Search

Reductions in brain volumes represent a neurobiological signature of fetal alcohol spectrum disorders (FASD). Less clear is how regional brain tissue reductions differ after normalizing for brain size differences linked with FASD and whether these profiles can predict the degree of prenatal exposure to alcohol. To examine associations of regional brain tissue excesses/deficits with degree of prenatal alcohol exposure and diagnosis with and without correction for overall brain volume, tensor-based morphometry (TBM) methods were applied to structural imaging data from a well-characterized, demographically homogeneous sample of children diagnosed with FASD (n = 39, 9.6–11.0 years) and controls (n = 16, 9.5–11.0 years). Degree of prenatal alcohol exposure was significantly associated with regionally pervasive brain tissue reductions in: (1) the thalamus, midbrain, and ventromedial frontal lobe, (2) the superior cerebellum and inferior occipital lobe, (3) the dorsolateral frontal cortex, and (4) the precuneus and superior parietal lobule. When overall brain size was factored out of the analysis on a subject-by-subject basis, no regions showed significant associations with alcohol exposure. FASD diagnosis was associated with a similar deformation pattern, but few of the regions survived FDR correction. In data-driven independent component analyses (ICA) regional brain tissue deformations successfully distinguished individuals based on extent of prenatal alcohol exposure and to a lesser degree, diagnosis. The greater sensitivity of the continuous measure of alcohol exposure compared with the categorical diagnosis across diverse brain regions underscores the dose dependence of these effects. The ICA results illustrate that profiles of brain tissue alterations may be a useful indicator of prenatal alcohol exposure when reliable historical data are not available and facial features are not apparent., Highlights • Tensor-based morphometry predicts brain volume reductions in fetal alcohol syndrome. • Normalizing for brain size in FASD may mask regional differences in tissue volume. • Patterns of volumetric change are pervasive, particularly in midline structures. • Degree of prenatal alcohol exposure predicts pervasiveness of volumetric deficits. • Pattern of volumetric change may be useful in identifying individuals with FASD.

When investigating the structure of cognitive ability measures like the WISC-IV, subtest scores theoretically associated with one latent variable could also be related to other factors. The objective of this study was to determine whether secondary interpretation of the 10 WISC-IV core subtests in a large referred US sample could be justified or whether a simple and unambiguous interpretation was more appropriate. To achieve this goal, the influence of each latent factor on subtest scores was estimated using Bayesian structural equation modeling (BSEM). A major drawback of classical confirmatory factor analysis (CFA) is that the majority of factor loadings needs to be fixed to zero to estimate the model parameters. This unnecessary strict parameterization can lead to model rejection and cause researchers to perform many exploratory modifications to achieve acceptable model fit. BSEM overcomes this limitation by replacing fixed-to-zero-loadings with “approximate” zeros that translates into small, but not necessary zero, cross-loadings. Because all relationships between factors and subtest scores are estimated, both the number of models to be tested and the risk of capitalizing on the chance characteristics of the data are decreased. WISC-IV data were obtained from 1,130 US children (ages 6-0 to 16-11) who were assessed for learning difficulties and subjected to BSEM. Two substantive cross-loadings were found with a higher order 4-factor model suggesting that secondary interpretation of some subtest scores could be adequate. However, a bi-factor alternative (with four first-order factors and one general factor) compared favorably to the higher order model. With the bi-factor model, no secondary interpretation of the subtest scores was supported by these data. Results suggested a simple and parsimonious interpretation of WISC-IV subtest scores. Results also indicated that the four WISC-IV factor index scores did not necessarily provide additional and separate information from the Full Scale IQ score.

