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Resume L’un des objectifs assignes a l’administration des echelles d’intelligence (WAIS, WISC) consiste en l’evaluation des changements du fonctionnement cognitif au fil du temps. Pour cela, on administre la meme echelle a 2 reprises apres un intervalle de temps variant de quelques jours a plusieurs annees. La difference entre les scores observes lors du test et du retest renseigne sur le changement. Afin de determiner si le score de difference test–retest represente un changement cliniquement significatif, des valeurs seuils controlant pour l’effet de pratique, l’erreur de mesure et la regression a la moyenne sont developpees pour le WISC-IV. Pour le QIT, une diminution d’au moins 11 points suggere un declin, tandis qu’une augmentation d’au moins 17 points traduit une progression.

Resumen: Introducción: La neurofibromatosis tipo 1 (NF1) es un trastorno genético con manifestaciones clínicas muy variables que pueden expresarse en el sistema nervioso central y periférico, así como en piel, hueso, sistema endocrinológico y vascular. Los aspectos neuropsicológicos de la NF1 en la infancia continúan sin ser suficientemente conocidos, existiendo controversia acerca de los posibles déficits que definen el perfil cognitivo de estos niños. Objetivo: Estudiar el rendimiento neuropsicológico de un grupo de pacientes con NF1 en comparación con un grupo de control de niños sanos. Sujetos y método: Se estudia el rendimiento neuropsicológico de un grupo de 23 niños y niñas con diagnóstico de NF1, con una edad media de 8,7 años ± 1,39 comparado con otro grupo formado por 21 niños sanos con una edad media de 8,9 años ± 1,41 con características sociodemográficas similares. A todos los sujetos se les aplicó la Escala de Inteligencia de Wechsler infantil (WISC-IV). Resultados: Se observa en el grupo con NF1 un rendimiento menor que el grupo control en los índices globales del WISC-IV: comprensión verbal, razonamiento perceptivo, memoria de trabajo, velocidad de procesamiento y cociente intelectual global. Únicamente en los subtest de claves y semejanzas no se han apreciado diferencias estadísticamente significativas entre ambos grupos. Conclusión: Los resultados reflejan la existencia de alteraciones neurocognitivas sutiles y generalizadas en la muestra de niños con NF1, que afectan a la mayoría de los dominios cognitivos evaluados. Se subraya la necesidad de que reciban una atención neuropsicológica específica precoz para prevenir el mayor riesgo de presentar dificultades de aprendizaje y fracaso escolar. Abstract: Introduction: Neurofibromatosis type 1 (NF1) is a genetic disorder with various clinical manifestations that affect the peripheral and central nervous system, as well as the skin, bones and endocrine and vascular system. There is still insufficient knowledge of neuropsychological effects of NF1 on children, and there is some controversy about the cognitive deficits that defines the cognitive profile of patients affected by this disorder. Aims: In this study an analysis is made of the neuropsychological performance of a group of patients affected by NF1, compared with a control group of healthy children. Subjects and method: A comparison was made between the neuropsychological performance of a group of 23 boys and girls with a mean age of 8.7 years (+/-1.39) and diagnosed with NF1, and a control group consisting of 21 healthy children, with mean age of 8.9 years (+/- 1.41) and with similar socio-demographic characteristics. The Wechsler Intelligence Scale for Children (WISC) was applied to evaluate the subjects of both groups. Results: The group of patients affected with NF1 showed a lower performance in every primary index of WISC IV: Verbal Comprehension Index, Fluid Reasoning Index, Working Memory Index, Processing Speed Index, and full Scale IQ. Only in two subscales were no statistically significant differences observed: similarities and coding. Conclusion: The results show subtle and generalised neuropsychological alterations in the sample of children affected with NF1, which affect most of cognitive domains that have been evaluated. Proper specific and early neuropsychological treatment should be provided in order to prevent the high risk for these children of presenting learning difficulties and school failure.

