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The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing. [ABSTRACT FROM AUTHOR]

El actual estudio nace de la inquietud que ha surgido en los últimos años sobre el Trastorno de Déficit de Atención e Hiperactividad (TDAH) y el Tempo Cognitivo Lento (TCL). En especial sobre cuan independientes son estos trastornos entre sí, con diferentes causas, síntomas y características. Para ello hemos analizado las diferencias en perfiles cognitivos de 105 participantes (74 niños y 31 niñas) de entre 6 y 13 años (M = 8,97; DT = 1,97) separados en dos grupos según su diagnóstico: 57 sujetos diagnosticados con TDAH y 48 sujetos diagnosticados con TCL. Para analizar el perfil neuropsicológico de los participantes se empleó la Escala de Inteligencia de Weschler para niños (WISCIV) el cual consta de cuatro áreas: la Comprensión Verbal, el Razonamiento Perceptivo, la Memoria de Trabajo y la Velocidad de Procesamiento. Se empleó un diseño transversal y los datos fueron analizados en SPSS a través de la prueba de contraste U-Mann Whitney. Tras el análisis de datos se pusieron de manifiesto diferencias significativas entre ambos perfiles, mostrando al grupo con TCL con puntuaciones más bajas en memoria de trabajo, pero mejores en pruebas de velocidad de procesamiento. Aún con sus similitudes, parece tratarse de trastornos diferentes, lo cual se traduce en el ámbito nosológico a la necesidad de un estudio con unas herramientas diagnósticas propias y de un tratamiento diferente para cada uno de los trastornos. Se requiere de otros estudios con mayor muestra y diferentes instrumentos para profundizar en las similitudes y diferencias entre el TDAH y el TCL.

The French adaptation of the Wechsler Intelligence Scale of Children, 5th edition (WISC-V) was an opportunity to examine if some common representations of gender differences in intellectual abilities are supported by empirical evidence. The WISC-V standardization sample provided data on a wide range of cognitive tests in a large sample of 6- to 16-year-old children representative of the French population. This sample included 517 boys and 532 girls. The WISC-V data were compared to those of the French standardization samples of three previous versions of the WISC (WISC-R, WISC-III, and WISC-IV). These four standardization samples span a 35-year period. The data analysis of the WISC-V standardization sample and the three previous versions of this intelligence scale showed that the performance gaps on intellectual tests between girls and boys have gradually narrowed over time. Almost no gender differences were observed in the WISC-V standardization sample, not only in IQ but also in key facets of intelligence. Data do not support the stereotype that girls are better at verbal tasks and boys are better at visuospatial tasks. However, some statistically significant differences remain, but the magnitude was generally small with no practical implications. The only important difference is in favor of girls and concerns performance on processing speed tasks that require visual discrimination, attentional control, and writing.

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Grade repetition is an issue with important educational implications. This study analyzes the effect of cognitive variables, socio-economic status, as well as the interaction of socio-economic status with ethnic origin, on the probability of not repeating. Data were collected to calculate socioeconomic status using the Hollingshead Socioeconomic Index, and the following tests were administered to collect information on cognitive variables: the Primary Mental Aptitude Test (PMA), the Raven's Progressive Matrices Test, and the Wechsler Intelligence for Children Information Scale (WISC IV). The sample consisted of 664 students of Compulsory Secondary Education (ESO), Baccalaureate and intermediate and higher vocational training. The results confirm the predictive power of socioeconomic status. With regard to cognitive variables, significant results were only obtained when the WISC-IV Information Scale was taken as a predictor, this measure being related to crystallized intelligence. The influence of the origin of the students did not yield significant results. There is a clear need for a debate and a rethinking of the issue leading to the identification of new strategies to reduce grade repetition and its negative effects.

Though considered a benign condition, idiopathic infantile nystagmus (IIN) may be associated with decreased visual acuity and oculo-motor abnormalities, resulting in developmental delays and poor academic performance. Nevertheless, the specific visual function profile of IIN and its possible impact on neuropsychological development have been poorly investigated. To fill this gap, we retrospectively collected the clinical data of 60 children presenting with IIN over a 10-year period (43 male; mean age of 7 years, range of 2 months-17 years, 9 months). The majority of the subjects in our cohort presented with reduced visual acuity for far distances and normal visual acuity for near distances, associated with oculo-motor abnormalities. The overall scores of cognitive and visual–cognitive tests were in the normal range, but revealed peculiar cognitive and visual–cognitive profiles, defined by specific frailties in processing speed and visual–motor integration. The same neuropsychological profiles characterize many neurodevelopmental disorders and may express a transnosographic vulnerability of the dorsal stream. As the first study to explore the neuropsychologic competencies in children with IIN, our study unveils the presence of subclinical frailties that need to be addressed to sustain academic and social inclusion. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the psychometric properties of the Wechsler-4 Intelligence Scale who are deaf with Mild Intellectual Disability. Descriptive survey method was used. The sample included (174) deaf students in Jordan, ranging in age from (6-16.11) years. The scale was also applied in sign language. Validity indicators were found which were Content Validity (80%), Construct Validity (1.939-0.489), Concurrent Validity with Goodenough-Harris Drawing Test (0.688) and Achievement (0.887), and the correlation coefficients ranged between subtests and the total score of the scale Between (0.487 - 0.898). Also, the significance of Reliability scale was the Test Re-test method (0.866), the arbitrator's agreement (78.2%), and the half-way method for individual questions (0.76), the marital questions (0.75), and the correlation coefficient between odd and even paragraphs (0.868). The results showed that the level of total intelligence was (IQ = 62.54). And the existence of differences in the level of arithmetic average intelligence (Verbal Comprehension Index, VCI) = (62.02), (Perceptual Reasoning Index, PRI) = (66.63), (Working Memory Index, WMI) = (74.50), and (Processing Speed Index, PSI) = (82.68), and Full-Scale IQ (FSIQ) = (62.54). And the presence of statistically significant differences in the level of Intelligence (WMI and PSI) in favor of females. There were no differences in IQ, attributable to the variable degree of hearing impairment for each of the tests (VCI, PRI, WMI, PSI, and FSIQ). The study recommends related to the understanding of sign language of deaf Mild Intellectual Disability. [ABSTRACT FROM AUTHOR]

