Wechsler Intelligence Scale For Children-IV Research Articles

Wide-ranging cognitive deficits in adolescents following early life maltreatment.

Studies of adolescents with histories of maltreatment typically report specific cognitive deficits in higher order functioning and attention. Emerging evidence suggests that the cognitive difficulties seen in maltreated adolescents are much broader, and go beyond executive functioning impairments. This study examined whether maltreated adolescents exhibited cognitive deficits across a number of cognitive domains, in addition to executive functioning. A group of 39 adolescents with documented histories of severe maltreatment were compared with 43 controls on measures of learning and memory, executive function, processing speed, working memory, visuoperceptual function, and language. Groups were matched demographically and on the Wechsler Intelligence Scale for Children-IV (WISC-IV) Full Scale Intelligence Quotient (FSIQ; Wechsler, 2003). Using multivariate analyses, the maltreated group showed significant impairments on measures of executive function and attention, working memory, learning, visuospatial function and visual processing speed. Effect sizes ranged from medium to large. The FSIQ indicated that these adolescents were performing comparably with their nonmaltreated peers, though this was not the case when specific cognitive functions were measured. This demonstrates that maltreated adolescents are more likely to have a range of cognitive deficits that can only be identified with thorough neuropsychological assessment. Such deficits have the potential to significantly impair adaptive, social, emotional, and academic functioning, explaining many of the typical difficulties seen in maltreated adolescents.

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants

ObjectiveThe objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. MethodsTen children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. ResultsPerformance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. ConclusionsThe children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss.

P33 – 2709: Cognitive abilities of school children with epilepsy: Evaluation after AED treatment withdrawal

Objective Children with epilepsy have elevated risk of cognitive and behavioural disorders. Difficulties in cognition, behaviour, educational underachievement associated with childhood epilepsy have also been identified in otherwise healthy children with normal intelligence and attend regular schools. Lasting educational and psychosocial deprivation had been reported in follow-up studies in adults with history of childhood epilepsy. Aim Evaluation of cognitive abilities of children with idiopathic epilepsy after AED treatment withdrawal. Methods Preliminary results of cognitive abilities in 39 children aged 9.6 to 15.8 years after discontinuation of AED monotherapy (15 had generalized and 24 had partial epilepsy) were presented. The average treatment duration was 3.5 years. Cognitive functions were evaluated 6 to 8 months after the AED treatment withdrawal using The Wechsler Intelligence Scale for Children-IV. Results of the 10 subtests were combined in 4 indices: Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed Index. Results were compared to normative values. Results The mean value of total IQ was average. Verbal comprehension and perceptual reasoning index mean values were inside the average range. The working memory indicators were in the low average level, suggesting weakness in this area. The greatest weakness was found in processing speed with index in the edge of low average and borderline range. Conclusion Our preliminary results indicate that after AED treatment withdrawal in children with epilepsy weaknesses were still present in processing speed and working memory. This could potentially represent an important form of residual cognitive difficulty. How long these comorbidities of epilepsy may persist, after the seizures have been completely resolved, is still questionable. Our analyses support the need to evaluate cognitive skills in children with epilepsy, not only prior to initiating, adding to or changing an AED regimen, but also in the follow-up after AED treatment withdrawal.

The Effect of Hippotherapy and Medication on Children with Attention Deficit Hyperactivity Disorder: A Pilot Study

The study employed an open label randomized controlled trial. Participants were 10 children of ages between 6 and 12 years. These subjects were placed in 2 groups : the hippo-therapy group and the medication group. Evaluation tools used in this study include Affective Disorders and Schizophrenia-Present and Lifetime Version- Korean Version, the Wechsler Intelli-gence Scale for Children-IV, Korean Child Behavior Check List (K-CBCL), ADHD rating scale (ARS), Clinical Global Impression (CGI), and Quantitative electroencephalography (QEEG).Results

Déficits neuropsicológicos en la hemiplejía alternante infantil: estudio de un caso

Alternating hemiplegic of childhood is a predominantly sporadic neurodevelopmental syndrome of uncertain etiology, characterized by alternating transient attacks of hemiplegia. Additional features include tonic fits, dystonic posturing, ocular motor abnormalities and deficits in cognitive functioning. A girl of 7 years-old with alternating hemiplegic of childhood. The first symptoms debut at 17 months of age in the form of lower limb weakness, migraine, nystagmus and hemiplegic crisis alternating both hemibodies. We administrate the Wechsler Intelligence Scale for Children IV (WISC-IV), the Conners Continuous Performance Test II (CPT-II), the Conners scales for parents (CPRS-48) and teachers (CTRS-28) and the Behavior Rating Inventory Executive Function (BRIEF). In our study we found deficits in sustained attention, reduced speed of information processing, and difficulties in understanding, speaking and working memory. In addition, parents and teachers reported behavioral disturbances, difficulties inhibition capability, in self-control and in regulating emotions.