Todo instrumento de avaliação deve ser revisado e adaptado quando utilizado em uma população diferente daquela para a qual foi padronizado. Este artigo apresenta os procedimentos teóricos do processo de adaptação de uma Forma Reduzida do teste WISC-IV para surdos. Objetivando uma avaliação mais rápida, porém representativa do modelo quadrifatorial do teste, foram selecionados oito subtestes: Vocabulário, Semelhanças, Cubos, Raciocínio Matricial, Código, Procurar Símbolos, Dígitos e Sequência de Números e Letras. As instruções e os itens foram traduzidos para Libras e a versão inicial foi apresentada à peritos na cultura surda e testada em oito alunos surdos. A forma experimental resultou em inclusão e exclusão de itens, inserção de ilustrações e itens de exemplos e, ainda, algumas modificações no processo de aplicação dos subtestes, atendendo às especificidades da cultura surda. Após os ajustes necessários, a versão experimental deve ser testada em uma amostra mais representativa para a realização das análises psicométricas.

本研究では、先行研究で作成した検査行動チェックリスト（Test-Taking Behavior Checklist：以下TBC）の尺度構成を検討した。結果として、下位尺度「意欲・協力的態度」「知的理解・言語理解」「不注意・衝動性」「社会性の困難」「情緒の問題」の信頼性及び妥当性が確認された。加えて、検査場面内の行動評定であるTBC「不注意・衝動性」「社会性の困難」と、日常場面の行動評定である「ADHD 評価スケール」「PARS」との間に中程度の相関が示された。このことから、検査場面内の行動観察でADHDやASD の特性を一定程度把握することが可能であると示された一方、検査場面内の情報だけで測定値を解釈することは避け、生態学的観点を含む総合的な検査解釈を行うべきであることが再確認された。

Les critères d’identification des enfants à haut potentiel intellectuel (HPI) font l’objet de débats et le choix du seuil de QI mesuré avec le WISC-IV varie entre 120 et 135 selon les auteurs. Cette étude rétrospective interroge les implications cliniques de ce choix. L’analyse des dossiers de 50 enfants adressés pour un questionnement HPI dans une consultation universitaire en psychologie de l’enfant montre que le nombre d’enfants HPI varie entre 18 % et 46 % selon le seuil de QI choisi.

Introduction In addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and the CPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to provide different views into individual's cognitive abilities. Objective The purpose of the present study is to provide the frequency of GAI/CPI score difference by direction, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, for the French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV). Method These frequencies are provided for a sample of healthy children ( n = 483), and for a sample of children with learning disabilities (LD, n = 370). The GAI comprises verbal comprehension and perceptual reasoning subtests, while CPI comprises working memory and processing speed subtests. Results Results indicated that the healthy sample performed better than the LD sample for all composite scores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for the LD sample (−1.35 points vs. −3.22 points). The GAI was higher than the CPI for both samples, but this difference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while the FSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 points vs. 2.95 points). Conclusion These findings support the use of the GAI and the CPI, in addition to the FSIQ.

筆者は北大土曜教室や教育現場において高い知的能力を持ちながらディスレクシアを抱える子どもたちの支援を行いつつ，ギフテッドを持つ保護者の相談にも当たってきた。いまだに日本ではギフテッドに関しての統一した定義がない中で，WISC-Ⅳをツールとして知的側面からのギフテッド（以下知的ギフテッド）同定を試みた。さらに，WISC-Ⅳの示す認知のアンバランスと知的ギフテッドが抱える「生きづらさ」との関連について明らかにした。早期に知的ギフテッドの子どもたちの認知特性に応じた特別支援教育の必要性が求められる。

AIM To investigate whether motor performance in school-age children without cerebral palsy (CP), cooled for neonatal encephalopathy, is associated with perinatal factors and 18-month developmental scores and to explore relationships between school-age motor and cognitive performance. METHODS Motor and cognitive performance was assessed in 29 previously cooled children at six to eight years using the Movement Assessment Battery for Children-2 (MABC-2) and the Wechsler Intelligence Scale for Children (WISC-IV). Associations between MABC-2 scores less than/equal (≤) 15th centile and perinatal factors, social/family background, 18-month Bayley-III scores and WISC-IV scores were explored. RESULTS Eleven of the 29 (38%) children had MABC-2 scores ≤15th centile including 7 (24%) ≤5th centile. No significant perinatal or socio-economic risk factors were identified. Motor scores