The Specific Learning Disability (SLD) includes disabilities related to executive functions such as ranking, organization, memory and attention as well as problems experienced in academic fields such as reading, writing, and arithmetic. These problems that arise in various areas reveal that this disorder has a heterogeneous structure. Therefore, a multi-faceted evaluation approach should be inevitable in the clinical evaluation of SLD. The aim of this study is to emphasize the importance of an integrated assessment by using multiple sources in the clinical assessment of children with SLD, and to reveal the predictive power of these sources. The sample of the study consisted of two groups between the ages of 6 and 11 years. The first group included 97 children with SLD, while the second group had 85 children without any clinical diagnosis. The measures used in this research included the following: Specific Learning Disorder Clinical Observation Battery (SLD-CO Battery), Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and Specific Learning Disability Symptom Checklist (MOYA). Independent sample t test analysis were used to compare scores of the two groups and Pearson correlation coefficients were calculated to reveal the relationships between the variables. In order to test the predictive power of the SLD-CO Battery and the MOYA on learning disability, logistic regression analyses were performed. Findings revealed that scores of children with SLD on the SLD-CO Battery, the WISC-IV, and the MOYA significantly differentiated from the same scores of children in the normal sample group. As a result of the logistic regression analysis, subtest scores of reading, writing, and mathematics on the SLD-CO Battery significantly predicted the SLD. The findings of the study suggest that using three scales together in the comprehensive assessment of learning disability would provide guiding information for clinicians. [ABSTRACT FROM AUTHOR]

Background: Multiple risk factors in Beta-thalassemia major (ßTM) children contribute to the impairment of their neurocognitive function. Multiple studies used different intelligence quotient (IQ) scores to assess the neurocognitive function in thalassaemic children, however, results were variable. Objective: This study aimed to assess the cognitive functions of thalassemic children and to compare them to a wellmatched group of healthy controls using the Fourth Edition of the Wechsler Intelligence Scale for Children (WISC-IV). Subjects and Methods: A cross-sectional study recruited two groups; Group I included 50 children diagnosed with ßTM on regular blood transfusions. Group II included 50 healthy control children with no underlying chronic illness, matching the patients' age, sex, education, parent's education, school performance, and socioeconomic level. A detailed history was taken, and clinical examination was performed; also, laboratory investigations including full blood picture and serum ferritin were done. Neurocognitive functions were assessed using WISC-IV. Results: ßTM children had significantly lower IQ scores on cognitive function assessment than healthy children, including the mean of the Full-Scale Intelligence Quotient, as well as the mean scores of the Verbal Comprehension Index, the Processing Speed Index, the Perceptual Reasoning Index, and the Working Memory Index (P<0.01). There was no correlation between IQ scores and the age at the onset of disease, transfusion frequency per year, serum ferritin, onset and duration of chelation, type of chelation, parents' education, and socioeconomic status. However, IQ scores were positively correlated with pretransfusion Hb, school performance, education, and anthropometric measurements. Conclusion: We concluded that ßTM children have significantly lower IQ scores than healthy children, and this requires attention for neuropsychological assessment of thalassemic children early in life to provide adequate support. [ABSTRACT FROM AUTHOR]

Brief intelligence tests are defined as cognitive tools that can be applied quickly, provide information about the general characteristics of intelligence, but offer a relatively narrow measurement framework. The international literature has many studies comparing the first version of the Kaufman Brief Intelligence Test (KBIT; Kaufman & Kaufman, 1990) with the different versions of the Wechsler Intelligence Scales (i.e., WISC-R [Prewett, 1992a, 1992b], WISC-III [Prewett, 1995]), both psychometrically and clinically. However, the national norm studies of the Second Version of the Kaufman Brief Intelligence Test (KBIT-2) in Türkiye have been completed recently. This study evaluates within its scope the structural features of KBIT-2, which is a fairly new measurement tool for Türkiye, by comparing them with WISC-IV. The study includes a total of 103 primary and high school students between 6-15 year old living in Ankara. Psychologists with practitioner certificates administered the tests to the participants with a one-week break in between, starting with WISC-IV and followed by KBIT-2. The findings indicate a significant correlation to exist between the total score on KBIT-2 and the total score on WISC-IV (r = .62). KBIT-2 scores were observed to be significantly higher than the WISC-IV scores. In addition, the composite scores and subtest standard scores for the scales were observed to show certain patterns, with the findings indicating the results obtained from the KBIT-2 test to be interpretable within the Cattell-Horn-Carroll (CHC) theory and the results to be comparable to those obtained from the WISC-IV. Again, the results from this study indicate the most beneficial use of KBIT-2 to likely be for screening rather than for diagnostic purposes. The most important limitation of the study is its small sample size, and future studies can make very valuable contributions by studying the distinguishing power of KBIT-2 in special samples such as gifted or intellectually impaired children. [ABSTRACT FROM AUTHOR]

