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

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Please use this identifier to cite or link to this item:http://hdl.handle.net/2115/82236

Title: Long-term stability of the WISC-Ⅳ in children with autism spectrum disorder
Authors: Okada, Satoshi Browse this author →KAKEN DB
Kawasaki, Yoko Browse this author
Shinomiya, Mieko Browse this author
Hoshino, Hiroshi Browse this author
Ino, Tamiko Browse this author
Sakai, Kazuko Browse this author
Murakami, Kimiko Browse this author
Ishida, Rie Browse this author
Mizuno, Kaoru Browse this author →KAKEN DB
Takayanagi, Mizuho Browse this author
Niwa, Shin-Ichi Browse this author →KAKEN DB
Keywords: Autism spectrum disorder
Long-term stability
Reliability
WISC-IV
Issue Date: 2021
Publisher: Taylor & Francis
Journal Title: International Journal of School & Educational Psychology
Publisher DOI: 10.1080/21683603.2021.1930307
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.
Rights: http://creativecommons.org/licenses/by-nc-nd/4.0/
Type: article
URI: http://hdl.handle.net/2115/82236
Appears in Collections:教育学院・教育学研究院 (Graduate School of Education / Faculty of Education) > 雑誌発表論文等 (Peer-reviewed Journal Articles, etc)

Submitter: 岡田 智

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