Tests of intelligence are often used for diagnostics and intervention purposes. Beyond these goals, tests of intelligence are used to identify cognitive strengths and weaknesses. These diagnostic applications are based on the hypothesis that intelligence is an enduring trait. While several studies have investigated short-term stability of intelligence tests scores, few have assessed the long-term stability of tests scores. However, it is essential that diagnostics and intervention are based on stable intelligence tests scores. The objective of this study was to investigate the long-term stability of the French Wechsler intelligence scale for Children – Fourth Edition (WISC-IV) with non-clinical children. To achieve this goal, a test-retest procedure was used. The WISC-IV was administered twice to 250 non-clinical children aged from 7 to 12 years, with an average test-retest interval of 1.84 years (range 1.09 – 3.33). The long-term stability was analyzed according to interindividual stability (mean level of change and stability coefficient: correlation between test and retest scores) and intra-individual stability (individual difference in change). Individual changes in WISC-IV scores across the retest interval is presented within standard error of measurement. A two-standard errors of measurement (±2-SEM) interval was used to assess intraindividual stability/changes of the scores. As expected, test-retest coefficients were acceptable for FSIQ, VCI, PRI and GAI scores (r = .81, .80, .71 and .82, respectively). This finding was consistent with the hypothesis that intelligence is an enduring trait. Regarding intraindividual stability, results indicated that agreement based on the ± 2-SEM criterion was good for GAI and PRI. This idiographic comparison demonstrated that GAI and PRI were stable for more than 70% of children. Results indicated that WISC-IV scores were relatively stable (FSIQ, PRI, GAI), and hence that intelligence is stable over time. Individual changes revealed that only GAI and PRI were sufficiently stable for use with children.

Wechslerov test inteligencije za djecu, četvrto izdanje (WISC-IV) je u svijetu najkorištenija mjera inteligencije. Sastoji se od 10 temeljnih i 5 dopunskih subtestova čija kombinacija daje rezultate na četiri indeksa (Indeks verbalnog shvaćanja, Indeks perceptivnog rasuđivanja, Indeks radnog pamćenja i Indeks brzine obrade informacija), te ukupan IQ. Kombinacijom navedenih rezultata mogu se dobiti i dva alternativna indeksa – Indeks opće sposobnosti (IOS) sastavljen od verbalnog shvaćanja i perceptivnog rasuđivanja, te Indeks kognitivne vještine (IKV), koji čine brzina obrade informacija i radno pamćenje. Cilj istraživanja je bio ispitati povezanost školskog uspjeha s navedenim alternativnim indeksima i razlike na indeksima između „uspješnih“ i „neuspješnih“ učenika. U istraživanju su sudjelovala 424 učenika od 5. do 8. razreda osnovne škole i 255 učenika prvog i drugog razreda srednje škole. Školski uspjeh je mjeren pomoću općeg uspjeha na polugodištu i ocjena iz tri predmeta (hrvatski jezik, matematika i strani jezik). Sve dobivene korelacije školskog uspjeha i navedenih indeksa su statistički značajne (p < 0, 01) i kreću se od 0, 47 do 0, 51 za osnovnu i od 0, 26 do 0, 44 za srednju školu. Korelacije su manje u srednjoj školi, što je u skladu s očekivanjima s obzirom na manja raspršenja i selektiranost ispitanika. Podjela učenika na one čiji je opći uspjeh nezadovoljavajući (nedovoljan – 1) i one izrazito uspješne (odličan – 5) pokazuje da između tih skupina postoji razlika u IOS-u i IKV-u i na razini viših razreda osnovne (t = 9, 4 ; p < 0, 01 za IOS i t = 8, 5 ; p < 0, 01 za IKV) i na razini srednje škole (t = 3, 4 ; p < 0, 01 za IOS i t = 3, 7 ; p < 0, 01 za IKV), pri čemu učenici s boljim školskim uspjehom postižu više rezultate na oba indeksa. Najboljim zasebnim prediktorom i IOS i IKV rezultata pokazala se ocjena na polugodištu iz stranog jezika. Rezultati upućuju na to da je školski uspjeh povezan s inteligencijom i to ne samo na razini ukupnog IQ-a već da se i na razini specifičnih sposobnosti mogu vidjeti razlike među učenicima s različitim uspjehom. Iako su takvi rezultati većinom očekivani za indeks opće sposobnosti, zanimljivo je da su i radno pamćenje i brzina obrade informacija različiti kod različito uspješnih učenika, što je pokazatelj da je za uspješno školovanje važna i ta komponenta inteligencije.