It is often assumed that children with learning disabilities (LD) exhibit unique profiles of ability scores that reflect idiosyncratic cognitive strengths and weaknesses. Interpretation of cognitive ability profiles initially focused on visual inspection of subtest scores followed by statistical comparisons to identify significant cognitive strengths and weaknesses. However, subsequent research demonstrated that these subtest profiles lacked sufficient reliability, validity, and diagnostic utility. Profile research typically utilized variable-centered methods, but person-centered methods might be more appropriate. The present study utilized latent profile analysis (LPA), a person-centered method that is model-based and flexible, with 1,830 school-identified students with LD and 2,200 simulated normative participants. Four broad ability score profiles distinguished by level rather than shape emerged. Thus, this latent mixture model analysis found no mixture of subpopulations, suggesting that WISC-IV score variation was due to underlying continuous latent factors rather than a typology unique to LD. Supplemental data for this article is available online at Impact Statement It is often assumed that children with learning disabilities (LD) exhibit unique profiles of ability test scores that reflect idiosyncratic cognitive strengths and weaknesses. However, this person-centered analysis found no profile of ability scores distinctive of children with LD. These results suggest that cognitive test scores may vary due to underlying continuous latent factors rather than a typology unique to LD. [ABSTRACT FROM AUTHOR]

Research from different sources supports a link between nutrition and neurodevelopment, but evidence is still sparse regarding the relationship between a posteriori dietary patterns (DPs) and cognitive performance in school-aged children. Within the Northern Adriatic Cohort II, Friuli Venezia Giulia, Italy, 379 7-year-old children were cross-sectionally evaluated. Dietary patterns were identified through a principal component factor analysis based on 37 nutrients from children's 3-day dietary records. The Wechsler Intelligence Scale of Children (WISC-IV) test provided measures of cognitive performance, including the full-scale intelligence quotient (FSIQ) and single index scores. Each DP was related to FSIQ or single index scores through multiple robust linear regression models. We identified five DPs named "Dairy Products", "Plant-based Foods", "Fats", "Meat and Potatoes", and "Seafood" (63% of variance explained). After adjustment, no significant relationship was observed with the FSIQ score; positive associations were found between the "Seafood" DP and Verbal Comprehension Index or Perceptual Reasoning Index. The "Meat and Potatoes" and "Dairy Products" DPs were inversely associated with the Verbal Comprehension Index and Processing Speed Index scores, respectively. In the absence of a relation with the overall FSIQ score, single DPs might influence specific cognitive functions, including verbal and reasoning abilities, as targeted by single indexes, in the expected direction. [ABSTRACT FROM AUTHOR]

The Working Memory Index (WMI) in the Wechsler Intelligence Scale for Children (WISC) has been suggested to be associated with ADHD symptoms. The relationship between WMI and ADHD symptoms in the general population is not clear. The study aimed to examine the association between working memory (WM) and behavioral regulation (BR), and hyperactivity/inattention (HI) in a general population sample of 7-8-year-olds, and whether general intellectual functioning is associated with BR and HI. The study also examined if those with low WMI also fulfill elevated ADHD criteria. The study group ( N  = 865) was assessed with the WISC (Fourth edition), the Behavior Rating Inventory of Executive Function, the Strengths and Difficulties Questionnaire, and the Five to Fifteen Questionnaire, and divided into three groups based on WM function, and in relation to BR and/or HI problems. The associations between WM and BR, and WM and HI, including intellectual functioning as covariate, were examined. WM deficits were found in 22%, but the majority of those had no BR or HI problems. Four percent in the study group had WM deficits combined with BR and/or HI problems, and in about one third of those inattentive ADHD criteria were fulfilled. WM and prosocial behavior were associated with BR and HI. WM deficits measured with WISC WMI in 7-8-year-olds do not always signal BR and/or HI problems.

La utilización de pruebas psicológicas validadas y de confiabilidad comprobadas aportan evidencias valiosas al profesional en una multiplicidad de actividades, que comprenden desde el diagnóstico, el plan y el seguimiento de tratamiento hasta la selección laboral, la orientación vocacional, las pericias judiciales e investigación; sin embargo, no siempre se disponen de baremos adaptados a la región en la que se pretende aplicar un instrumento y, en ocasiones, siquiera corresponden a datos normativos del país. En Argentina, la WISC-IV fue adaptada considerando población perteneciente al Área Metropolitana de Buenos Aires, no se incluye muestra de otras regiones del extenso país. Por lo tanto, se realizó una investigación cuantitativa no experimental, exploratoria- descriptiva, con el objetivo de determinar la importancia de contar con baremos adaptados de la WISC-IV para diferentes regiones de un mismo país; para ello, se analizaron comparativamente los índices obtenidos por 520 escolares de 6 a 14 años (agrupados según los rangos de edad 6-8, 9-11 y 12-14) al aplicar dos baremos argentinos (Buenos Aires y Resistencia) para su corrección mediante un análisis de ANOVA mixto. Los resultados evidenciaron diferencias significativas según el baremo sea de Buenos Aires o de Resistencia, en 4 de los 5 índices de la WISC-IV, al abarcar tanto en aspectos relacionados con el funcionamiento cognitivo general (i.e., CIT), como en campos más específicos (i.e., memoria de trabajo - IMO, velocidad de procesamiento - IVP y razonamiento perceptivo - IRP); además, se observaron diferencias entre baremos en CIT, ICV, IRP e IMO y sugerir comportamientos diferentes en los distintos índices según el tipo de baremo aplicado en los diferentes grupos de edad. Los resultados sugieren que la corrección de la escala a un/a estudiante, según las normativas establecidas para una región con características sociodemográficas distintas a la que pertenece el individuo, podría derivar en errores interpretativos de sus aptitudes cognitivas, por lo que se determina la importancia de contar con adaptaciones de las pruebas psicológicas para arribar a interpretaciones que eviten infra o sobrevalorar sus puntuaciones.

