Diagnostic Utility of the Bannatyne WISC‐III Pattern

Smith, Courtney; Watkins, Marley W.

doi:10.1111/j.1540-5826.2004.00089.x

Cited by 24 publications

(28 citation statements)

References 36 publications

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“…However, the composite scores of these profiles showed statistically significant differences with large effect sizes between groups (Table ). Thus, a ROC curve analysis was performed because it is independent of prevalence rates and cut‐off values (McFall & Treat, ; C. B. Smith & Watkins, ). This analysis was conducted for FDI, ACID and SCAD composite scores; the Bannatyne pattern was excluded because it is a dichotomous variable (presence vs absence).…”

Section: Resultsmentioning

confidence: 99%

“…The Bannatyne pattern was present only in 22% of dyslexic children and in 10% of the normal reader group. Smith and Watkins () also reported similar percentages in their sample of children with DD and LD. Large, significant differences in FDI, ACID and SCAD profiles were also found, with children with DD scoring at least SD = 1.25 below normal readers.…”

Section: Discussionmentioning

confidence: 99%

“…They found baseline rates of 33% for children with LD, 47% for children with ADHD and 14% for children without disabilities. Although Ho, Gilger, and Decker () found that this pattern was reliable and specific to their dyslexic twin sample, Smith and Watkins () suggested that the use of the Bannatyne WISC‐III pattern is not recommended because they only found a sensitivity of 22.4% and a specificity of 86.1% for the LD group, a sensitivity of 24% and a specificity of 86.1% for the dyslexic group and 13.9% of false positives were identified in the normative group.…”

Section: Introductionmentioning

confidence: 99%

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WISC‐III Cognitive Profiles in Children with Developmental Dyslexia: Specific Cognitive Disability and Diagnostic Utility

2013

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This study analyzed the usefulness of Wechsler Intelligence Scale for Children (WISC-III) in identifying specific cognitive impairments that are linked to developmental dyslexia (DD) and the diagnostic utility of the most common profiles in a sample of 100 Portuguese children (50 dyslexic and 50 normal readers) between the ages of 8 and 12. Children with DD exhibited significantly lower scores in the Verbal Comprehension Index (except the Vocabulary subtest), Freedom from Distractibility Index (FDI) and Processing Speed Index subtests, with larger effect sizes than normal readers in Information, Arithmetic and Digit Span. The VerbalPerformance IQs discrepancies, Bannatyne pattern and the presence of FDI, ACID and SCAD profiles (full or partial) in the lowest subtests revealed a low diagnostic utility. However, the receiver operating characteristic (ROC) curve and the optimal cut-off score analyses of the composite ACID, FDI and SCAD profile scores showed moderate accuracy in correctly discriminating dyslexic readers from normal ones. These results suggested that in the context of a comprehensive assessment, the WISC-III provides some useful information about the presence of specific cognitive disabilities in DD.Keyword: Developmental dyslexia, WISC-III, cognitive profiles, children. Page 2Practitioner Points:• Children with DD revealed significant deficits in the WISC-III subtests that rely on verbal abilities, processing speed and working memory.• The composite ACID, FDI and SCAD profile scores showed moderate accuracy in correctly discriminating dyslexics from normal readers.• WISC-III may provide some useful information about the presence of specific cognitive disabilities in DD. IntroductionDevelopmental dyslexia (DD) is one of the most common learning disabilities (LD), affecting approximately 5% of school-age children (Ramus, 2003) and leading to substantially lower reading performance than expected according to the child's chronological age, intelligence and school grade (American Psychiatric Association, 2000). DD can be conceptualized as a specific LD that is neurobiological in origin and is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities (International Dyslexia Association, 2002; Lyon, Shaywitz, & Shaywitz, 2003).Deficits in the phonological domain have consistently been found to be the primary cause of this disorder (see for a review: Fletcher, 2009;Ramus, 2003;Snowling, 2000;Vellutino, Fletcher, Snowling, & Scanlon, 2004), although other cognitive deficits, such as in working memory (Berninger, Raskind, Richards, Abbott, & Stock, 2008;Swanson, 1999Swanson, , 2011, executive functions (Altemeier, Abbott, & Berninger, 2008; Brosnan et al., 2002;Helland & Asbjørnsen, 2000; Reiter, Tucha, & Lange, 2005), processing speed (Shanahan et al., 2006;Thomson, 2003;Willcutt, Pennington, Olson, Chhabildas, & Hulslander, 2005) may play an important role in diagnosis because IQ has to be at least normal and there has to be a signifi...

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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WISC‐III Cognitive Profiles in Children with Developmental Dyslexia: Specific Cognitive Disability and Diagnostic Utility

2013

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“…Also, the Bannatyneś profile in the same study, though evident, was not useful for diagnostic purposes. Low diagnostic utility was also supported for the Bannatyne WISC-III pattern in the study of Smith and Watkins (2004). Moreover, Naglieri, Goldstein, Iseman and Schwebach (2003) found no differences on the WISC-III between children with ADHD and children with Anxiety /Depression.…”

Section: Predictive Validity and Clinical Utility Of The American Wismentioning

confidence: 85%

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Souroulla

Panayiotou

2017

JETS

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

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“…However, the examination of intra-individual score patterns (i.e., the degree to which an examinee's IQ subtest scores match the invalid score profile) is problematic for numerous reasons. These types of score interpretations have been widely denounced primarily due to the lack of diagnostic utility for score profiles (Devena and Watkins 2012;Smith and Watkins 2004;Watkins et al 2002) and the temporal instability of subtest difference scores (Borsuk et al 2006;McDermott et al 1989aMcDermott et al , b, 1992Watkins and Smith 2013). Thus, the C-LIM was built on the shaky foundation of subtest score differences.…”

Section: Discussionmentioning

confidence: 98%

Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix

Styck

Watkins

2014

Contemp School Psychol

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The Culture-Language Interpretive Matrix (C-LIM) was developed to help practitioners determine the validity of test scores obtained from students who are culturally and linguistically different from the normative group of a test. The present study used an idiographic approach to investigate the diagnostic utility of the C-LIM for the Wechsler Intelligence Scales for Children-Fourth Edition (WISC-IV) for distinguishing between a referred sample of 69 English language learners, 79 English-speakers diagnosed with Autism, and 216 English speakers referred for a special education evaluation. Results indicated that the WISC-IV C-LIM differentiated between these groups of students at chance rates. Evidence from the previous studies along with the results of the current study does not support the use of the C-LIM for making decisions about individuals in applied practice.

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Diagnostic Utility of the Bannatyne WISC‐III Pattern

Cited by 24 publications

References 36 publications

WISC‐III Cognitive Profiles in Children with Developmental Dyslexia: Specific Cognitive Disability and Diagnostic Utility

WISC‐III Cognitive Profiles in Children with Developmental Dyslexia: Specific Cognitive Disability and Diagnostic Utility

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Discriminant Validity of the WISC-IV Culture-Language Interpretive Matrix

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