El objetivo de este estudio es llevar a cabo un análisis de los perfiles cognitivos de niños con tempo cognitivamente lento (TCL, en lo sucesivo) y con el trastorno por déficit de atención con hiperactividad (TDAH, en lo sucesivo), medidos con la escla de inteligencia de Wechsler para niños-IV, y comprobar si su uso resulta útil como elemento discriminador entre ambos trastornos. Por ello, se selecciona una muestra de 14 participantes, 7 con TCL y 7 con TDAH, de edades comprendidas entre los 7 y los 16 años, y se miden sus perfiles haciendo uso de los subtest obligatorios de la escala Wechsler.El análisis de los resultados muestra que dicho instrumento de evaluación no resulta útil como elemento diferenciador, por lo tanto, se plantea la necesidad de llevar a cabo análisis cualitativos que permitan explicar mejor los perfiles, así como el uso de otras pruebas complementarias. Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

Wechslerov test inteligencije za djecu – četvrto izdanje (WISC-IV) odražava suvremena dostignuća u teoriji i praksi mjerenja kognitivnih sposobnosti i jedan je od najpoznatijih i najčešće upotrebljavanih testova inteligencije za djecu. Široko se primjenjuje u školskom okruženju i omogućava identifikaciju nadarene djece već od dobi od 6 godina. Nezamjenjiv je u psihodijagnostici jer omogućuje identifikaciju djece s poteškoćama u čitanju i učenju, hiperaktivne djece, djece s poremećajem pažnje, emocionalnim poremećajima, poremećajima u ponašanju, oštećenjima sluha, problemima u produkciji i razumijevanju govora, te procjenu mentalne retardacije. WISC-IV sadrži 15 subtestova (10 temeljnih i 5 dopunskih) koji omogućavaju dobivanje informacija o ukupnom IQ-u te rezultata na 4 indeksa koji omogućuju procjenu specifičnih kognitivnih sposobnosti (verbalno shvaćanje, perceptivno rasuđivanje, radno pamćenje, brzina obrade informacija). Uz te osnovne indekse, moguće je napraviti procesnu analizu postignuća djeteta, odrediti njegove jake i slabe strane te usporediti postignuća na pojedinim vrstama kognitivnih zadataka. Hrvatska adaptacija i standardizacija WISC-a-IV provedena je na stratificiranom uzorku od 1200 djece u dobi od 6 godina i 0 mjeseci do 16 godina i 11 mjeseci. Cilj okruglog stola je predstaviti četvrto izdanje WISC-a, njegove subtestove, te indekse koji se mogu dobiti. Bit će opisani koraci koji su potrebni u adaptaciji i standardizaciji ovakvog instrumenta, te novosti koje WISC-IV donosi u usporedbi sa starijim oblicima. Poseban naglasak bit će na iskustvima primjene i interpretacije ovog psihodijagnostičkog sredstva, te obilju informacija koje on može pružiti.

Aim: The psychoanalytic theories of Bion, Anzieu, Berger, and Gibello postulate that the development of thinking depends upon the formation of a psychic space. This thinking space has its origin in the body and in our interpersonal relations. This study aims to validate this psychodynamic hypothesis. Method: A group of 8- to 14-year-old children participated in this research. The presence of a thinking space was operationalized by the Barrier and Penetration scores on the Rorschach’s Fisher and Cleveland scales, and intellectual efficiency was measured using a short version of the WISC-IV. Results: Results show that extreme scores on the Barrier and Penetration variables predict a lower intellectual level than average scores on the same variables. Conclusion: The development of thinking and personality are undoubtedly linked and the Barrier and Penetration variables are useful measures when evaluating the development of a space for thought.

