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: | 2022 |
Publisher: | Taylor & Francis |
Journal Title: | International Journal of School & Educational Psychology |
Volume: | 10 |
Issue: | 2 |
Start Page: | 290 |
End Page: | 301 |
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)
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