BACKGROUND The Wechsler Intelligence Scale for Children - Fourth Edition often produces floor effects in individuals with intellectual disability. Calculating respondents' Z or age-equivalent scores has been claimed to remedy this problem. METHOD The present study applied these methods to the Wechsler Intelligence Scale for Children - Fourth Edition scores of 198 individuals diagnosed with intellectual disability. Confirmatory factor analysis and profile analysis were conducted using a Bayesian approach. RESULTS The intelligence structure in intellectual disability resembled the one previously reported for typical development, suggesting configural but not metric invariance. When Z or age-equivalent scores (but not traditional scaled scores) were used, the average profile resembled the one previously reported for other neurodevelopmental disorders. CONCLUSIONS Both methods avoided any floor effects, generating similar but not identical profiles. Despite some practical and conceptual limitations, age-equivalent scores may be easier to interpret. This was true even for a subgroup of individuals with more severe disabilities (mean IQ

Intelligence measures are typically used in the assessment of children with autism spectrum disorders (ASD), but there is a paucity of research on the implications of such testing. In the present study, we examined children with ASD using two of the most largely adopted instruments, i.e., the WISC-IV, arguably the most utilized scale in the world; and the Leiter-3, a nonverbal scale that also excludes, from the IQ calculation, working memory and processing speed, which are points of weakness in ASD. Results showed that IQ and indices of these two batteries are strongly correlated. However, the WISC-IV IQ might underestimates the potential of children with ASD, particularly in children with a low functioning profile. These hold true for both the full scale IQ and three out of four indices of the WISC-IV, with remarkable implications for both assessment and treatment of these children. Practitioners working with children with ASD should be aware that the battery that they are using might severely affect the estimation of these children's potential.

Resumen En la provincia de San Luis (Argentina), se desarrollaron dos estudios con el propósito de conocer la incidencia de factores socioambientales en el desarrollo cognitivo de los niños. En la primera investigación se trabajó con una muestra de niños de alto riesgo entre 6 y 12 meses y, en la segunda, con una muestra de niños sanos de 6 a 9 años. Las evaluaciones cognitivas se llevaron a cabo mediante la aplicación de la Escala Argentina de Inteligencia Sensorio Motriz (EAIS) en la primera investigación y la versión argentina de la Escala de Inteligencia de Wechsler (WISC-IV) en la segunda. Los resultados reflejan que la variable ambiental nivel educativo materno incide en el rendimiento cognitivo alcanzado por los niños de 6 a 9 años, porque a medida en que aumenta la escolaridad materna mejoran los percentiles obtenidos por sus hijos. Sin embargo, no ocurre lo mismo en los bebés evaluados entre los 6 y los 12 meses de vida. Como conclusión, se remarca la importancia de los primeros años de vida en el crecimiento, la maduración y el desarrollo posterior del niño, así como el impacto que el medio familiar, cultural y social puede tener sobre los mismos. Además, se entiende al desarrollo cognitivo como un proceso multideterminado por aspectos subjetivos, ambientales, históricos-sociales y genéticos, entre otros. Abstract Preliminary results are presented from two studies carried out in the province of San Luis, Argentina in which cognitive development in children was evaluated. A sample of high-risk children between 6 and 12 months of age was used in the first study, and in the second a sample of healthy children aged 6-9 years was used. Cognitive assessments were carried out by applying the Argentine Sensory-Motor Intelligence Scale (EAIS) in the first study and the Argentine version of the Wechsler Intelligence Scale (WISC-IV) in the second study. The aim of this work is to discern what factors can affect cognitive development in children. The results reflect that the environmental variable, maternal educational level, affects the cognitive performance achieved by children from 6 to 9 years of age, since as maternal schooling increases the percentiles obtained by their children also rise. However, this was not the case in those infants evaluated between 6 and 12 months of age. We conclude about the importance of early life in growth, maturation and subsequent child development and the impact that family, cultural and social environments may have on them. Cognitive development is understood as a multi-determined process with subjective, environmental, historical and social and genetic aspects, among others.

There are few literature evidences about the intellectual profile of adolescents with headache and no study has used the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) in patients with a diagnosis of headache according to the ICHD-III-beta. We recruited 30 patients (age 11–14 years; male:female = 1:2) seen for headache in a tertiary center in Northern Italy and 30 healthy controls matched for age and sex, recruited in a public school from the same geographic area. The diagnosis of headache was done according to the ICHD-III criteria (beta version): the case group was composed of 16 patients with migraine and 14 with tension-type headache. Cognitive functioning was assessed using the WISC-IV. Recruited patients with idiopathic headache diagnosis had on average a cognitive function within the normal range. We found no statistically significant differences in the total Intellective Quotient comparing patients with headache and controls; the Working Memory Index was, however, lower in patients with headache (p = 0.012), and in particular, we found a lower Digit Span (p