Though considered a benign condition, idiopathic infantile nystagmus (IIN) may be associated with decreased visual acuity and oculo-motor abnormalities, resulting in developmental delays and poor academic performance. Nevertheless, the specific visual function profile of IIN and its possible impact on neuropsychological development have been poorly investigated. To fill this gap, we retrospectively collected the clinical data of 60 children presenting with IIN over a 10-year period (43 male; mean age of 7 years, range of 2 months-17 years, 9 months). The majority of the subjects in our cohort presented with reduced visual acuity for far distances and normal visual acuity for near distances, associated with oculo-motor abnormalities. The overall scores of cognitive and visual–cognitive tests were in the normal range, but revealed peculiar cognitive and visual–cognitive profiles, defined by specific frailties in processing speed and visual–motor integration. The same neuropsychological profiles characterize many neurodevelopmental disorders and may express a transnosographic vulnerability of the dorsal stream. As the first study to explore the neuropsychologic competencies in children with IIN, our study unveils the presence of subclinical frailties that need to be addressed to sustain academic and social inclusion.

The processing speed index (PSI) of the Wechsler intelligence scale for children (WISC-IV) has been found to predict a child's level of academic functioning. The consistently reported PSI weakness in children with autism spectrum disorder (ASD) therefore warrants special assistance and attempts at compensation for the disadvantages associated with these children's low PSI. We investigated the association of PSI scores with age, general cognitive ability [as measured by full-scale IQ (FSIQ)], symptom severity and discrepancy between the WISC-IV indices verbal comprehension (VCI) and perceptual reasoning (PRI) in 101 school children with ASD. The PSI weakness in children with ASD was not related to age, FSIQ, VCI-PRI discrepancy or any of the symptom measures. These findings suggest that school children with ASD independent of their age, level of cognitive ability, VCI-PRI profile and most notably independent of their symptom severity should be entitled to special assistance and compensation in educational settings. [ABSTRACT FROM AUTHOR]

Accurate assessment and early identification of gifted children is of great importance in terms of providing them with educational programs tailored for their abilities in specific areas. Individually administered intelligence tests are widely used to identify gifted children, and an above-average level of intellectual capacity is generally accepted as the main criterion for giftedness. This study aimed to investigate the utility of the Turkish version of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) to distinguish gifted children from non-gifted children. For this purpose, 201 gifted children and 201 non-gifted children were included in the study. To be able to determine the predictive power of the WISC-IV index and subtest scores, logistic regression analyses were performed. Results indicated that the Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index ​​scores (except Verbal Comprehension Index score), and all subtest scores significantly predicted giftedness. Furthermore, correct classification rates among gifted children were 93% for index scores and 97% for subtest scores. The findings of this study suggest that intelligence scores obtained from the WISC-IV have a diagnostic utility and provide valid and reliable results in identifying gifted children. [ABSTRACT FROM AUTHOR]

The present study aimed to investigate the test-retest reliability of the Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a sample of 138 children with autism spectrum disorder (ASD) from a child psychiatric clinic in Tokyo, Japan. The stability coefficient of the Full Scale Intelligence Quotient (FSIQ), which is composed of four indices, was very high at.83, while those of the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) individually were moderate to high, ranging from.62 to.79. Comparisons among three age groups revealed that the coefficients for children aged 5 to 7 years tended to be lower than those for children aged 11 years and older. With respect to relative strengths and weaknesses between index scores, approximately half of children did not exhibit the same trend in the second test. These results revealed that the FSIQ and index scores are stable in the long term in children with ASD aged 11 years and older, and that the PSI and discrepancies in index scores are less stable. Thus, practitioners should take into account ecological information and the test-taking behaviors of children when interpreting WISC-IV results for children with ASD. Abbreviations: ASD: autism spectrum disorder; WISC-IV: wechsler intelligence scale for children – fourth edition; FSIQ: full scale intelligence quotient; VCI: verbal comprehension index; PRI: perceptual reasoning index; WMI: working memory index; PSI: processing speed index [ABSTRACT FROM AUTHOR]

Objective: In recent years, the Wechsler Intelligence Scale for Children-IV (WISC-IV) has been used to evaluate attention, learning, and memory for the diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD). In the diagnosis of ADHD, WISC-IV has been standardized and started to be used in our country in recent years. The aim of this study, it is to examine which sub-scores of WISC-IV differ from the group with ADHD and healthy sample. Method: The sample of this study consists of 100 children and adolescents between the ages of 6-16 diagnosed with ADHD in the child and adolescent psychiatry outpatient clinic of a foundation hospital in Istanbul, and 88 healthy children and adolescents who were followed up in the pediatric health and diseases department of the same hospital. Results: In our study, when the scores of the Verbal Comprehension Test, Perceptual Reasoning, Processing Speed and Whole scale scores, which are sub-scores of the WISC-IV Intelligence Test, were compared, it was found that the scores of children with ADHD were significantly lower than the scores of healthy children. However, when the working memory scores of the WISC-IV Intelligence Test subscores of ADHD and normal children were compared, no significant difference was found between the scores of children with ADHD and those of healthy children. Conclusion: In this study, it was determined that the Verbal Comprehension Test, Perceptual Reasoning, Processing speed and All scale scores were significantly lower in children with ADHD. [ABSTRACT FROM AUTHOR]

Abstract Background Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes, and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem rating in ADHD subtypes and explored its association with cognitive correlates. Methods One hundred thirty-nine children with ADHD (80.6% boy, 19.4% girl) were categorized into the predominantly “hyperactive (ADHD-H)”, “inattentive (ADHD-I)” and “combined (ADHD-C)” subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. Results We found a quantitative differentiation of cognitive abilities among ADHD subtypes with “working memory” as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtypes. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. Conclusions ADHD subtype-specific symptoms, cognitive deficits, and self-esteem problems should be considered for precise diagnosis and effective and personalized treatment in ADHD in light of further supporting evidence and assessments. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes. A supportive educational system in school and providing adjunct supportive interventions should be considered for children with ADHD as well.