Resume Par le biais d’une procedure Test–Retest, la stabilite a long terme des indices standard du WISC-IV francais a ete evaluee. L’intervalle moyen entre les deux passations est de 2,33 ans. L’echantillon comprend 96 enfants « tout venant » âges de huit a 12 ans. Les comparaisons entre les moyennes des deux passations ne montrent pas de difference significative pour indice de comprehension verbale (ICV), indice de raisonnement perceptif (IRP), indice de memoire de travail (IMT), indice d’aptitude generale (IAG) et QIT. Au niveau interindividuel, les coefficients de correlations temoignent d’une bonne stabilite a long terme pour ICV, IAG et QIT (allant de 0,81 a 0,82). Une analyse des differences de performances entre les deux passations indique une stabilite intra-individuelle satisfaisante pour IMT et IAG. Seul IAG presente donc une stabilite a long terme satisfaisante au niveau inter- et intra-individuel.

Test WISC-IV odražava suvremena dostignuća u teoriji i praksi ispitivanja kognitivnih sposobnosti djece i adolescenata. Rezultati na 10 temeljnih i 5 dopunskih subtestova mogu se kombinirati u četiri indeksa: Indeks verbalnog shvaćanja (IVS), Indeks perceptivnog rasuđivanja (IPR), Indeks radnog pamćenja (IRP) i Indeks brzine obrade informacija (IBOI). Kombinacijom IVS i IPR indeksa dobiva se dodatni indeks WISC-a-IV – Indeks opće sposobnosti (IOS ; eng. GAI – General Ability Index). Korištenje ovog indeksa omogućava fleksibilnost u opisivanju kognitivnih sposobnosti jer pruža rezultat koji je pod manjim utjecajem radnog pamćenja i brzine obrade informacija od ukupnog kvocijenta inteligencije (UIQ). Posebno je koristan kada rezultati na ostalim indeksima pokazuju značajno međusobno odstupanje i vrijedan je doprinos postojećim indeksima kognitivne sposobnosti u WISC-IV testu. Cilj istraživanja je prikazati IOS indekse dobivene na djeci i adolescentima u Republici Hrvatskoj, u sklopu standardizacije i adaptacije WISC-a-IV. Ispitano je 1200 djece u dobi od 6 godina i 0 mjeseci do 16 godina i 11 mjeseci. Sudjelovalo je 59 osnovnih i 56 srednjih škola, te 21 predškolska ustanova diljem Republike Hrvatske. Na odabranim primjerima prikazana je pravilna upotreba i korisnost mjere IOS-a, te važnost u interpretaciji rezultata djece ispitane WISC-om-IV. Prikazan je odnos Indeksa opće sposobnosti i Ukupnog IQ-a te kritične vrijednosti razlika između njih.

Recent research has found that the third edition of the Wechsler Intelligence Scale for Children (WISC-III), has been consistently underestimating intelligence in children with autism spectrum disorders. The WISC-III embodies a structure of analysis and interpretation that fails to incorporate advances in modern psychological theory and imposes strict timing criteria. This emphasis on time and speed of performance has had a negative differential effect on children with ASD. In order to assess whether the newest edition, the WISC-IV, has rectified the previous editions’ failings by incorporating current theory and emphasizing fluid intelligence while de-emphasizing speed, the PRI and PSI from the WISC-IV were compared with the Nonverbal index of the KABC-II. 15 high functioning school aged children with ASD were assessed on both tests and their results were compared to 15 neurotypically developing age matched controls. Although there were no significant group differences on tasks of perceptual reasoning, a significant effect of test between PRI and KABC-II scores were found for children with ASD only. In addition the ASD group still scored significantly lower than controls on the PSI, providing support for the hypothesis that previous strict time criteria has had a selective negative impact of the IQ scores of children with ASD.

