WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism

Abstract

Children with high-functioning autism earned above normal scores on the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Perceptual Reasoning and Verbal Comprehension Indexes and below normal scores on the Working Memory and Processing Speed Indexes and Wechsler Individual Achievement Test-Second Edition (WIAT-II) Written Expression. Full Scale IQ (FSIQ) and reading and math scores were similar to the norm. Profiles were consistent with previous WISC-III research, except that the new WISC-IV motor-free visual reasoning subtests (Matrix Reasoning and Picture Concepts) were the highest of the nonverbal subtests. The WISC-IV may be an improvement over the WISC-III for children with high-functioning autism because it captures their visual reasoning strength, while identifying their attention, graphomotor, and processing speed weaknesses. FSIQ was the best single predictor of academic achievement.

Utilizando o teste não verbal de inteligência SON-R 2 ½ - 7 [a] para avaliar crianças com Transtornos do Espectro do Autismo

“…Estes achados são consistentemente observados em estudos prévios, corroborando uma vasta literatura que aponta para habilidades vísuo-espaciais preservadas nesta população (HAPPÉ; FRITH, 1996; GHAZIUDDIN; MOUNTAIN-KIMCHI, 2004;MAYES;CALHOUN, 2008 Situações em relação a Categorias. Neste sentido, nota-se que nessa amostra, as crianças realizaram mais facilmente tarefas com demandas de um conhecimento de situações que envolvem um tipo de raciocínio mais relacionado à inteligência cristalizada quando comparado ao subteste Categorias.…”

Examining the cognitive profile of children with Developmental Coordination Disorder

“…The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV, 2003) provides a measure of Full Scale IQ (FSIQ), which is derived from performance on ten subtests that comprise four key indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI) and Processing Speed (PSI). Using these indices, or at the subtest level, researchers have attempted to delineate the pattern of cognitive function and its relation to the behavioural characteristics often shown in many neurodevelopmental disorders often seen in the classroom, such as: Autism Spectrum Disorder (ASD, Charman et al, 2010;Mayes & Calhoun, 2008;Oliveras-Rentas, Kenworthy, Roberson, Martin, & Wallace, 2012), dyslexia (Moura, Simoes, & Pereira, 2014), or Attention Deficit-Hyperactivity Disorder (ADHD; Hagberg, Miniscalco & Gillberg, 2010;Parke, Thaler, Etcoff & Allen, 2015). In support of the WISC-IV, practitioners argue that its most beneficial feature is to generate cognitive profiles to help determine educational placement (Pfeiffer, Reddy, Kletzel, Schmelzer & Boyer, 2012).…”

The Effects of Humorous Literature on Emotion: A Pilot Project Comparing Children with Asperger's Syndrome Before and After Neurofeedback Training and Controls

“…In fact, children with AS typically have normal to superior cognitive and language development and have been found to have superior verbal skills compared to typically developing children (APA, 2000;Carpenter, Pennington, & Rogers, 2001;Gepner, Deruelle, & Grynfeltt, 2001;Mayes & Calhoun, 2008;Rosenn, 1999;Smith Myles et al, 2002;Smith Myles & Simpson, 2001; .…”