Work memory and processing speed evaluated through WISC-IV as keys in the evaluation of ADHD. The cognitive processes that are measured by the scale WISC-IV, which has most often been related to ADHD, Working Memory and Processing Speed. However, there is some controversy concerning the existence of a cognitive profile for ADHD that is related to whether its presentation is of the inattentive type or the combined type. The primary aim of this study was to corroborate whether there are correlations between the cognitive profile obtained through WISC-IV for our sample. The secondary aim of this study was to determine whether that profile allows to discern between the different clinical presentations by using a control group composed of 31 subjects and a clinical group consisting of 95 subjects diagnosed with ADHD. Compared to the control group, the clinical group presented significantly lower results in Intelligence Quotient, Working Memory Index and Processing speed Index. Finally, the clinical group presented scores for the General Capacity Index that were significantly higher than for the Cognitive Competency Index.

Background: Prematurity constitutes a risk factor for developmental delay in infancy and childhood. This study aims to: (i) determine long‐term cognitive outcomes in prematurely delivered children and compare them with term‐delivered children using the WISC‐IV and Stroop tests; (ii) examine the relation between Denver II, Bayley III and WISC‐IV, Stroop tests. Methods: The study group consisted of children born prematurely who had been tested with Denver II and Bayley III in their first 2 years, and had been evaluated with WISC‐IV and Stroop tests under follow up, 6–10 years later. Results: The study group (n = 60, 25 F, 35 M) was 8.0 ± 2.4 (6–10.7) years old when given WISC‐IV and Stroop tests. Gestational age in the study group was 34–37 weeks in 25%, 30–33 weeks in 48.3%, and <29 weeks in 26.7%. On WISC‐IV, the verbal comprehension index, perceptual reasoning index, working memory index, and full‐scale IQ scores were lower in the study group than the control group (P < 0.05). The study group took longer to complete the Stroop test (P < 0.05). Lower socioeconomic status (P = 0.005) and parental education level (P = 0.000) were associated with lower verbal comprehension index scores. Denver II and Bayley III test results were related to WISC‐IV results (P < 0.05) but not to the Stroop test results (P > 0.05). Conclusions: Our results showed prematurity negatively influences the results of WISC‐IV and Stroop tests at school age. Denver II and Bayley III tests applied at age 2 years likely predict WISC‐IV results. [ABSTRACT FROM AUTHOR]

El trastorno por déficit de atención/hiperactividad (TDAH) se caracteriza por un patrón persistente de inatención y/o hiperactividad/ impulsividad que interfiere negativamente con el desarrollo y el normal funcionamiento social, académico y ocupacional de quien lo padece. La literatura revisada muestra que no hay diferencias significativas en el Cociente de Inteligencia Total entre personas con TDAH y la población con desarrollo típico, pero el rendimiento en las pruebas Memoria de Trabajo y Velocidad de Procesamiento es menor. El objetivo de este estudio es conocer si existen diferencias en el perfil intelectual, medido con el WISC-IV, en una muestra clínica de 234 niños con TDAH y de 230 niños con Trastorno del Aprendizaje (TA), con el objetivo de favorecer la realización del diagnóstico diferencial entre ambos. Los resultados mostraron que ni los niños con TDAH ni con TA tenían una inteligencia más baja de lo esperado.

Introducción: La dislexia del desarrollo (DD) no se considera una entidad homogénea y se estiman diferentes subtipos. En consecuencia, es factible plantearse perfiles cognitivos distintos en función del subtipo de DD. Objetivo: Definir el perfil cognitivo (intelectivo y psicolingüístico) en cinco posibles subtipos de DD. Método: Muestra de 62 menores (39 niños), de 9,5 a 12 años de edad, con diagnóstico clínico y psicométrico de DD. Para definir el perfil cognitivo se utilizó la adaptación española de la Escala de Inteligencia de Wechsler para niños (WISC-IV) y del Test de Habilidades Psicolingüísticas de Illinois (ITPA). Resultados: Se obtuvieron diferencias significativas entre el subtipo dislexia-disgrafía por disaudiabilidad y los subtipos dislexia-disgrafía grafomotora y dislexia-disgrafía mixta en el índice 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-disgrafía por disaudiabilidad y dislexia-disgrafía mixta en la subescala de integración auditiva del ITPA (p=0,021). Se observaron otras diferencias con tendencia estadística, 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 según el subtipo de DD. Con ello se pretende mejorar el diagnóstico clínico diferencial en la DD.

When clinically administering the Wechsler Intelligence Scale for Children Fourth Edition （WISC-IV), it is necessary to consider the ecological factors of a child, such as their test-taking behaviors, living environment, and developmental history, to ensure its comprehensive interpretation. In this study, a three-dimensional assessment model that includes the WISC-IV index scores, test-taking behaviors, and developmental disorder traits is examined through an analysis of our clinical samples. Our path analysis indicated the compatibility of the three-dimensional assessment model in its clinical utility. The relationships between the index scores, test-taking behaviors, and developmental disorder traits were also revealed in the study. In particular, it was found the Processing Speed Index was related to impaired set-shifting, which is a trait of children with ASD, while Working Memory Index is not related to attention deficit, a trait of children with ADHD/ADD. These results may provide practitioners with a new perspective on the interpretation of the WISC-IV scores and test-taking behaviors. We further discuss the clinical utility and limitations of this assessment model. [ABSTRACT FROM AUTHOR]