The interpretation of the Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV) is based on a 4-factor model, which is only partially compatible with the mainstream Cattell-Horn-Carroll (CHC) model of intelligence measurement. The structure of cognitive batteries is frequently analyzed via exploratory factor analysis and/or confirmatory factor analysis. With classical confirmatory factor analysis, almost all cross-loadings between latent variables and measures are fixed to zero in order to allow the model to be identified. However, inappropriate zero cross-loadings can contribute to poor model fit, distorted factors, and biased factor correlations; most important, they do not necessarily faithfully reflect theory. To deal with these methodological and theoretical limitations, we used a new statistical approach, Bayesian structural equation modeling (BSEM), among a sample of 249 French-speaking Swiss children (8-12 years). With BSEM, zero-fixed cross-loadings between latent variables and measures are replaced by approximate zeros, based on informative, small-variance priors. Results indicated that a direct hierarchical CHC-based model with 5 factors plus a general intelligence factor better represented the structure of the WISC-IV than did the 4-factor structure and the higher order models. Because a direct hierarchical CHC model was more adequate, it was concluded that the general factor should be considered as a breadth rather than a superordinate factor. Because it was possible for us to estimate the influence of each of the latent variables on the 15 subtest scores, BSEM allowed improvement of the understanding of the structure of intelligence tests and the clinical interpretation of the subtest scores.

Resume Les resultats des recherches contemporaines, montrant notamment l’importance du raisonnement fluide, de la memoire de travail (IMT) et de la vitesse de traitement (IVT) dans le fonctionnement cognitif, ont conduit les concepteurs de la WAIS-IV a introduire de nouvelles epreuves pour renforcer l’evaluation de ces dimensions cognitives. L’interpretation des scores de la WAIS-IV repose maintenant sur quatre indices factoriels (ICV, IRP, IMT et IVT), ainsi que sur le QIT. Les concepteurs de la WAIS-IV indiquent que l’un des objectifs de la revision consistait a actualiser les fondements theoriques de cette echelle. Pourtant, la structure globale de la WAIS-IV ne correspond que partiellement a celle proposee dans le modele qui fait consensus aujourd’hui, le modele de Cattell-Horn-Carroll (CHC). Par exemple, la WAIS-IV ne propose pas d’indice de raisonnement fluide, bien que les constructeurs soulignent l’importance de cette dimension dans le fonctionnement cognitif. Dans cet article, nous proposons, pour la WAIS-IV, les normes francophones de cinq scores composites CHC, a savoir le raisonnement fluide ( Gf ), comprehension-connaissances ( Gc ), le traitement visuel ( Gv ), la memoire a court terme ( Gsm ), et l’IVT ( Gs ). Ces normes ont ete etablies en utilisant une procedure d’approximation statistique. A l’instar des scores CHC que nous avons proposes pour le WISC-IV, ces normes pour la WAIS-IV permettent aux cliniciens de basculer vers une grille d’interpretation basee sur le modele dominant et d’utiliser les cinq scores composites CHC en complement des quatre indices standard dans le cadre d’analyses normatives et ipsatives.

Gegenstand der vorliegenden Arbeit waren die Leistungen im HAWIK-IV von N = 433 Kindern und Jugendlichen mit AD(H)S. Untersucht wurden zudem die Abhängigkeit der Testergebnisse von komorbiden Störungen und die Spezifität gegenüber anderen Psychopathologien anhand von Teilgruppen (n = 212, n = 262, n = 117). Diese wurden durch Ausschluss von Personen mit Komorbiditäten auf (a) der ersten, (b) der zweiten und (c) der ersten und/oder der zweiten Achse des Multiaxialen Klassifikationsschemas für psychische Störungen des Kindes- und Jugendalters gebildet. Zur Prüfung der Spezifität des AD(H)S-Profils gegenüber dem Profil anderer psychischer Störungen wurde die komorbiditätsfreie Teilgruppe (n = 117) zudem mit einer Gruppe von Kindern mit einer Angst- oder emotionalen Störung (N = 41) verglichen. Wie erwartet zeigte sich eine signifikante Schwäche in der Arbeitsgeschwindigkeit sowohl in der Gesamtstichprobe aller AD(H)S-Kinder als auch in den um komorbide Störungen bereinigten Teilstichproben. Auch im Bereich des Arbeitsgedächtnisses lag ein Defizit vor, das jedoch in der Teilgruppe ohne Komorbiditäten nicht mehr nachweisbar war. Das Profil dieser Gruppe unterschied sich nicht signifikant von dem Profil der klinischen Kontrollgruppe. Die Ergebnisse unterstützen die Annahme, dass AD(H)S mit Defiziten in der Verarbeitungsgeschwindigkeit assoziiert ist. Das Arbeitsgedächtnis scheint nur bei Vorliegen komorbider Störungen ein signifikantes Defizit darzustellen.

