Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2021-06-04 DOI:10.1080/21683603.2021.1930307

Satoshi Okada, Y. Kawasaki, M. Shinomiya, Hiroshi Hoshino, Tamiko Ino, Kazuko Sakai, Kimiko Murakami, Rie Ishida, Kaoru Mizuno, M. Takayanagi, S. Niwa

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引用次数: 1

Abstract

ABSTRACT The present study aimed to investigate the test-retest reliability of the Wechsler Intelligence Scale for Children-Fourth edition (WISC-IV) in a sample of 138 children with autism spectrum disorder (ASD) from a child psychiatric clinic in Tokyo, Japan. The stability coefficient of the Full Scale Intelligence Quotient (FSIQ), which is composed of four indices, was very high at .83, while those of the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index (PSI) individually were moderate to high, ranging from .62 to .79. Comparisons among three age groups revealed that the coefficients for children aged 5 to 7 years tended to be lower than those for children aged 11 years and older. With respect to relative strengths and weaknesses between index scores, approximately half of children did not exhibit the same trend in the second test. These results revealed that the FSIQ and index scores are stable in the long term in children with ASD aged 11 years and older, and that the PSI and discrepancies in index scores are less stable. Thus, practitioners should take into account ecological information and the test-taking behaviors of children when interpreting WISC-IV results for children with ASD. Abbreviations: ASD: autism spectrum disorder; WISC-IV: wechsler intelligence scale for children – fourth edition; FSIQ: full scale intelligence quotient; VCI: verbal comprehension index; PRI: perceptual reasoning index; WMI: working memory index; PSI: processing speed index

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自闭症谱系障碍儿童WISC-Ⅳ的长期稳定性

摘要本研究旨在调查韦氏儿童智力量表第四版（WISC-IV）在日本东京一家儿童精神病诊所的138名自闭症谱系障碍（ASD）儿童中的重测可靠性。由四个指标组成的全量表智商（FSIQ）的稳定性系数非常高，为.83，而言语理解指数（VCI）、感知推理指数（PRI）、工作记忆指数（WMI）和处理速度指数（PSI）的稳定性分别为中等至较高，在.62至.79之间。三个年龄组的比较显示，5至7岁儿童的系数往往低于11岁及以上儿童的系数。关于指数得分之间的相对优势和劣势，大约一半的儿童在第二次测试中没有表现出同样的趋势。这些结果表明，11岁及以上ASD儿童的FSIQ和指数得分长期稳定，PSI和指数得分差异不太稳定。因此，从业者在解释ASD儿童的WISC-IV结果时，应考虑生态信息和儿童的应试行为。缩写：ASD：自闭症谱系障碍；WISC-IV：韦氏儿童智力量表第四版；FSIQ：全量表智商；VCI：语言理解指数；PRI：感知推理指数；WMI：工作内存索引；PSI：处理速度指数

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.