Background: Individuals with Down syndrome generally show a floor effect on Wechsler Scales that is manifested by flat profiles and with many or all of the weighted scores on the subtests equal to 1. Method: The main aim of the present paper is to use the statistical Hessl method and the extended statistical method of Orsini, Pezzuti and Hulbert with a sample of individuals with Down syndrome (n=128; 72 boys and 56 girls), to underline the variability of performance on Wechsler Intelligence Scale for Children-Fourth Edition subtests and indices, highlighting any strengths and weaknesses of this population that otherwise appear to be flattened. Results: Based on results using traditional transformation of raw scores into weighted scores, a very high percentage of subtests with weighted score of 1 occurred in the Down syndrome sample, with a floor effect and without any statistically significant difference between four core Wechsler Intelligence Scale for Children-Fourth Edition indices. The results, using traditional transformation, confirm a deep cognitive impairment of those with Down syndrome. Conversely, using the new statistical method, it is immediately apparent that the variability of the scores, both on subtests and indices, is wider with respect to the traditional method. Conclusion: Children with Down syndrome show a greater ability in the Verbal Comprehension Index than in the Working Memory Index.

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. This article presents two alternative indices for the evaluation and interpretation of crystallized abilities derived from the WISC-IV- Argentine version, the lexical knowledge index (Gc-VL) and the general information index (Gc-K0). To this end, we worked with a sample of 1,036 cases. The confirmatory factor analysis revealed high indices that validated the new scores, and the reliability analysis was satisfactory. In turn, the results revealed correlations between the verbal comprehension index (VCI) of the WISC-IV and the new alternative indexes. Finally, differences were found in the Gc-VL and Gc-K0 scores, and the educational climate of the home. Although the WISC-IV proposes four composite indices and a global measurement of intelligence (VCI, RPI, WMI, PSI and QI), following the contributions of the Cattell-Horn-Carroll theory (CHC), it is recommended to implement these alternative scores in a normative and ipsative context that favor and enrich the study of the crystallized capacities of the examinee. Fil: Labin, Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina. Universidad Nacional de San Luis. Facultad de Psicología; Argentina Fil: Brenlla, María Elena. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina Fil: Taborda, Ruth Alejandra. Universidad Nacional de San Luis. Facultad de Psicología; Argentina

A partir de las investigaciones sobre las capacidades cognitivas evaluadas por la Escala de inteligencia deWechsler para niños y adolescentes (WISC-IV), y las aptitudes específicas que propone la teoría deinteligencia de Cattell-Horn-Carroll (CHC), en este artículo se presentan dos índices alternativos del WISCIV que permiten una comparación adicional y favorece la construcción de hipótesis potencialmentesignificativas sobre las habilidades cognitivas fluidas del examinado. Se trabajó con la muestra detipificación de Buenos Aires, Argentina (n=1437) del WISC-IV. Se crearon los índices de razonamientofluido verbal (Gf-v) y no verbal (Gf-nv), un registro para la implementación de los mismos y las tablas deconversión correspondientes. Por último, se concluye que se trata de estimaciones útiles que permitenampliar la lectura diagnóstica que cada perfil delinea, favorece el análisis exhaustivo del índice derazonamiento perceptivo del WISC-IV y específicamente, enriquecen el estudio de la capacidad fluida. In this article, we present two optional WISC-IV indexes that both allow for an additional comparison, and favor the formulation of potentially significant hypotheses on the fluid cognitive abilities of the candidate. Such indexes derived from research on the cognitive capacities assessed by the Wechsler Intelligence Scale for children (WISC-IV) and on the specific aptitudes proposed by the theory of Cattell-Horn-Carroll (CHC) on intelligence. A WISC-IV classification sample from Buenos Aires, Argentina (n=1437) was selected. Verbal (Gf-v) and non-verbal (Gf-nv) fluid reasoning indexes, a register for the implementation of those indexes and the corresponding conversion tables were created. Finally, we conclude that these are useful estimations that allow for the diagnostic reading assessment of each profile, favor the exhaustive analysis of the WISC-IV perceptual reasoning index measures, and above all, enrich the study of fluid capacity. Fil: Labin, Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina Fil: Brenlla, María Elena. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Facultad de Psicología y Psicopedagogía. Centro de Investigaciones en Psicología y Psicopedagogía; Argentina Fil: Taborda, Alejandra. Universidad Nacional de San Luis; Argentina