L'indice d'aptitude general (IAG) a ete developpe dans le WISC-III pour estimer le niveau cognitif general. Il s'agissait de proposer une alternative au QI Total. Plus recemment, l'indice de competence cognitive (ICC) a ete propose. Jusqu'a il y a peu, seules les normes americaines de ces indices etaient disponibles ; les normes franc aises IAG et ICC pour le WISC-IV ont ete recemment developpees a partir d'une procedure d'approximation statistique. Toutefois, les normes developpees de cette maniere seraient moins appro- priees que les normes construites sur la base d'un echantillon. Cette etude vise a comparer les normes IAG et ICC developpees a partir d'une procedure d'approximation statistique a celles creees a partir d'un echantillon de 182 enfants âges de huit a 12 ans. Les correlations entre les deux types de normes sont de 0,997 pour IAG et de 0,999 pour ICC ; les differences absolues moyennes sont respectivement de 5,38 et de 2,24 points pour IAG et ICC. Enfin, pour les enfants presentant un score IAGS inferieur a 89, les normes IAGE semblent indiquer que leurs competences seraient inferieures d'environ 8-10 points a celui indique par le score IAGS. Les resultats de cette etude indiquent que les scores IAG et ICC peuvent constituer des informations utiles sur les capacites cognitives de l'enfant.

International audience; This study examined the pattern of results on the Wechsler Intelligence Scale for Children (WISC-IV; French version) for 60 French children with dyslexia, from 8 to 16 years of age. Although use of WISC-III failed to clearly identify typical profiles and cognitive deficits in dyslexia, WISC-IV offers an opportunity to reach these objectives with new indexes and subtests. The mean performance analysis showed a Working Memory Index (WMI) at a limit level, significantly lower compared to the three other indexes. The WMI was the lowest index for 68% of the population studied and was significantly weaker for children with phonological dyslexia compared to children with surface dyslexia. WISC-IV evidenced preserved language and reasoning abilities in contrast to limited verbal working memory efficiency. Theoretical and clinical implications are discussed.

Resume La quatrieme version de l’echelle d’intelligence de Wechsler pour enfants (WISC-IV) permet le calcul du QI Total et de quatre indices factoriels : comprehension verbale, raisonnement perceptif, vitesse de traitement et memoire de travail. En 1998, Prifitera et al, ont preconise le calcul de l’indice d’aptitude general (IAG) comme alternative au quotient intellectuel total (QIT), et cela a partir des scores de comprehension verbale et de raisonnement perceptif. La premiere etude presentee dans cet article a pour objectif d’etablir les normes francophones pour le score IAG du WISC-IV, en utilisant une procedure d’approximation statistique. La deuxieme etude vise a examiner la validite de ces normes, en les confrontant a des donnees recueillies sur un echantillon de 60 enfants. La correlation entre QIT et IAG est de 0,91 et la difference relative moyenne de 0,18 point. Ces normes permettent d’utiliser le score IAG comme alternative au QIT dans certaines situations diagnostiques.