Slow sleep spindle activity, declarative memory, and general cognitive abilities in children.

Functional interactions between sleep spindle activity, declarative memory consolidation, and general cognitive abilities in school-aged children. Healthy, prepubertal children (n = 63; mean age 9.56 ± 0.76 y); ambulatory all-night polysomnography (2 nights); investigating the effect of prior learning (word pair association task; experimental night) versus nonlearning (baseline night) on sleep spindle activity; general cognitive abilities assessed using the Wechsler Intelligence Scale for Children-IV (WISC-IV). Analysis of spindle activity during nonrapid eye movement sleep (N2 and N3) evidenced predominant peaks in the slow (11-13 Hz) but not in the fast (13-15 Hz) sleep spindle frequency range (baseline and experimental night). Analyses were restricted to slow sleep spindles. Changes in spindle activity from the baseline to the experimental night were not associated with the overnight change in the number of recalled words reflecting declarative memory consolidation. Children with higher sleep spindle activity as measured at frontal, central, parietal, and occipital sites during both baseline and experimental nights exhibited higher general cognitive abilities (WISC-IV) and declarative learning efficiency (i.e., number of recalled words before and after sleep). Slow sleep spindles (11-13 Hz) in children age 8-11 y are associated with inter-individual differences in general cognitive abilities and learning efficiency.

Construction and Psychometric Properties of Sentence Repetition Test (SRT) for Latvian Primary School Children

This study was conducted to determine psychometric properties of newly developed Sentence Repetition Test (SRT). The test evaluates ability to recall orally presented sentences in Latvian language, and it was constructed specifically for junior primary school children. The sample consisted of 136 first and second graders aged 7 to 9 years (52% girls). Final version of Sentence Repetition Test is composed of 12 items in increasing level of difficulty. Spearman-Brown split-half reliability coefficient of the test is sufficiently high to recognize SRT as reliable. Convergent and concurrent validities of the test were determined in smaller sub-sample of 64 children, using measurements of Digit Span sub-test from Latvian edition of Wechsler Intelligence Scale for Children-IV (Wechsler, 2003) and Phoneme Segmentation Fluency from Latvian edition of Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) (Good & Kaminski et al., 2011; Rascevska et al., 2013a). Sentence Repetition Test has medium strong statistically significant correlations with both tests. The study affirms sufficient reliability and validity of the new test. DOI: 10.5901/jesr.2014.v4n4p104

The association between sleep spindles and IQ in healthy school-age children

Recent studies have suggested that sleep is associated with IQ measures in children, but the underlying mechanism remains unknown. An association between sleep spindles and IQ has been found in adults, but only two previous studies have explored this topic in children. The goal of this study was to examine whether sleep spindle frequency, amplitude, duration and/or density were associated with performance on the perceptual reasoning, verbal comprehension, working memory, and processing speed subscales of the Wechsler Intelligence Scale for Children-IV (WISC-IV). We recruited 29 typically developing children 7–11years of age. We used portable polysomnography to document sleep architecture in the natural home environment and evaluated IQ. We found that lower sleep spindle frequency was associated with better performance on the perceptual reasoning and working memory WISC-IV scales, but that sleep spindle amplitude, duration and density were not associated with performance on the IQ test.

An examination of the relationship between motor coordination and executive functions in adolescents

Research suggests important links between motor coordination and executive functions. The current study examined whether motor coordination predicts working memory, inhibition, and switching performance, extending previous research by accounting for attention-deficit-hyperactivity disorder (ADHD) symptomatology and other confounding factors, in an adolescent normative sample. Ninety-three adolescents (38 females, 55 males) aged 12 to 16 years (mean age 4y 2mo, SD 1y 1mo) were assessed on the Movement Assessment Battery for Children-2 (MABC-2), Wechsler Intelligence Scale for Children-IV, N-back task, the inhibition subtest from the NEPSY-II: A Developmental Neuropsychological Assessment, second edition, and the parent-rated Strengths and Weaknesses of ADHD Symptoms and Normal Behaviour Questionnaire. The MABC-2 total score accounted for a significant proportion of the variance in visuospatial working memory (p=0.041) but not for verbal working memory. The MABC-2 aiming and catching component, however, was found to account for unique variance in both verbal (p=0.019) and visuospatial working memory (p=0.016). The MABC-2 total score was found to account for a significant proportion of the variance in inhibition total completion time (p=0.017). Finally, balance skills accounted for unique variance in a NEPSY-II inhibition total errors variable (p=0.020). The results provide support for an overlap between motor coordination and executive functions, which has important practical implications. The study also suggests shared mechanisms underpinning the relationship between these areas, including possible cerebellar involvement.