Resume Dans les procedures d’interpretation des scores des echelles de Wechsler, on recommande d’evaluer la cohesion des indices pour apprecier leurs valeurs cliniques. On considere que l’interpretation d’un score composite n’a de sens que s’il est cohesif. Le premier objectif de cet article est de demontrer que les valeurs seuils proposees (23 points et 5 points) par certains auteurs pour evaluer la cohesion des scores composites sont incorrectes, et que d’autres valeurs doivent etre preferees. Plus important, le second objectif est de demontrer que l’argument selon lequel un score composite non cohesif ne peut donner lieu a une interpretation, n’est pas tout a fait correct. Les scores composites restent pertinents qu’ils soient cohesifs ou non.

Resume L’intelligence etant consideree comme un trait stable a travers le temps, le psychologue fait des predictions sur les futures performances de l’enfant a partir de l’interpretation des notes du WISC-IV. Or, la stabilite des notes au niveau interindividuel n’implique pas necessairement leur stabilite au niveau intra-individuel. Par une procedure test-retest, la stabilite des categories qui decrivent les performances, ainsi que la stabilite des forces et des faiblesses personnelles sont evaluees sur un echantillon de 277 enfants âges de 7 a 12 ans. La stabilite categorielle revele que la classification en sept categories qualitatives proposee par les concepteurs du WISC-IV ne permet pas des predictions fiables. La stabilite des forces personnelles et des faiblesses personnelles est peu satisfaisante pour les differents indices.

本研究では、WISC-IVの解釈にかかわる実践的課題を概観し、検査の測定値の解釈を裏付けるため、そして、検査の測定値にあらわれない特性や状態を把握するための検査行動のアセスメントの構築が必要であることを示した。これまで作成されたアセスメントツールを参考にしつつ、さらに、発達障害の特性の把握の視点も新たに取り入れ、検査行動チェックリストを作成した。事例研究では、２事例のみであったので一般化することには限界があるが、検査行動アセスメントの臨床的有用性について確認ができた。しかし、検査行動チェックリストを臨床適用するためには、その尺度自体の精度について検討する必要がある。今後の課題として、臨床的有用性を重要な観点としつつ、「セッション内妥当性」「セッション外妥当性」を検証していくことが挙げられた。

Introduction: Gender dysphoria (GD) (DMS-5) is a condition marked by increasing psychological suffering that accompanies the incongruence between one's experienced or expressed gender and one's assigned gender. Manifestation of GD can be seen early on during childhood and adolescence. During this period, the development of undesirable sexual characteristics marks an acute suffering of being opposite to the sex of birth. Pubertal suppression with gonadotropin releasing hormone analogs (GnRHa) has been proposed for these individuals as a reversible treatment for postponing the pubertal development and attenuating psychological suffering. Recently, increased interest has been observed on the impact of this treatment on brain maturation, cognition and psychological performance. Objectives: The aim of this clinical report is to review the effects of puberty suppression on the brain white matter (WM) during adolescence. WM Fractional anisotropy, voice and cognitive functions were assessed before and during the treatment. MRI scans were acquired before, and after 22 and 28 months of hormonal suppression. Methods: We performed a longitudinal evaluation of a pubertal transgender girl undergoing hormonal treatment with GnRH analog. Three longitudinal magnetic resonance imaging (MRI) scans were performed for diffusion tensor imaging (DTI), regarding Fractional Anisotropy (FA) for regions of interest analysis. In parallel, voice samples for acoustic analysis as well as executive functioning with the Wechsler Intelligence Scale (WISC-IV) were performed. Results: During the follow-up, white matter fractional anisotropy did not increase, compared to normal male puberty effects on the brain. After 22 months of pubertal suppression, operational memory dropped 9 points and remained stable after 28 months of follow-up. The fundamental frequency of voice varied during the first year; however, it remained in the female range. Conclusion: Brain white matter fractional anisotropy remained unchanged in the GD girl during pubertal suppression with GnRHa for 28 months, which may be related to the reduced serum testosterone levels and/or to the patient's baseline low average cognitive performance.Global performance on the Weschler scale was slightly lower during pubertal suppression compared to baseline, predominantly due to a reduction in operational memory. Either a baseline of low average cognition or the hormonal status could play a role in cognitive performance during pubertal suppression. The voice pattern during the follow-up seemed to reflect testosterone levels under suppression by GnRHa treatment.

