Classification of intellectual disability using the <scp>W</scp>echsler <scp>I</scp>ntelligence <scp>S</scp>cale for <scp>C</scp>hildren: Full <scp>S</scp>cale <scp>IQ</scp> or <scp>G</scp>eneral <scp>A</scp>bilities <scp>I</scp>ndex?

Koriakin, Taylor A.; McCurdy, Matthew R.; Papazoglou, Aimilia; Pritchard, Alison E.; Zabel, T. Andrew; Mahone, E. Mark; Jacobson, Lisa A.

doi:10.1111/dmcn.12201

Cited by 28 publications

(21 citation statements)

References 23 publications

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“…As for the intervention, previous attempts conducted using former versions of the WISC battery led to unsatisfactory results (e.g., Kavale & Forness, ; Watkins, Kush, & Glutting, ; cf. Koriakin et al, ; Lanfranchi, ). Therefore, large‐scale studies, where it is possible to individuate different clusters of children with DD, are needed to clarify this rehabilitation issue further.…”

Section: Discussionmentioning

confidence: 99%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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Reading is vital to every aspect of modern life, exacerbated by reliance of the internet, email, and social media on the written medium. Developmental dyslexia (DD) characterizes a disorder in which the core deficit involves reading. Traditionally, DD is thought to be associated with a phonological impairment. However, recent evidence has begun to suggest that the reading impairment in some individuals is provoked by a visual processing deficit. In this paper, we present WISC‐IV data from more than 300 Italian children with a diagnosis of DD to investigate the manifestation of phonological and visual subtypes. Our results indicate the existence of two clusters of children with DD. In one cluster, the deficit was more pronounced in the phonological component, while both clusters were impaired in visual processing. These data indicate that DD may be an umbrella term that encompasses different profiles. From a theoretical perspective, our results demonstrate that dyslexia cannot be explained in terms of an isolated phonological deficit alone; visual impairment plays a crucial role. Moreover, general rather than specific accounts of DD are discussed.

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Section: Discussionmentioning

confidence: 99%

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

et al. 2019

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“…In this way, the most appropriate educational plans may be made so that the student can maximize his or her strengths while receiving accommodations and modifications to minimize weaknesses. Alternatively, one study found that fewer clinically referred school-aged children met criteria for intellectual disability (and, thus, for the services associated with this categorization) when GAI scores were used instead of FSIQ scores (Koriakin et al, 2013). This may have led to more accurate classification of these children, but ultimately a full understanding of their broad scope of abilities and the educational interventions needed to meet their areas of need is most important, and interpretation of the GAI without concomitant interpretation of the FSIQ and CPI is ill-advised to this end.…”

Section: Discussionmentioning

confidence: 99%

Utility of the General Ability Index (GAI) and Cognitive Proficiency Index (CPI) with survivors of pediatric brain tumors: Comparison to Full Scale IQ and premorbid IQ estimates

Kahalley

Winter-Greenberg

Stancel

et al. 2016

Journal of Clinical and Experimental Neuropsychology

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Introduction Pediatric brain tumor survivors are at risk for working memory and processing speed impairment. The General Ability Index (GAI) provides an estimate of intellectual functioning that is less influenced by working memory and processing speed than a Full Scale IQ (FSIQ). The Cognitive Proficiency Index (CPI) provides a measure of efficient information processing derived from working memory and processing speed tasks. We examined the utility of the GAI and CPI to quantify neurocognitive outcomes in a sample of pediatric brain tumor survivors. Methods GAI, CPI, and FSIQ scores from the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) were examined for 57 pediatric brain tumor survivors (ages 6–16) treated with cranial radiation therapy (RT). Results GAI scores were higher than FSIQ and CPI scores, both p < .001. Lower CPI scores were associated with history of craniospinal irradiation and time since RT. Lower FSIQ and GAI scores were associated with higher RT dose and time since RT. The rate of clinically significant GAI-FSIQ discrepancies in our sample was greater than observed in the WISC-IV standardization sample, p < .001. Estimated premorbid IQ scores were higher than GAI, p < .01, and FSIQ scores, p < .001. Conclusions Pediatric brain tumor survivors exhibit weaker cognitive proficiency than expected for age, while general reasoning ability remains relatively spared. The GAI may be useful to quantify the intellectual potential of a survivor when appropriate accommodations are in place for relative cognitive proficiency weaknesses. The CPI may be a particularly sensitive outcome measure of treatment-related cognitive change in this population.

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“…Judging from the present evidence, the GAI would seem to be more useful than the FSIQ as an index of intellectual abilities when diagnosing SLD with the aid of the WISC-IV. In the case of children with ID, on the other hand, it seems appropriate to rely on the more powerful measure represented by the FSIQ, since similar scores are observed in the four factor indexes (Koriakin et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The GAI has the greatest load on the g-factor, so it could be particularly appropriate for diagnosing intellectual disabilities (ID). On the other hand, a study comparing the GAI and FSIQ in a large sample of children found no evidence to justify dismissing the FSIQ in favor of the GAI (Koriakin et al, 2013). It is worth noting, however, that these findings were based more on children with ID than on cases with a specific learning disability (SLD), and focused mainly on their adaptive functioning.…”

Section: Introductionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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Classification of intellectual disability using the Wechsler Intelligence Scale for Children: Full Scale IQ or General Abilities Index?

Cited by 28 publications

References 23 publications

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases

Utility of the General Ability Index (GAI) and Cognitive Proficiency Index (CPI) with survivors of pediatric brain tumors: Comparison to Full Scale IQ and premorbid IQ estimates

Differences in the intellectual profile of children with intellectual vs. learning disability

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