Motor coordination, working memory, and academic achievement in a normative adolescent sample: Testing a mediation model

The aim of the present study was to examine whether the relationship between motor coordination and academic achievement is mediated by working memory (WM) in a normative adolescent sample. Participants included 93 adolescents aged 12-16. The Movement Assessment Battery for Children-2 provided three indicators of motor coordination (Manual Dexterity, Aiming and Catching, and Balance), the WM Index of the Wechsler Intelligence Scale for Children-IV and the N-back paradigm provided two indicators of WM, and the Wechsler Individual Achievement Test-II provided three indicators of academic achievement (Word Reading, Spelling, and Numerical Operations). Structural equation modeling, controlling for verbal comprehension, attention deficit hyperactivity disorder symptoms, and socioeconomic status, suggested that the association between motor coordination and academic achievement may be best understood in terms of a mechanism whereby motor coordination (specifically, Aiming and Catching skills) has an indirect impact on academic outcomes via WM. These findings have important implications for the assessment and treatment of motor coordination and learning difficulties as well as in increasing the understanding of the possible neural mechanisms underpinning the relationship between these areas.

The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in Its Standardization Sample

The use of individually administered measures of intelligence and other cognitive abilities requires clinicians to monitor a client’s test behaviors, given the need for a client to be engaged fully, attentive, and cooperative during the testing process. The use of standardized and norm-referenced measures of test-taking behaviors facilitates this important clinician-centered evaluation process. Research on children’s test-taking behaviors identifies Avoidance, Inattentiveness, and Uncooperative Mood as being counterproductive to performance on tests of cognitive abilities. Two prior studies examines the influence of these three test-taking behaviors on WISC (Wechsler Intelligence Scale for Children-IV, Spanish) full-scale IQs of Hispanic children and youth. The first, with English-speaking Hispanic children and youth, finds their test-taking behaviors to be low and to account for approximately 30% of the variance in their full-scale IQs. The second, with Hispanic children and youth who were acquiring English, finds their test-taking behaviors to be average and to account for approximately 9% of variance in their full-scale IQs on the WISC-IV Spanish. The current study extends this research by examining the impact of the above-mentioned test-taking behaviors on four domain scores (i.e., verbal comprehension, perceptual reasoning, working memory, and processing speed) obtained by Hispanic children and youth who constitute part of the standardization sample of WISC-IV Spanish. The GATSB (Guide to the Assessment of Test Session Behavior) total score accounts for 7% of the variance on perceptual reasoning and working memory. Collectively, and the three test-taking behaviors account for a modest amount of variance on perceptual reasoning, with Avoidance accounting for most of this variance. Furthermore, the three test-taking behaviors account for a significant amount of variance on working memory, with Inattentiveness accounting for most of this variance. The three test-taking behaviors do not influence performance on verbal comprehension and processing speed. Age also accounts for considerable variance on the four WISC-IV Spanish domains.

Neurocognitive Functioning in Children with Obstructive Sleep Apnea Syndrome: A Pilot Study of Positive Airway Pressure Therapy

Studies of individuals with obstructive sleep apnea syndrome (OSAS) have shown impairment in neurocognitive function. This study investigated the neurocognitive function in children with OSAS before and after positive airway pressure (PAP) therapy. Twenty-one participants with suspected/documented OSAS were recruited, completing the Epworth Sleepiness Scale (ESS), the Child Sleep Habit Questionnaire (CSHQ), and/or the Pittsburgh Sleep Quality Index. Participants were administered sections of the Wechsler Intelligence Scale for Children-IV, the Delis Kaplan Executive Functioning Scales, the Test of Everyday Attention for Children, and the Wide Range Assessment of Memory and Learning--2nd Edition to assess neurocognitive function. The ESS and the CSHQ indicate that many participants had excessive daytime sleepiness and increased sleep-disordered breathing. Participants before therapy reflected neurocognitive deficiencies in all areas. Of the original 21 children, 4 completed the full PAP treatment and were reevaluated, demonstrating improvements in memory and motor speed. Children with OSAS reported sleep-disordered breathing, increased daytime sleepiness, and deficiencies in neurocognitive measures. Correcting these sleep impairments appeared to reduce global neurocognitive deficits while improving memory and processing speed.