Background: National and international studies attach special importance to the shared social and educational environment as an explanatory variable for intellectual performance in psychometric tests. Objective: To analyse the relationship between maternal education, number of books available at home, school starting age and extracurricular activities -as variables to measure socioeconomic, educational and environmental level- with WISC-IV level cognitive production. Method: A survey was implemented to 154 children, aged 6 to 12, who attend public schools2 in the city of San Luis (Argentina). This sociodemographic survey was designed ad hoc and was implemented together with the Argentine version of the Wechsler Intelligence Scale for Children. ANOVA and Student's t-Tests were used to analyse the differences between the variables proposed from the data obtained and WISC-IV. Results: Associations were found between mothers’ educational level and their children’s Verbal Comprehension Production, Perceptual Reasoning, Working Memory and total IQ. In addition, significant differences were found between number of books available at home, school starting age, extracurricular activities and some WISC-IV index scores. Conclusion: the need to acknowledge the socioenvironmental factors to develop a proper interpretation of the test production is ratified. In this context, an extended and integrated diagnostic device is proposed as a means to capture the complex scheme that emerges from the combination of capacities consolidated thanks to the stimulation provided by the environment and the development of specific abilities less influenced by environmental factors. Fil: Labin, Agustina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - San Luis; Argentina. Universidad Nacional de San Luis. Facultad de Psicología; Argentina Fil: Taborda, Ruth Alejandra. Universidad Nacional de San Luis. Facultad de Psicología; Argentina

Evidence of the factorial structure of the Wechsler Intelligence Scale for Children-Fourth Edition was established through Exploratory and Confirmatory Factor Analyses. Recently, network models have been developed as an alternative way of assessing factorial structure. The network approach assumes that cognitive ability results from the causal interplay between processes involved in subtests scores and focuses on these subtests and their complex associations. The WISC-IV network was analyzed through the correlations between 11 subtests scores. Participants included 483 French-speaking Swiss children. Although network model supported a four-factor structure, this four-factor structure did not correspond to the expected saturated partial correlation network, challenging the existence of the general factor of intelligence. Network approach allows assessing the centrality of each subtest, and indicated that vocabulary and similarities are the two most central subtests in the network, while Coding was the most peripheral one's.

Intelligence is considered the strongest single predictor of scholastic achievement. However, little is known regarding the predictive validity of well-established intelligence tests for school grades. We analyzed the predictive validity of four widely used intelligence tests in German-speaking countries: The Intelligence and Development Scales (IDS), the Reynolds Intellectual Assessment Scales (RIAS), the Snijders-Oomen Nonverbal Intelligence Test (SON-R 6-40), and the Wechsler Intelligence Scale for Children (WISC-IV), which were individually administered to 103 children (Mage = 9.17 years) enrolled in regular school. School grades were collected longitudinally after 3 years (averaged school grades, mathematics, and language) and were available for 54 children (Mage = 11.77 years). All four tests significantly predicted averaged school grades. Furthermore, the IDS and the RIAS predicted both mathematics and language, while the SON-R 6-40 predicted mathematics. The WISC-IV showed no significant association with longitudinal scholastic achievement when mathematics and language were analyzed separately. The results revealed the predictive validity of currently used intelligence tests for longitudinal scholastic achievement in German-speaking countries and support their use in psychological practice, in particular for predicting averaged school grades. However, this conclusion has to be considered as preliminary due to the small sample of children observed.

Objective: The current study explores whether WISC-IV cognitive profiles could allow to differentiate between presentations of ADHD. Method: A clinical sample of 216 subjects aged between 6 and 16 years and distributed into 2 subgroups (ADHD inattentive type group aged M = 8.5, SD = 2.4; and ADHD combined group M = 10.1, SD = 2.6) was recruited for the study. Results: Processing Speed Index mean score was significantly higher (F (1,214) = 14.7, p< .001, d = 0.52) in ADHD-Inattentive group (M = 90.7; SD = 12.1) than ADHD-Combined group (M = 97.7; SD = 14.7). Furthermore, PSI was negatively associated with "Inattention" dimension (β = -.21, p< .001 family and β = -.19, p< .001 teachers) while it was positively associated with "Hyperactivity/Impulsivity" dimension (β = .27, p< .001 family and β = .33, p< .001 teachers). Conclusions: The higher inattentiveness the lower PSI mean score, while a higher hyperactivity/impulsivity mean score would reduce the impact caused for inattentiveness. Thus, ADHD-I profile would tend to show a significant lower PSI mean score than ADHD-C.