This study addressed the question of whether the Perceptual Reasoning Index (PRI) of the Wecshler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003) is a measure of fluid reasoning by correlating the PM and the Executive Functioning Scale of the Behavior Assesment System for Children-Second Edition (BASC-2; Reynolds & Kamphaus, 1998) in a referred sample. Participants comprised 152 children (109 boys, 43 girls) ranging in age from 6 to 16 years. They were drawn from an anonymous archival database of 931 children who were referred for psychoeducational assessment due to persistent academic concerns, behavioral concerns, or both. Because this was a clinical sample, a check was performed using principal factor analysis to insure the factor structure was the same as that of the WISC-IV standardization sample, which was found to be the case. Also in keeping with the WISC-IV standardization sample, the subtests of the PRI correlated most with one another, although Picture Concepts had a relatively weaker correlation with the PM compared to the correlation between Picture Concepts and PRI in the normative sample. No significant correlations were found between the PM and the BASC-2 Executive Functioning Scale, suggesting little to no relationship. A significant correlation was found between the Executive Functioning Scale of the BASC-2 and the Processing Speed Index (PSI). This study did not provide support for the hypothesis that the PRI is primarily a measure of fluid reasoning. Studies that look at the relationship between the PM and other higher-order cognitive tests, in the context of a comprehensive neuropsychological battery, would be a useful direction for future research.

This study deals with the comparison of the German WISC-IV and its predecessor, the Germen WISC-III; both intelligence test batteries for children aged between 6 and 16 years. Both test versions were administered to 223 children in counterbalanced order. Substantive correlations were found for the Full Scale IQ as well as the Composite and Scale Scores. The highest correlations were found between the scales in which the least changes were made in the new test version whereas the scales with more differences in the subtest structure showed lower correlations. Ranges of expected WISC-IV composite scores were calculated for selected WISC-III IQ scores to give a guideline which WISC-IV score can be expected if the WISC-III score is available. The authors recommend using the recent version of the HAWIK as a general rule. Only if the HAWIK-III was applied before an intervention or training it is advisable to administer the HAWIK-III again to examine the effects of the intervention or training.

Wechslerov test inteligencije za djecu (Wechsler Intelligence Scale for Children - WISC), priv puta objavljen 1949., od 2003. postoji u svom četvrtom izdanju. To je globalno najznačajniji prilagodljivi (adaptivni) test inteligencije za djecu kojeg se vrednuje kao opće svjetsko psihološko dobro. U članku se izvješćuje o objavljivanju hrvatskog izdanja ovog testa u adaptiranom i normiranom obliku - WISC-IV HR. To je učinjeno u Splitu, 12.11.2009., u sklopu 17. konferencije hrvatskih psihologa. Ukratko je navedena povijest Wechslerovih testova i njihove uporabe u Hrvatskoj te je objašnjena struktura WISC-a IV HR. U ime Naklade Slap, izdavača WISC-a IV HR, autor je javno zahvalio svoj djeci obuhvaćenoj u izradi normi, bilo ih je 1200 u dobi od 6, 0 do 16, 11 godina, njihovim roditeljima i skrbnicima koji su potpisali suglasnosti da se djecu smije uključiti u postupak prikupljanja podataka, kao i nastavnicima i profesorima u osnovnim i srednjim školama te tetama u vrtićima u kojima su djeca bila testirana. Testiranja su obavljena u 59 osnovnih i 56 srednjih škola te 21 predškolskoj ustanovi. Voditelj hrvatske adaptacije i standardizacije WISC-a IV HR zahvalio je ravnateljima i ravnateljicama škola ivrtića, razrednicima, nastavnicima i profesorima u školama kao i tetama u vrtićima koji su pomagali u ovom izuzetno opsežnom poslu. Također je javno zahvaljeno prevoditeljici, zatim sedmorici recenzenata, redom sveučilišnih profesora, kao i psihologinjama i psiholozima, njima 62, koji su sudjelovali u postupku prikupljanja podataka za izračunavanje normi, kao i svima onima koji su sudjelovali u ispravljanju, unosu i obradi podataka. Odobrenje za uporabu normi dobiveno je od Odjela za psihometriju Pearson Assessmenta, izdavača WISC-a IC od prve, bez ikakvih dodatnih zahtjeva. U zaključku se navodi da se objavljivanje WISC-a IV HR može sagledati i kao priključivanje naše psihološke zajednice krajnjim svjetskim dometima u području testiranja intelektualnih sposobnosti djece.