Adaptation of the Wechsler Intelligence Scale for Children-IV (WISC-IV) for Vietnam

Intelligence testing is used for many purposes including identification of children for proper educational placement (e.g., children with learning disabilities, or intellectually gifted students), and to guide education by identifying cognitive strengths and weaknesses so that teachers can adapt their instructional style to students' specific learning styles. Most of the research involving intelligence tests has been conducted in highly developed Western countries, yet the need for intelligence testing is as or even more important in developing countries. The present study, conducted through the Vietnam National University Clinical Psychology CRISP Center, focused on the cultural adaptation of the WISC-IV intelligence test for Vietnam. We report on (a) the adaptation process including the translation, cultural analysis and modifications involved in adaptation, (b) present results of two pilot studies, and (c) describe collection of the standardization sample and results of analyses with the standardization sample, with the goal of sharing our experience with other researchers who may be involved in or interested in adapting or developing IQ tests for non-Western, non-English speaking cultures.

WISC-IV Profile in High-Functioning Autism Spectrum Disorders: Impaired Processing Speed is Associated with Increased Autism Communication Symptoms and Decreased Adaptive Communication Abilities

Changes in the Wechsler Intelligence Scales for Children-IV (WISC-IV) may affect the IQ profile characteristic of autism spectrum disorders (ASD). Moreover, the association of particular component cognitive abilities (unlike overall IQ) with symptomatology and adaptive functioning in ASD remains unclear. This archival study characterizes the WISC-IV IQ profile among 56 high-functioning (IQ>70) children with ASD and correlates WISC-IV performance with ASD and ADHD symptomatology and adaptive functioning. The ASD WISC-IV profile included strengths on Matrix Reasoning and Similarities, weaknesses on Comprehension (which correlated negatively with social symptoms) and the subtests comprising the Processing Speed Index (Coding, Symbol Search). Processing speed task performance correlated negatively with communication symptoms and positively with communication abilities, indicating its importance to functional outcomes in ASD.

C072 Nottingham auditory milestones: An evaluation of a profile to monitor the development of active listening understanding, auditory memory in children receiving cochlear implants under the age of three

The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children.Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III.Performance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes.The children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these findings, reading instruction that capitalizes on the strengths in visual short-term memory and working memory is suggested for young children with early-onset hearing loss.

Comorbid ADHD and DCD: Examining cognitive functions using the WISC-IV

This study explored the cognitive performance of children with Attention Deficit/Hyperactivity Disorder (ADHD) and/or Developmental Coordination Disorder (DCD) using the Wechsler Intelligence Scale for Children-IV. Participants were 62 children with ages between 9 years 8 months and 12 years 7 months. These children were placed into one of the four groups: Comparison ( n = 26), ADHD ( n = 14), DCD ( n = 11), and ADHD + DCD ( n = 11) groups. The ADHD symptoms were assessed using the Australian Disruptive Behaviours Scale, and motor ability was assessed using the McCarron Assessment of Neuromuscular Development (MAND). Significantly poorer perceptual reasoning ability was seen in DCD and ADHD + DCD groups but not in the ADHD group. The findings provide evidence that a deficit in visuo-spatial ability may underlie DCD but not ADHD. These findings revealed different cognitive profiles for ADHD and/or DCD, thus the current study does not lend support to the common aetiology hypothesis in understanding the basis of ADHD and DCD comorbidity.

Children with autism show specific handwriting impairments

Handwriting skills, which are crucial for success in school, communication, and building children's self-esteem, have been observed to be poor in individuals with autism. Little information exists on the handwriting of children with autism, without delineation of specific features that can contribute to impairments. As a result, the specific aspects of handwriting in which individuals with autism demonstrate difficulty remain unknown. A case-control study of handwriting samples from children with and without autism spectrum disorders (ASD) was performed using the Minnesota Handwriting Assessment. Samples were scored on an individual letter basis in 5 categories: legibility, form, alignment, size, and spacing. Subjects were also tested on the Wechsler Intelligence Scale for Children-IV and the Physical and Neurological Examination for Subtle (Motor) Signs. We found that children with ASD do indeed show overall worse performance on a handwriting task than do age- and intelligence-matched controls. More specifically, children with ASD show worse quality of forming letters but do not show differences in their ability to correctly size, align, and space their letters. Within the ASD group, motor skills were significantly predictive of handwriting performance, whereas age, gender, IQ, and visuospatial abilities were not. We addressed how different elements of handwriting contribute to impairments observed in children with autism. Our results suggest that training targeting letter formation, in combination with general training of fine motor control, may be the best direction for improving handwriting performance in children with autism.

