.001) were negatively correlated with Commission errors on the auditory ATA.Conclusion Children with ADHD have significantly lower WMI scores, which were clinically correlated with Commission errors on the auditory task of the ATA. Thus, the WMI is an indicator of attention deficit in children with ADHD.

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OGATA, KOHSKE. "Testing for Factorial Invariance of the WISC-IV:." Japanese Journal of Educational Psychology 65, no. 4 (2017): 466–76. http://dx.doi.org/10.5926/jjep.65.466.

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Kubo, Ritsuko, and Hiroyuki Makihara. "Significance of WISC-IV in child psychiatric clinic." Proceedings of the Annual Convention of the Japanese Psychological Association 83 (September 11, 2019): 1C—023–1C—023. http://dx.doi.org/10.4992/pacjpa.83.0_1c-023.

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Grégoire, Jacques. "Les indices du Wisc-iv et leur interprétation." Le Journal des psychologues 253, no. 10 (2007): 26. http://dx.doi.org/10.3917/jdp.253.0026.

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Zhu, Jianjun, and Hsinyi Chen. "Clinical Utility of Cancellation on the WISC-IV." Journal of Psychoeducational Assessment 31, no. 6 (April 3, 2013): 527–37. http://dx.doi.org/10.1177/0734282913480865.

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Bremner, Dawn, Breanne McTaggart, Donald H. Saklofske, and Troy Janzen. "WISC-IV GAI and CPI in Psychoeducational Assessment." Canadian Journal of School Psychology 26, no. 3 (September 2011): 209–19. http://dx.doi.org/10.1177/0829573511419090.

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Glass, Laura A., Joseph J. Ryan, Jared M. Bartels, and Jeri Morris. "Estimating WISC-IV indexes: proration versus linear scaling." Journal of Clinical Psychology 64, no. 10 (October 2008): 1175–80. http://dx.doi.org/10.1002/jclp.20518.

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Fina, Anthony D., Pedro Sánchez-Escobedo, and Liz Hollingworth. "Annotations on Mexico's WISC-IV: A Validity Study." Applied Neuropsychology: Child 1, no. 1 (January 2012): 6–17. http://dx.doi.org/10.1080/21622965.2012.665771.

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Daseking, Monika, and Franz Petermann. "Die neuen Wechsler: WPPSI-IV und WISC-V." Kindheit und Entwicklung 27, no. 3 (July 2018): 127–32. http://dx.doi.org/10.1026/0942-5403/a000252.

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Zusammenfassung. Intelligenztests werden regelmäßig überarbeitet, um Leistungen von Testpersonen reliabel und valide einschätzen zu können. Die Veränderungen, die in den aktuellen Versionen der Wechsler-Tests für das Kindes- und Jugendalter (WPPSI-IV, WISC-V) umgesetzt wurden, bilden den aktuellen Forschungsstand zur Intelligenzdiagnostik ab. Aus Validierungsstudien mit spezifischen Stichproben und Fragestellungen können Testanwender wichtige Informationen zur Interpretation von Testergebnissen ziehen.

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Labin, Agustina, María Elena Brenlla, and Ruth Alejandra Taborda. "Interpretación del WISC-IV: Índices alternativos para la evaluación de las habilidades cristalizadas." Psychologia 12, no. 1 (September 4, 2018): 13–23. http://dx.doi.org/10.21500/19002386.3439.

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En este artículo se presentan dos índices alternativos para la evaluación e interpretación de las habilidades cristalizadas a partir del WISC-IV versión argentina: el índice conocimiento léxico (Gc-VL) y el índice información general(Gc-K0). Para ello se trabajó con una muestra de 1036 casos. El análisis factorial confirmatorio revela altos índices que validan las nuevas puntuaciones. El análisis de fiabilidad resultó satisfactorio. A su vez, los resultados revelan correlaciones entre el índice comprensión verbal (ICV) del WISC-IV y los nuevos índices alternativos. Por último, se encontraron diferencias en las puntuaciones Gc-VL y Gc-K0 y el clima educativo del hogar. Si bien el WISC-IV propone cuatro índices compuestos y una medida global de la inteligencia (ICV, IRP, IMO, IVP y CIT), siguiendo los aportes de la teoría de Cattell-Horn-Carroll (CHC), se recomienda implementar estas puntuaciones alternativas en un contexto normativo e ipsativo, que favorezcan y enriquezcan el estudio de las capacidades cristalizadas del examinado.

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Rust, James O., and Alan Lindstrom. "Concurrent Validity of the Wisc-Iii and Stanford-Binet Iv." Psychological Reports 79, no. 2 (October 1996): 618–20. http://dx.doi.org/10.2466/pr0.1996.79.2.618.

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WISC-III and Stanford-Binet IV IQs were correlated for 57 volunteers (27 boys and 30 girls of ages 6 to 17 years) who were tested by 37 graduate students. Order of testing was not counterbalanced. Full Scale IQs on the WISC-III correlated .81 with the Test Composite Standard Age Scores of the Stanford-Binet IV. The average difference between the two tests was less than 2 IQ points. Although the average difference between the two tests was not significant, for some children it was large. Caution is urged when using these assessment instruments as if they provide similar scores.

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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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Zambrano-Sanchez, Elizabeth, Jose A. Martinez-Cortes, Minerva Dehesa-Moreno, Yolanda del Rio-Carlos, and Adrian Poblano. "Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder." Arquivos de Neuro-Psiquiatria 71, no. 11 (November 2013): 896–901. http://dx.doi.org/10.1590/0004-282x20130174.