The use of validated psychological tests provides valuable evidence to specialists in a multiplicity of activities (e.g., predicting diagnoses, guiding treatment and follow-up plans, guiding the job selection process and vocational orientation, determining disability levels for medico-legal purposes). However, a psychological instrument is not generally adapted and standardized in the country in which it is intended to be applied. In Argentina, the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was standardized in the Buenos Aires Metropolitan Area; but did not include samples from other regions across the vast country. This situation is problematic, because Argentina presents disparities in its socio-demographic characteristics across the territory, and an accurate interpretation of intelligence test performance, depends on the use of appropriately standardized data. Hence, a quantitative non-experimental, exploratory-descriptive study was conducted to determine the importance of obtaining locally standardized data for WISC-IV To this end, the indices obtained from 520 children and adolescents aged 6 to 14 years (grouped according to age ranges 6-8, 9-11 and 12-14) were comparatively analyzed, by analyzing two Argentine adaptations (Buenos Aires and Resistencia). Results revealed differences between normative data from the country's different regions in four indices, which included both aspects of general cognitive functioning (i.e., CIT) and more specific processes (i.e., working memory - IMO, processing speed - IVP, and perceptual reasoning - IRP). These results suggest that the assessment of students, according to non-locally established standardized data, could lead to interpretative errors regarding their cognitive abilities. Thus, the study contributes to knowledge about the importance of using contextually appropriate standardized data in the implementation of intelligence tests, to arrive at evaluations that avoid over- or under- estimating students' abilities. [ABSTRACT FROM AUTHOR]

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.

En la ciudad de San Luis (Argentina), se llevó adelante un estudio piloto de tipo exploratorio- descriptivo con el objetivo de estudiar la relación entre los años de educación maternal -como medida del nivel socioeconómico y ambientaly la producción cognitiva de niños y niñas a partir de la Escala de Inteligencia para Niños de Wechsler (WISC-IV). A los fines de esta investigación se optó por incluir sólo dos puntuaciones compuestas obtenidas en la Escala; el Índice Comprensión Verbal que refiere principalmente a la amplitud y aplicabilidad del conocimiento adquirido y por otro lado el Índice Velocidad de Procesamiento que depende sutilmente de la estimulación socio-ambiental. Los resultados preliminares revelan diferencias significativas entre el nivel educativo alcanzado por la madre y el Índice Comprensión Verbal. En cambio, al explorar los procesos cognitivos fluidos y perceptuales a través del Índice Velocidad de Procesamiento, las diferencias entre los grupos estudiados desaparecen. Esto confirma la fuerza del test para evaluar tanto los procesos de velocidad de procesamiento como las habilidades cristalizadas. En este marco se propone un dispositivo diagnóstico extendido e integrado destinado a captar la compleja trama trazada por la conjunción de capacidad cristalizada y habilidades específicas que se encuentran menos influenciadas por los factores ambientales.

Aim: To study whether a specific cognitive profile can be identified for children born extremely preterm (EPT) by investigating: 1) strengths and weaknesses not revealed by Full‐Scale IQ, 2) overlap between different cognitive deficits and 3) proportion of EPT children with multiple deficits. Methods: We analysed data from the 4th version of Wechsler Intelligence Scales for Children in EPT children (n = 359) and matched controls (n = 367), collected within the 6.5‐year follow‐up of a population‐based prospective cohort study. Results: Extremely preterm children performed worse than controls on all measures. Group differences were the largest in Perceptual Reasoning (PRI) and Working Memory (WMI), but differences between indices were small. However, when conducting categorical analyses, deficits in PRI and/or WMI were not more common than other combinations. Many EPT children had no or mild cognitive deficits, although often in multiple domains. Conclusion: Extremely preterm children had greater weaknesses in working memory and perceptual abilities. However, detailed analyses of cognitive subscales showed large heterogeneity and provided no support for a specific cognitive profile. In conclusion, Full‐Scale IQ scores hide strengths and weaknesses and individual profiles for EPT children need to be considered in order to provide appropriate support. [ABSTRACT FROM AUTHOR]

The Wechsler Intelligence Scale for Children, 4th edition (WISC-IV) is a useful tool for revealing differences in cognitive ability. Using the WISC-IV, the study investigated the intelligence profile of Turkish children diagnosed with ADHD and compared their profile with that of a non-ADHD clinical sample. On the basis of the records of 257 drug-naïve patients (6–12 years of age), ADHD (n = 154) and non-ADHD (n = 103) clinical groups were compared with respect to sociodemographic variables and WISC-IV scores. The non-ADHD clinical group had higher full scale, index, and subtest scores, except for their scores in the Comprehension subtest. The scores on Working Memory, Processing Speed Indices, Similarities, and Matrix Reasoning subtests were especially lower in the ADHD group than in the non-ADHD group. The Similarities, Matrix Reasoning, and Digit Span subtests classified 83% of the children as having ADHD and identified 43.7% of the non-ADHD clinical controls. In our study, we found differences in the WISC-IV profiles of the Turkish patients with ADHD. Moreover, the WISC-IV profile of the non-ADHD clinical group was different than that of the ADHD group. More prospective studies with larger groups of ADHD patients and further evaluations of executive function deficits can help clinicians better understand the differences in WISC-IV profiles. [ABSTRACT FROM AUTHOR]

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents. People who have this disorder are characterized by presenting difficulties in the processes of sustained attention, being very active, and having poor control of their impulses. Despite the high prevalence of this disorder and the existence of various tests used for its diagnosis, few data are available regarding the usefulness and diagnostic validity of these tools. Given the difficulties that these subjects present in executive functions, the aim of this study was to evaluate whether the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN, for its acronym in Spanish, Portellano et al., 2009) allows to establish specific profiles of executive performance for people with attention-deficit hyperactivity disorder (ADHD). The sample was made up of 197 participants of both sexes, aged between 6 and 12 years age (134 with a clinical diagnosis and 63 without pathology). A nonexperimental design was followed, using a comparative descriptive study method. The results indicated that the scales of phonological fluency, color path, rings, and interference are the most associated with the diagnosis of ADHD, providing data on inhibition, mental flexibility, sustained and selective attention, planning, verbal fluency, and working memory, among others. The practical implication of these results is in line with providing support in the clinical diagnosis that is carried out in children’s mental health units. In addition, the ENFEN tool can be valued as a suitable psychometric instrument in the psychoeducational field, helping professionals in a school environment to be more aware of the areas of cognitive development in which a student diagnosed with ADHD will have more difficulties and, in doing so, providing more adjusted and effective psychopedagogical measures when it comes to supporting students in their adaptation to the school environment.

