Structural validity of the Spanish Wechsler Intelligence Scale for Children–Fourth Edition in a large sample of Spanish children with attention-deficit hyperactivity disorder

Fenollar-Cortés, Javier; López-Pinar, Carlos; Watkins, Marley W.

doi:10.1080/21683603.2018.1474820

Cited by 9 publications

(7 citation statements)

References 71 publications

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“…The clinical sample consists of different diagnostic groups such as ADHD, SLD and intellectual disability. There are studies abroad examining the factor structure of the WISC-IV in a single diagnostic group (46,51,58), as well as studies in which different clinical diagnosis groups (ADHD, SLD, and intellectual disability, etc.) are discussed together (16,28,31,53).…”

Section: Discussionmentioning

confidence: 99%

“…When the findings of separately conducted studies on clinical and non-clinical samples are evaluated in general, it is observed that the correlated four-factor model of the WISC-IV fit to the data in both samples. In summary, it was suggested that all other tested models were confirmed but in some studies the direct hierarchical model was fit better (32,33,40,41), while others suggested that the indirect model was more tenable (22,31,46). Similar with both the clinical and non-clinical samples, this table led researchers to multiple-group studies dealing with different groups together in examining the factor structure of the WISC-IV.…”

Section: Introductionmentioning

confidence: 97%

“…In their study in which they tested the indirect hierarchical model and the correlated four-factor model in children with SLD, Giofrè and Cornoldi (46) reported that both models were confirmed, but the Picture Concepts subtest in the correlated four-factor model was significantly loaded on both verbal comprehension and perceptual reasoning factors. Therefore, they suggested that the "g" factor measured by the WISC-IV was represented theoretically poor in children with SLD and that the general intelligence score might be inadequate to account for the general cognitive functions of these children (46).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, when the WISC-IV CFA studies conducted with clinical samples are examined, it is seen that homogeneous or mixed sample groups are used. Accordingly, in studies conducted with children diagnosed with attention deficit hyperactivity disorder (ADHD), different results were obtained in which other models were also tested in addition to correlated fourfactor models (46)(47)(48)(49)(50). It was reported that this model was confirmed in Taiwanese children with ADHD diagnosis whom the correlated four-factor model was tested (50).…”

Section: Introductionmentioning

confidence: 99%

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Examining the factor structure of the WISC-IV in clinical and normal samples: a multiple-group confirmatory factor analysis

Çelik¹,

Yiğit²,

Guzey³

et al. 2020

Dusunen Adam

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining the factor structure of the WISC-IV in clinical and normal samples: a multiple-group confirmatory factor analysis

Çelik¹,

Yiğit²,

Guzey³

et al. 2020

Dusunen Adam

View full text Add to dashboard Cite

show abstract

“…The standardization sample was representative of the Spanish population and included 1590 children aged 6–16 years stratified by age, gender, and region of the country. Furthermore, the structural validity of the Spanish version has shown adequate psychometric properties in children with ADHD [ 51 ]. As with versions for other countries, its core battery includes 10 subtests ( M = 10, SD = 3) that contribute to the computation of a full-scale intelligence quotient, as well as four-factor index scores ( M = 100, SD = 15): verbal comprehension, perceptive reasoning, working memory, and processing speed.…”

Section: Methodsmentioning

confidence: 99%

ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children

et al. 2021

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Children in foster care have a high prevalence of attention deficit and hyperactivity disorder (ADHD) diagnosis, together with other difficulties in inattentive/hyperactive behaviors, executive and cognitive processes. Early exposure to adversity is a risk factor for developing ADHD via neurodevelopmental pathways. The goal of this research is (a) to study the cognitive and executive performance and inattentive/hyperactive behavior of ADHD-diagnosed children living in foster families in Spain, and (b) to analyze the role of placement variables in their performance. The sample was composed of 102 ADHD-diagnosed children aged 6- to 12-years-old, divided into two groups: 59 children living with non-relative foster families and 43 children not involved with protection services. Children’s executive function–inhibition, working memory, flexibility, attention, intellectual capacity, verbal comprehension, perceptive reasoning, working memory and processing speed were assessed using objective testing measures. At the same time, parents and teachers reported on children’s inattentive, hyperactive and impulsive behaviors. Children in foster care obtained lower scores in the general ability index than the control group after controlling the age at assessment. However, no differences were found in executive processes. Regarding placement factors, children with shorter exposure to adversities in their birth families and more time in foster care showed better executive performance. Professionals should consider the placement history of children in foster care and its influence on their symptomatology and cognitive capacities.

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WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility

Moura

Santos-Costa

Simões

2019

The Journal of General Psychology

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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 Verbal-Performance 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 cutoff 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.

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Structural validity of the Spanish Wechsler Intelligence Scale for Children–Fourth Edition in a large sample of Spanish children with attention-deficit hyperactivity disorder

Cited by 9 publications

References 71 publications

Examining the factor structure of the WISC-IV in clinical and normal samples: a multiple-group confirmatory factor analysis

Examining the factor structure of the WISC-IV in clinical and normal samples: a multiple-group confirmatory factor analysis

ADHD Symptomatology, Executive Function and Cognitive Performance Differences between Family Foster Care and Control Group in ADHD-Diagnosed Children

WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility

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