Processing speed in children with clinical disorders

Calhoun, Susan L.; Mayes, Susan Dickerson

doi:10.1002/pits.20067

Cited by 160 publications

(144 citation statements)

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“…These results further support the evidence of children with an ID having general intellectual weaknesses, while children with SLDs very often have specific problems with working memory and processing speed tasks (Swanson & Ashbaker, 2000;Swanson, 1993). Using the WISC-IV, previous research had already found evidence of this difference, but the results were less clear (Bremner, McTaggart, Saklofske, & Janzen, 2011;Calhoun & Mayes, 2005). In a large group of children with an accurate diagnosis of SLD, the present study was able to show a substantial discrepancy between their various WISC-IV scores.…”

Section: Discussionsupporting

confidence: 63%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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Section: Discussionsupporting

confidence: 63%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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“…Deficits in the processing speed component and in the WM may therefore share the same basic mechanisms and be due to the same executive attention problem --confirming, here again, that differences in tasks measuring processing speed may not reflect differences in g. Importantly, this situation is probably not limited to SLD, but could well apply to other groups of children with impairments in executive processes, such as those with ADHD (Cornoldi, Giofrè, Calgaro, & Stupiggia, 2013). Like those with SLD, children with ADHD typically score lower in the Processing Speed Index, and a deficit in the Coding task, for example, is very common in such children (Calhoun & Mayes, 2005). But when children with ADHD are asked only to copy coding symbols (a task assumed to demand a lesser degree of attentional control), their performance does not differ statistically from that of controls (Jacobson et al, 2011).…”

Section: Discussionsupporting

confidence: 53%

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

Giofrè

Cornoldi

2015

Intelligence

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Children with specific learning disabilities (SLDs) are characterized by a poor academic achievement despite an average intelligence. They are therefore typically assessed not only with achievement tests, but also with intelligence tests, usually the Wechsler Intelligence Scale for Children (WISC). The assumption of a discrepancy between IQ and achievement in children with SLD has been questioned, however, and the implications of using different measures in batteries of intellectual subtests have not been thoroughly investigated. The present study examined these issues, taking advantage of a large database of scores obtained in the ten core subtests of the WISC-IV by a group of 910 Italian children with a clinical diagnosis of SLD, who were compared with the children considered for national standardization purposes. Our results support the doubts raised concerning the IQ-achievement discrepancy model, showing that relevant discrepancies can emerge even within the WISC profile. The four main WISC-IV indexes were found differently related to intelligence (measured by means of the g-factor) and the g content of many subtests differed in children with SLD vis-à-vis typically-developing children. These results have important implications both theoretical, indicating that the g-factor is weakly identified in children with SLD children, and practical, indicating that the QI obtained with the WISC-IV may not be a good measure of intellectual functioning for children with SLD, which are discussed.  There are differences in the g content of the indexes and many subtests between SLD cases and controls.Intelligence, WISC-IV and SLD 2 The structure of intelligence in children with specific learning disabilities is different as compared to typically development childrenIntelligence is one of the most important and most often assessed constructs in psychology (Gottfredson, 1997a). It has been demonstrated, for instance, that intelligence tests such as the WISC, the WAIS and the Raven progressive matrices are among the psychological tests most commonly used in Europe, taking first, second and fourth places, respectively (Evers et al., 2012). This may be due to the importance of intelligence, which is also confirmed by the fact that intelligence can predict important academic and occupational outcomes, and performance in everyday life (e.g., Deary, Strand, Smith, & Fernandes, 2007;Gottfredson, 1997b;Schmidt & Hunter, 2004).The WISC, and particularly the WISC-IV (Wechsler, 2003), which is the latest version to become available in many countries, is one of most often used psychological tests. The popularity of the WISC-IV is probably due to the fact that it is relatively quick to administer and it measures important cognitive factors of relevance to the assessment of both typical populations and clinical groups (Prifitera, Saklofske, & Weiss, 2008). The WISC-IV, as presented in the test manuals, is structured around four factors, considered among the main basic factors underlying intelligence: i) the verbal comprehension ...

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“…However, the associated specificity was fairly modest, resulting in a likelihood ratio that fell just short of the value of 2 or greater that has been recommended as a standard for clinical decision making (Grimes & Schulz, 2005). It should also be realized that relative decrements on Processing Speed are not unique to TBI and have also been reported in some other clinical samples, ranging from depression to learning disability (Calhoun & Mayes, 2005). Thus, although this WISC-IV index is sensitive to TBI, it cannot be relied upon in isolation to rule in or rule out acquired cerebral0cognitive impairment.…”

Section: Discussionmentioning

confidence: 99%

Criterion validity of the Wechsler Intelligence Scale for Children–Fourth Edition after pediatric traumatic brain injury

Donders

Janke

2008

J Int Neuropsychol Soc

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The performance of 40 children with complicated mild to severe traumatic brain injury on the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003) was compared with that of 40 demographically matched healthy controls. Of the four WISC-IV factor index scores, only Processing Speed yielded a statistically significant group difference ( p , .001) as well as a statistically significant negative correlation with length of coma ( p , .01). Logistic regression, using Processing Speed to classify individual children, yielded a sensitivity of 72.50% and a specificity of 62.50%, with false positive and false negative rates both exceeding 30%. We conclude that Processing Speed has acceptable criterion validity in the evaluation of children with complicated mild to severe traumatic brain injury but that the WISC-IV should be supplemented with other measures to assure sufficient accuracy in the diagnostic process. (JINS, 2008, 14, 651-655.)

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Processing speed in children with clinical disorders

Cited by 160 publications

References 50 publications

Differences in the intellectual profile of children with intellectual vs. learning disability

Differences in the intellectual profile of children with intellectual vs. learning disability

The structure of intelligence in children with specific learning disabilities is different as compared to typically development children

Criterion validity of the Wechsler Intelligence Scale for Children–Fourth Edition after pediatric traumatic brain injury

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