Sustavna primjena psihologijskih testova u okviru primijenjene psihologije počela je u Hrvatskoj danas već davne 1932. godine. U proteklim desetljećima milo je izrađeno, prilagođeno te dobrim dijelom i standardizirano nešto više od stotinu psihodijagnostičkih sredstava. U toj gotovo osamdesetogodišnjoj povijesti testiranja u Hrvatskoj, WISC-IV (HR) je prvi test za individualno mjerenje inteligencije koji ima hrvatske norme. Norme su dobivene na uzorku od 1200 testirane djece u 59 osnovnih i 56 srednjih škola te u 21 dječjem vrtiću u svim dijelovima Republike Hrvatske. S WISC-om IV (HR) moguće je ispitivanje djece u dobi od 6 godina i 0 mjeseci do 16 godina i 11 mjeseci, za dobni raspon od četiri mjeseca unutar svake godine. Hrvatsku standardizaciju odobrio je Odjel za psihometriju unutar Pearsona, tj. izdavača izvornog WISC-a IV.

Cilj okruglog stola je prikazati rezultate hrvatske standardizacije, opisati korake prilagodbe u izradi verbalnih subtestova i iznijeti novosti koje donosi četvrto izdanje WISC-a. Sudionici okruglog stola moći će raspravljati o svim koracima u postupku standardizacije, o vrijednosti i novim dostignućima koje WISC-IV donosi, te načinima primjene i interpretacije ovog psihodijagnostičkog sredstva. Hrvatska adaptacija i standardizacija provedena je na stratificiranom uzorku od 1200 djece u dobi od 6 godina i 0 mjeseci do 16 godina i 11 mjeseci i u njoj je sudjelovalo 59 osnovnih i 56 srednjih škola, te 21 predškolska ustanova diljem Republike Hrvatske. Wechslerova skala inteligencije za djcu – četvrto izdanje (WISC-IV) odražava suvremena dostignuća u teoriji i praksi mjerenja kognitivnih sposobnosti i jedan je od najpoznatijih i najčešće upotrebljavanih testova inteligencije za djecu. Široko se primjenjuje u školskom okruženju i omogućava identifikaciju nadarene djece već od dobi od 6 godina. WISC-IV se primjenjuje individualno, u trajanju od 65 do 100 minuta za 10 temeljnih subtestova. Nezamjenjiv je u psihodijagnostici, jer omogućuje identifikaciju djece s poteškoćama u čitanju i učenju, hiperaktivne djece, djece s poremećajem pažnje, emocionalnim poremećajima, poremećajima u ponašanju, oštećenjima sluha, problemima u produkciji i razumijevanju govora, te procjenu mentalne retardacije, Sastoji se od 15 subtestova (10 temeljnih i 5 dopunskih) koji omogućavaju dobivanje informacije o općoj intelektualnoj sposobnosti djeteta i o nizu njegovih specifičnih kognitivnih sposobnosti. Poseban naglasak stavljen je na mjerenje radne memorije, brzine procesiranja i fluidne inteligencije. Pored ukupnog IQ-a, WISC-om-IV dobivaju se rezultati na četiri indeksa sposobnosti – indeks verbalnog shvaćanja, indeks perceptivnog rasuđivanja, indeks radnog pamćenja i indeks brzine obrade informacija. Osim usporedbi s normama izraženima u obliku skaliranih rezultata za svih 15 subtestova, te za procesne rezultate i ukupni IQ, omogućena je usporedba razlika među subtestovima, procesnim rezultatima i indeksima. Dobiva se informacija o dobno-testovnim ekvivalentima za sve subtestove i procesne rezultate.

U sklopu okruglog stola o standardizaciji WISC-a IV u Republici Hrvatskoj iznijet je nacrt uzorka, opisani su do sada provedeni koraci standarizacije te je navedena procjena kada bi cjelokupan postupak mogao biti završen. U uvodnom dijelu rasprave navedne je povijesni pregled o primjeni Weschslerovih testova kod nas.