Issues Related to the WISC-V Assessment of Cognitive Functioning in Clinical and Special Groups

Miller, Jessie L.; Saklofske, Donald H.; Weiss, Lawrence G.; Drozdick, Lisa Whipple; Llorente, Antolin M.; Holdnack, James A.; Prifitera, Aurelio

doi:10.1016/b978-0-12-404697-9.00010-8

Cited by 10 publications

(9 citation statements)

References 164 publications

(169 reference statements)

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“…Our results suggest that higher Similarities scores are more indicative of children with ASD without a language impairment. Given that this newest version only requires the administration of the Similarities and Vocabulary to obtain the FSIQ and VCI, which previous research suggests are strengths of a child with ASD, it may hide their weaknesses and present an inflated conceptualization of their verbal skills (Miller et al, 2016). Our results indicated that the WISC-V does indeed exclude the weakest area of verbal ability from the VCI for individuals with ASD.…”

Section: Verbal Comprehension Indexmentioning

confidence: 57%

“…Previous literature indicates that children with ASD have similar patterns of performance on the Wechsler Scales (Miller et al, 2016;Nader et al, 2015;Ozonoff et al, 2005). Given the popularity of the WISC as the first-choice cognitive assessment within schools and clinical settings (Aiello et al, 2017), school psychologists and clinicians must understand how a child's performance fits into the overall assessment.…”

Section: Discussionmentioning

confidence: 99%

“…Cognitive profiling has been studied to help understand the cognitive abilities of children with ASD. Previous literature has suggested children with ASD exhibit atypical cognitive profiles across broad and narrow domains of various versions of the WISC, with more variability than typically developing children (Miller et al, 2016;Nader et al, 2015;Ozonoff et al, 2005).…”

Section: Wechsler Intelligence Scalesmentioning

confidence: 99%

“…These peaks may be accompanied by deficits in processing speed and verbal reasoning. Due to the divergent profiles observed across individuals with ASD, the DSM-5 includes the specifiers "with or without accompanying intellectual impairment" (APA, 2013, p. 51;Miller et al, 2016). For children with ASD, IQ has been found to be the most highly correlated variable to symptom severity and demonstrates a negative relationship, such that as IQ increases, the severity of symptoms decreases, and vice versa (see, e.g., Matson & Shoemaker, 2009;Matson et al, 2010;Ozonoff et al, 2005).…”

Section: Cognitive Profiles In Asdmentioning

confidence: 99%

“…For children with ASD, IQ has been found to be the most highly correlated variable to symptom severity and demonstrates a negative relationship, such that as IQ increases, the severity of symptoms decreases, and vice versa (see, e.g., Matson & Shoemaker, 2009;Matson et al, 2010;Ozonoff et al, 2005). Given the relationship between IQ and symptom severity, coupled with the importance of diagnostic specifiers, understanding the performance of children with ASD on popular intelligence tests is essential (Miller et al, 2016).…”

Section: Cognitive Profiles In Asdmentioning

confidence: 99%

See 4 more Smart Citations

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

Dale

Finch

Shellabarger

et al. 2021

Journal of Psychoeducational Assessment

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The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

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Section: Verbal Comprehension Indexmentioning

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Wechsler Intelligence Scalesmentioning

confidence: 99%

Section: Cognitive Profiles In Asdmentioning

confidence: 99%

Section: Cognitive Profiles In Asdmentioning

confidence: 99%

See 3 more Smart Citations

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

Dale

Finch

Shellabarger

et al. 2021

Journal of Psychoeducational Assessment

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Performance of children with ASD on the WISC‐V ancillary index scales

Dale

Finch

Shellabarger

2022

Psychology in the Schools

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Ancillary index scales provide assessment professionals the opportunity to conduct a more comprehensive interpretation of a student's performance on the Wechsler Intelligence Scales for Children, Fifth Edition (WISC‐V); however, little is known about the performance of children with autism spectrum disorder (ASD) on these scales. The ASD special group population from the standardization sample of the WISC‐V and their demographically matched controls were included in the study (total n = 124; mean age = 11.5 years). The results of a discriminant analysis revealed that the Auditory Working Memory Index, the Cognitive Proficiency Index, and the Full‐Scale IQ were the best at discriminating among the different groups suggesting that the various groups perform differently on these indexes. School psychologists should calculate all ancillary index scales to obtain the most comprehensive understanding of the cognitive strengths and weaknesses of a child with ASD.

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Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort

et al. 2023

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Issues Related to the WISC-V Assessment of Cognitive Functioning in Clinical and Special Groups

Cited by 10 publications

References 164 publications

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

Wechsler Intelligence Scale for Children, Fifth Edition Profiles of Children With Autism Spectrum Disorder Using a Classification and Regression Trees Analysis

Performance of children with ASD on the WISC‐V ancillary index scales

Relations between intelligence index score discrepancies and psychopathology symptoms in the EDEN mother-child birth cohort

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