Impact of Test-Taking Behaviors on Full-Scale IQ Scores From the Wechsler Intelligence Scale for Children—IV Spanish Edition

Research on children’s counterproductive test behavior supports a three-factor model for behaviors: inattentiveness, avoidance, and uncooperative mood. In this study, test behaviors measured by the Guide to the Assessment of Test Session Behaviors (GATSB) are rated on a sample of 110 Hispanic Spanish-speaking children included in the Wechsler Intelligence Scale for Children—IV (WISC-IV) Spanish standardization to further understand the relationship of test behavior to test performance in Spanish-speaking children tested in their native language. GATSB scores generally are within the average range. Correlations between WISC-IV Spanish Full-Scale IQ and GATSB Total Score are significant for the total group, females and males, and ages 13-16 but not for ages 6-8 or 9-12. The amount of variance accounted for by the GATSB score is substantially less than in prior studies of Hispanic children tested in English with the WISC-III. Possible reasons for these discrepant findings are discussed.

Comparison of neurobehavioral outcomes in survivors of childhood acute lymphoblastic leukemia (ALL) previously randomized to intrathecal methotrexate vs. intrathecal methotrexate/hydrocortisone/cytarabine

10033 Background: Intrathecal medications have replaced cranial radiation for central nervous system (CNS) prophylaxis in most patients with ALL. The relative long-term toxicities of different intrathecal preparations are uncertain. The objective of this study is to compare neurobehavioral outcomes of children with ALL randomized on a legacy Children’s Oncology Group study to either intrathecal methotrexate (MTX) or methotrexate/hydrocortisone/cytarabine (ITT). Methods: Cross-sectional study at 32 sites. The neurobehavioral evaluation included: Wechsler Intelligence Scale for Children-IV (WISC-IV), Wechsler Individual Achievement Test-2nd Ed. Abbrev. (WIAT-II-A), Behavior Rating Inventory of Executive Function (BRIEF), FAS Fluency (FAS), and the Beery Developmental Test of Visual Motor Integration (VMI). Results: Data were received on 147 patients (46% F); 46% received MTX and 54% ITT. Mean age = 11.9 years, age at diagnosis = 4.3 years, and interval since diagnosis = 7.6 years. The groups were similar in age, gender, and time since diagnosis. Mean Full Scale IQ was similar in both groups (99.1±11.4 vs 99.7± 13.3). WIAT-II-A scores were average in word reading, mathematics, and spelling for both subgroups, as were mean BRIEF and FAS scores for executive function. The MTX group had a lower mean score on the Processing Speed Index (93.8±10.9 vs 97.2±10.7, p=0.07); 18% in the MTX group scored >1 standard deviation (SD) below the normative mean compared with 7% of the ITT group (p=0.04). Mean scores on Beery VMI were significantly lower than the normative mean of 100. (91.3±13.6 for MTX group, p<0.0001 and 94.5±13.2 for ITT group, p=0.0007), but did not differ by treatment subgroup. Conclusions: Patients treated with ITT had neurobehavioral functioning similar to those who received MTX alone, except for mildly reduced processing speed in MTX patients. Both groups of patients performed in the average range except for a relative weakness in visual motor integration. No significant financial relationships to disclose.

Administration time estimates for Wechsler Intelligence Scale for Children‐IV subtests, composites, and short forms

The administration times for Wechsler Intelligence Scale for Children-IV (WISC-IV) subtests, indexes, and the Full Scale IQ were recorded for 57 school children. Also determined were administration times for eight short forms and the General Ability Index (GAI). All eight short forms reduced testing time by >50%, but the GAI required approximately 56 minutes. The time to administer the 10 core subtests that yield the Full Scale IQ and index scores averaged 72 minutes (range = 42 to 100), but 31% of the administrations required 80 minutes or longer. These results indicate that administration times are quite variable and that D. Wechsler's (2003) guideline of 65 to 80 minutes can be misleading for certain settings and for specific examinees. The present research found administration time to be positively correlated with examinee age, grade placement, and Full Scale IQ. In addition, the extent of examiner experience is known to be positively related to administration speed. In the present research, as in many settings, the examiners were competent, but not highly experienced.