This study aimed to investigate cognitive and behavioral outcomes in relation to gestational age (GA) in school-aged children born preterm (PT). Results from the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV), and the Child Behavior Checklist (CBCL) were analyzed in 51 children (mean age: 7.8 years [range: 7.0–8.7]) born PT (mean GA: 31 weeks [range: 23–35]; birth weight, mean: 1,637 g [range: 404–2,962]) with the majority (96%) having no diagnosed cognitive, sensory, or motor impairments. The control group included 57 age-matched typically developing children (mean age: 7.9 years [range: 6.2–8.7]) born full-term (FT). Children born PT, extremely PT (GA < 28) in particular, showed significantly lower cognitive performance and higher behavioral problem scores compared with children born FT. GA was found to predict aspects of both cognitive functioning and behavioral problems within the PT group, with lower GA being related to both poorer cognitive outcomes and elevated affective and attention-deficit/hyperactivity problems. Global cognitive functioning did not independently predict aspects of behavioral outcomes. Findings demonstrate that, even in children born PT without severe perinatal and/or postnatal complications and receiving active perinatal care, a short gestation is an evident risk factor for long-term negative effects on mental health independent of cognitive functioning. Additional findings suggest that both reduced growth and lower parental educational level may contribute to increased risk for poorer cognitive and behavioral functioning in children born PT.

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.

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents. People who have this disorder are characterized by presenting difficulties in the processes of sustained attention, being very active, and having poor control of their impulses. Despite the high prevalence of this disorder and the existence of various tests used for its diagnosis, few data are available regarding the usefulness and diagnostic validity of these tools. Given the difficulties that these subjects present in executive functions, the aim of this study was to evaluate whether the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN, for its acronym in Spanish, Portellano et al., 2009) allows to establish specific profiles of executive performance for people with attention-deficit hyperactivity disorder (ADHD). The sample was made up of 197 participants of both sexes, aged between 6 and 12 years age (134 with a clinical diagnosis and 63 without pathology). A nonexperimental design was followed, using a comparative descriptive study method. The results indicated that the scales of phonological fluency, color path, rings, and interference are the most associated with the diagnosis of ADHD, providing data on inhibition, mental flexibility, sustained and selective attention, planning, verbal fluency, and working memory, among others. The practical implication of these results is in line with providing support in the clinical diagnosis that is carried out in children's mental health units. In addition, the ENFEN tool can be valued as a suitable psychometric instrument in the psychoeducational field, helping professionals in a school environment to be more aware of the areas of cognitive development in which a student diagnosed with ADHD will have more difficulties and, in doing so, providing more adjusted and effective psychopedagogical measures when it comes to supporting students in their adaptation to the school environment. [ABSTRACT FROM AUTHOR]

The Wechsler Intelligence Scale for Children-IV provides four indexes that analyze the intellectual functioning in specific cognitive fields and a full-scale intelligence quotient (FSIQ) as measure of the general cognitive ability. However, often the diagnostic process considers the FSIQ score only. This study exploits the Gaussian mixture model (GMM) as a statistical tool to analyze WISC-IV capability to support the diagnostic decision-making process in a multidimensional approach based on the joint evaluation of the four main indexes. The study was conducted on two groups of participants (10 and 12 years old with N = 52 and N = 47, respectively) with clinical diagnosis. In addition, N = 50 observations were randomly generated from the distribution of the Italian reference populations referred to each age group. In both groups, GMM detected two components underlining different behaviors in central tendency, variability, and correlation. Comparison of GMM partitions with a supervised classification shows that group memberships are congruent. [ABSTRACT FROM AUTHOR]

Children with developmental coordination disorder struggles academically inspite of having a high IQ and they were considered to be present with limited cognitive abilities and in the current study, we aim to examine the IQ of children with and without developmental coordination disorder and also we aimed to identify the children who exhibits cognitive weakness. Hundred children were included in the study and 50 children's were with the diagnosis of DCD. The included children were of age group 5-10 years and exclusion criteria include children with IQ less than 70 and exhibits neurological and any other musculoskeletal disorders. WISC-IV was used in the study to examine the cognitive capability of children with and without DCD. In the current study it is documented that children with DCD exhibits poor performance than typically developing children in response speed and working memory. It has been documented through individual assessment that children with DCD exhibit varying capability while performing in sports and other academic activities. Inspite of having a greater score in full scale IQ, children displays difficulty in cognitive indices. We conclude that there is a heterogeneous profile noted in children with DCD and the wide variation noted in cognitive profile will be taken into consideration when designing assistance plan in education. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study is to examine the factor structure and measurement invariance of the Wechsler Intelligence Scale for Children Fourth Edition (WISC-IV), which is used for intellectual assessment in clinical and non-clinical samples, through using the Confirmatory Factor Analysis (CFA) method. Method: The sample of the study consisted of two groups, of which 415 were clinical (those having attention deficit hyperactivity disorder, specific learning disability, and intellectual disability) and 437 were developmentally normal children without any clinical diagnosis. In order to test first-order (the correlated four-factor model) and higher-order factor structure (model including general intelligence factor) of the WISC-IV, CFA was performed separately for each group. Furthermore, multiple group CFA was also performed to examine measurement invariance across groups. Results: Findings of CFA carried out separately for the groups revealed excellent model fit indices for both the correlated firstorder and second-order structure of the WISC-IV in both sample groups. However, as a result of multiple group CFA, model fit indices and factor loadings of the clinical sample were found to be better for the correlated four-factor first-order structure compared to the non-clinical sample. Conclusion: The findings suggest that the WISC-IV index and subtest scores measure the same cognitive structure for both groups. [ABSTRACT FROM AUTHOR]