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Objective To compare frequency of sleep disorders (SD) and executive dysfunction (ED) in children with attention deficit-hyperactivity disorder (ADHD) and a control group. Method We studied 156 children with ADHD with a mean age of 8.5 years, and a control group with 111 children with a mean age of 8.3 years. We utilized the Pediatric Sleep Questionnaire (PSQ) to screen SD and the working memory measurement from the Wechsler intelligence scale for children (WISC-IV) to screen ED. Results We did not observe an increased frequency of SD in children with ADHD compared with the controls. However, we did identify ED in children with ADHD; additionally a significant correlation was observed between the type of ADHD and SD and among ED, WISC-IV measurements, and type of SD in children with ADHD. Conclusion An increase of SD frequency in children with ADHD was not observed, but we did identify ED in children with ADHD. Additionally, a correlation among ADHD types, SD, ED, and WISC-IV measurements was observed in children with ADHD.

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MATSUDA, Osamu. "Understanding and clinical use of the Japanese version of the WISC-IV." Annual Report of Educational Psychology in Japan 52 (2013): 238–43. http://dx.doi.org/10.5926/arepj.52.238.

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Millichap, J. Gordon. "WISC-IV In Detection of Epilepsy-Related Cognitive Impairments." Pediatric Neurology Briefs 26, no. 7 (July 1, 2012): 53. http://dx.doi.org/10.15844/pedneurbriefs-26-7-6.

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Lecerf, T., I. Reverte, L. Coleaux, N. Favez, and J. Rossier. "Indice d’aptitude général pour le WISC-IV : normes francophones." Pratiques Psychologiques 16, no. 1 (March 2010): 109–21. http://dx.doi.org/10.1016/j.prps.2009.04.001.

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Lecerf, T., P. Golay, I. Reverte, D. Senn, N. Favez, and J. Rossier. "Scores composites CHC pour le WISC-IV : normes francophones." Pratiques Psychologiques 18, no. 1 (March 2012): 37–50. http://dx.doi.org/10.1016/j.prps.2011.04.001.

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Glass, Laura A., Joseph J. Ryan, Richard A. Charter, and Jared M. Bartels. "Discrepancy Score Reliabilities in the WISC-IV Standardization Sample." Journal of Psychoeducational Assessment 27, no. 2 (August 8, 2008): 138–44. http://dx.doi.org/10.1177/0734282908325158.

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Nader, Anne-Marie, Valérie Courchesne, Michelle Dawson, and Isabelle Soulières. "Does WISC-IV Underestimate the Intelligence of Autistic Children?" Journal of Autism and Developmental Disorders 46, no. 5 (October 12, 2014): 1582–89. http://dx.doi.org/10.1007/s10803-014-2270-z.

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Mano, Hiroshi, Kazuharu Takikawa, Nobuhiko Haga, and Udo Schumacher. "Intellectual characteristics using WISC-IV in children with myelomeningocele." Cogent Medicine 5, no. 1 (January 1, 2018): 1551827. http://dx.doi.org/10.1080/2331205x.2018.1551827.

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Goldbeck, Lutz, Monika Daseking, Susanne Hellwig-Brida, Hans C. Waldmann, and Franz Petermann. "Sex Differences on the German Wechsler Intelligence Test for Children (WISC-IV)." Journal of Individual Differences 31, no. 1 (January 2010): 22–28. http://dx.doi.org/10.1027/1614-0001/a000003.

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This study investigates cognitive sex differences in child and adolescent intelligence as measured by the WISC-IV (German edition; Petermann & Petermann, 2007 ). It was hypothesized that there would be no differences attributable to sex in Full Scale IQ (FSIQ), but on various composite score levels. Sex effects were expected to be more pronounced during/after puberty than before. Method: The standardization sample of the German WISC-IV (N = 1650) was used to assess and evaluate sex differences in test performance across defined age groups (6–9, 10–12, and 13–16 years). Results: At all ages, there were no gender effects in the Full-Scale IQ, but gender effects favoring boys in the Verbal Comprehension Index (t = 3.94, p < .001, d = .19) and Perceptual Reasoning Index (t = 2.69, p = .007, d = .13). In the Processing Speed Index, girls scored higher than boys (t = 6.75, p < .001, d = .33). No significant sex-by-age interaction effect was found using ANOVA, but various 1-df contrasts showed substantial sex differences at specific ages. Conclusions: Results are discussed in the context of the specific constructs measured by the WISC-IV, taking into account recent findings in neurobiological and developmental psychology.

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Ryan, Joseph J., Laura A. Glass, and Jared M. Bartels. "Internal Consistency Reliability of the Wisc–IV among Primary School Students." Psychological Reports 104, no. 3 (June 2009): 874–78. http://dx.doi.org/10.2466/pr0.104.3.874-878.

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Internal consistency reliabilities of the WISC–IV subtest and index scores were estimated for a sample of 76 primary school students from a small Midwestern community. Means for age and Full Scale IQ were 8.2 yr. ( SD = 2.3) and 110.5 ( SD = 11.7), respectively. Internal consistency reliabilities were compared with those for the WISC–IV standardization sample of 200. The range of reliabilities for the subtests was from .76 for Picture Concepts to .94 for Arithmetic and from .92 for Perceptual Reasoning Index to .96 for Verbal Comprehension Index and Full Scale IQ. The Full Scale IQ internal consistency reliability is comparable to that of the standardization sample. However, in all but one instance the reliabilities were greater than those of the normative sample.

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