A-69 A Follow Up Study of Reliable Digit Span Performance in Children with Academic Difficulties

Abstract

Abstract Objectives This study sought to describe reliable digit span (RDS) performance in a sample of children referred for evaluation due to academic difficulties and provide preliminary information regarding its utility as a performance validity test (PVT) in this population. Methods The sample included 110 children (M = 11.91, SD = 3.34, Range = 6-16) evaluated in a college affiliated psychological services clinic. Measures included the WISC-IV or WISC-V and the WIAT-III. A subset of the sample (n = 30) was administered the Test of Memory Malingering (TOMM). Results The average RDS performance was 8.2 (SD = 2.0, Range 4-15). Using the previously established adult cutoff of ≤7, 55.5% of the sample passed. At a cutoff of ≤6, 86.4% of the sample passed, which approaches a 90% pass rate recommended in prior literature. RDS was correlated with age r(n = 110) = .53, p < .001, education r(n = 110) = .50, p < .001, FSIQ r(n = 110) = .31, p < .01, the WIAT Reading Composite r(n = 110) = .34, p < .001, and the WIAT Mathematics Composite r(n = 110) = .29, p < .01. The TOMM pass rate was 100% and all children in that subset scored above the RDS cutoff of ≤6. Conclusions RDS is potentially useful as an embedded PVT for children referred for evaluation due to academic difficulties. Key variables including age, FSIQ, and academic performance correlated with RDS, which requires consideration of those variables when interpreting RDS performance. Additional research is needed to determine appropriate cutoff scores given the potential influence of variables such as FSIQ and age on RDS performance for this population.