Objective: Neurodevelopmental disorders, including Reading Disorder, Disorder of Written Expression, and Developmental Coordination Disorder, often co-occur with ADHD. Although research has identified increased functional impairment in the presence of these comorbid diagnoses, few direct comparisons of intellectual profiles have been conducted. Thus, the present study examined Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) profiles of children with ADHD alone and with comorbid neurodevelopmental disorders. Method: Participants included 296 children with ADHD, ADHD with Developmental Coordination Disorder, and ADHD with Reading Disorder and/or Disorder of Written Expression. Results: Comparisons of these groups suggests children with ADHD and language-based Learning Disorders have poorer working memory than children with only ADHD. Furthermore, children with ADHD and Developmental Coordination Disorder perform relatively better on verbal compared with perceptual reasoning indexes. Conclusion: These intellectual profiles may have utility in identifying cognitive weaknesses inherent to these disorders and may be used to guide treatment intervention. [ABSTRACT FROM AUTHOR]

Considering their common affection in certain language dimensions, this study attempts to explore cognitive profiles associated with Specific Learning Disorders, Specific Language Impairment, Asperger Syndrome and Attention-Deficit/Hyperactivity Disorder in two dimensions (Predominantly Inattentive and Combined). The sample consisted of a clinical population of 156 children between 6 and 15 years old (M=9.5, SD=2.18) who were applied WISC-IV. The four indexes from this scale (verbal comprehension, perceptual reasoning, working memory and processing speed) and the full-scale intelligence quotient were considered as dependent variables. Data analysis was focused on the assessment of intergroup and intragroup differences. Results prove a highly distinctive profile for Specific Language Impairment compared to the other disorders and a general pattern of strengths and weaknesses among them. Conclusions from this study contribute to the improvement of clinical practice as our data highlight significant differences between neurodevelopmental disorders which may drive to more individualised interventions. [ABSTRACT FROM AUTHOR]

In this paper we identify an endophenotype for individuals with Autism spectrum disorder - level 1 (ASD-1) and normal cognitive functioning using the Wechsler Intelligence Scale for Children - Fourth Edition with a clinical sample of 80 diagnosed ASD-1 children without intellectual disability (with FSIQ>70), and a comparison matched-paired control group (n = 80) combined for age, gender of children and parents' level education. From results emerged that the clinical ASD-1 with High functioning group (ASD-1 HF) performed worse than the matched-paired control group on Processing Speed Index and Working Memory Index, reflecting the sensitivity of these measures to generalized cognitive impairment. This result is also confirmed by the absence of a difference between the ASD-1 HF and control groups in the General Ability Index and the large difference to the Cognitive Proficiency Index in favour of the control group. Again, 36% of ASD children had a rare and large difference between the 4 indices and then the FSIQ could be deemed uninterpretable as unitary and cohesive ability. We argue that the ASD-1's cognitive profile cannot be interpreted as a unitary entity represented from simply FSIQ, but we can obtain a better assessment of cognitive level in ASD subjects using separately the General Ability Index and the Cognitive Proficiency Index. [ABSTRACT FROM AUTHOR]

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.

The co-occurrence of lower full-scale intellectual abilities (FSIQ) and academic achievement deficits in children with ADHD is well established; however, the extent to which the relation reflects the influence of a general factor (g) deficiency or deficiencies in one or more specific intellectual abilities remains speculative and was the focus of the current investigation. Twenty-eight boys with ADHD-combined presentation and 26 neurotypical (NT) boys between 8 and 12 years of age were administered the WISC-IV and standardized measures of reading and math. FSIQ and achievement scores in both reading and math were significantly lower for the ADHD relative to the NT group; however, examination of WISC-IV index scores revealed that group level differences in FSIQ resulted from lower scores on two of the four specific intellectual ability indices—Working Memory (WMI) and Verbal Comprehension (VCI). Bias-corrected bootstrapped mediation analyses revealed that both WMI and VCI contributed uniquely to the ADHD-Academic Achievement relation. The contribution of WMI to ADHD-related academic underachievement reflected lower scores on the Letter-Number Sequencing (LNS) but not the Digit Span (DS) subtest. Both LNS and VCI explained ADHD-related differences in reading, whereas LNS alone explained ADHD-related differences in math. Collectively these findings suggest that strengthening deficient higher-level WM abilities, in conjunction with empirically based academic instruction, is needed to improve learning outcomes in children with ADHD. [ABSTRACT FROM AUTHOR]

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 <85 at 18 months failed to identify children with MABC-2 scores ≤15th centile. MABC-2 scores ≤15th centile were associated with lower Full Scale IQ (p = 0.045), Working Memory (p = 0.03) and Perceptual Reasoning (p = 0.005) scores at six to eight years and receiving greater support in school (p = 0.01).Conclusion: A third of cooled children without CP had MABC-2 scores indicating motor impairment at school age that was not identified at 18 months by Bayley-III. Most children with low MABC scores needed support at school. Sub-optimal MABC-2 scores indicate need for detailed school-age cognitive evaluation. [ABSTRACT FROM AUTHOR]

n this paper we present evidence about the structural validity of the WISC-IV in a sample of 151 indigenous Yaqui students (Mexico) between the ages of 7 and 8 yearsoldthrough an analysis of the test'sintercorrelations matrix and of an exploratory and confirmatory factor analysis. The analysis of the matrix showed low to moderate correlation coefficients between the tests. The exploratory factor analysis indicated some differences on the model of the four WISC-IV factors. The confirmatory factor analysis supported the hierarchical model of the four first-order factors and a second-order general intelligence factor. This accounted for the greater amount of the common (76.8%) and total variance (35.8%). In conclusion this scale is useful to assess the intelligence of these students in the framework of assessment practices that consider other methods, sources, and the specific characteristics of the context [ABSTRACT FROM AUTHOR]

Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC-IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]