It has been argued that there may be a higher proportion of exceptional intelligence profiles and giftedness among children with learning disorders (LD) than among typically developing (TD) children, but this impression is only based on anecdotal evidence concerning famous individuals. In a large dataset of 1413 intellectual profiles of children with a diagnosis of LD (assessed with the WISC-IV scale), the proportion of children with an overall intelligence quotient higher than 130 was

Introducci��n: La dislexia del desarrollo (DD) no se considera una entidad homog��nea y se estiman diferentes subtipos. En consecuencia, es factible plantearse perfiles cognitivos distintos en funci��n del subtipo de DD. Objetivo: Definir el perfil cognitivo (intelectivo y psicoling����stico) en cinco posibles subtipos de DD. M��todo: Muestra de 62 menores (39 ni��os), de 9,5 a 12 a��os de edad, con diagn��stico cl��nico y psicom��trico de DD. Para definir el perfil cognitivo se utiliz�� la adaptaci��n espa��ola de la Escala de Inteligencia de Wechsler para ni��os (WISC-IV) y del Test de Habilidades Psicoling����sticas de Illinois (ITPA). Resultados: Se obtuvieron diferencias significativas entre el subtipo dislexia-disgraf��a por disaudiabilidad y los subtipos dislexia-disgraf��a grafomotora y dislexia-disgraf��a mixta en el ��ndice de razonamiento perceptivo (p=0,002) y los subtests de cubos (p=0,021) y conceptos (p=0,016) del WISC-IV, y entre el subtipo dislexia-disgraf��a por disaudiabilidad y dislexia-disgraf��a mixta en la subescala de integraci��n auditiva del ITPA (p=0,021). Se observaron otras diferencias con tendencia estad��stica, pero no significativas, en el perfil cognitivo para cada subtipo de DD. Conclusiones: Los resultados son consistentes con estudios previos que sugieren la posibilidad de definir perfiles cognitivos diferenciados seg��n el subtipo de DD. Con ello se pretende mejorar el diagn��stico cl��nico diferencial en la DD., Psicosom��tica y Psiquiatr��a, N��m. 2 (2017): julio-agosto-septiembre

Introduction. – L'hypothèse de la stabilité de l'intelligence est à l'origine de la valeur prédictive du Quotient Intellectuel (p.ex. QI Total). Or, peu d'études ont été conduites sur la stabilité à long terme des scores de l'une des batteries les plus utilisées dans le domaine de l'évaluation cognitive : la 4eédition de l'Échelle d'intelligence de Wechsler pour enfants et adolescents (WISC-IV). Objectif. – Afin de favoriser une compréhension approfondie et une meilleure utilisation des scores des tests d'intelligence, cette étude examine la stabilité à long terme des indices standards et de cinq indices CHC, estimés à partir de l'adaptation franc¸ aise du WISC-IV. Méthode. – La stabilité à long terme des différents scores a été évaluée par le biais d'une procédure test –retest avec un intervalle moyen de 1,77 an (ET = 0,56 an) entre les deux passations. L'échantillon comprend277 enfants suisses francophones âgés de 7 à 12 ans. La stabilité des scores a été évaluée sous trois angles:(a) la stabilité du niveau moyen du groupe, (b) la stabilité différentielle et (c) la stabilité intra-individuelle.Résultats. – Les comparaisons de moyennes entre les deux passations suggèrent une stabilité du niveau moyen pour l'Indice de Compréhension Verbale (ICV), l'Indice de Raisonnement Perceptif (IRP), l'Indice d'Aptitude Générale (IAG), les scores compréhension-connaissance (Gc) et traitement visuel (Gv). Concernant la stabilité différentielle, seuls le QI Total et l'IAG atteignent un seuil de fidélité de .80 recommandé pour les décisions au niveau individuel. La stabilité intra-individuelle est examinée en définissant un intervalle de confiance de 2 erreurs types de mesure (± 2 ETM). Les résultats montrent que plus de 70 %des enfants présentent des performances stables pour les scores de l'IAG, de Gc et de Gv. Conclusion. – Globalement, la perspective nomothétique et la perspective idiographique suggèrent que l'IAG, Gc et Gv sont les scores les plus stables dans notre échantillon non clinique.