Abstract
There is a debate about the measure of IQ in children with ADHD. Some studies report that, compared to static assessment procedures, dynamic assessment of intelligence can better measure cognitive modifiability and plasticity. The present study was designed to examine children belonging to different ADHD subtypes (inattentive, hyperactive/impulsive, and combined) in terms of both static (WISC scores) and dynamic measures (Modifiability index). Thirty-four children (12 ADHD-I, 10 ADHD-H, and 12 ADHD-C) were compared to a sample of 27 typically developing children. Results indicate that only the inattentive and the combined subtypes, compared with the normative sample, show lower IQ scores. The ADHD-I group presents generally low WISC scores and ADHD-H presents generally high WISC scores. Moreover, the ADHD-C group shows a low static score and a high dynamic score, indicating a wide breadth of Vygotskian children’s zone of proximal development. Static and dynamic measurements together can indeed be considered a comprehensive examination of intelligence levels in ADHD children and may be essential in predicting learning capacities.
Highlights
The measures of intelligence are obtained by testing either a ratio of mental age to chronological age or a score of deviation from an expected test performance by age
The performance in dynamic measures is strongly age-dependent, in the sense that older children perform better than younger ones (Mous et al, 2017); static measures are related to dynamic measures meaning that higher levels of classic or static intelligence tests are associated with high levels of dynamic measures
Follow-up t-tests revealed that children with Attention Deficit Hyperactivity Disorder (ADHD)-H presented higher IQ scores than children with ADHD-I (t = 29.2, p < 0.01, d = 0.65), children with ADHD-C (t = 17.31, p = 0.0, d = 0.54) and normally developing children (t = 12.1, p = 0.038, d = 0.22)
Summary
The measures of intelligence are obtained by testing either a ratio of mental age to chronological age or a score of deviation from an expected test performance by age. Dynamic measures of intelligence are generally obtained by administrating novel problemsolving tasks to the subjects, supplying them with gradual and balanced assistance that progressively discloses the solution of the problem, and determines the amount of aid the learner needs to be able to solve the problem. This aid is inversely proportional to the modifiability index. The performance in dynamic measures is strongly age-dependent, in the sense that older children perform better than younger ones (Mous et al, 2017); static measures are related to dynamic measures meaning that higher levels of classic or static intelligence tests are associated with high levels of dynamic measures
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