The diagnostic utility of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in identification of gifted children

Erden, Hatice Gülsen; Yiğit, İbrahim; Çelik, Cihat; Guzey, Melike

doi:10.1080/00221309.2020.1862038

Cited by 11 publications

(7 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Other research points to the relative superiority of WISC-IV in recognizing gifted children, as it offers these children the opportunity to participate in tests of reasoning, abstract thinking, and verbal ability, while its visualized elements reduce the emphasis on response time, in contrast to WISC-III (Erden, Yiğit, Çelik, & Guzey, 2020;Molinero, Mata, Calero, Garcí a-Martí n, & Araque-Cuenca, 2015;Rimm, Gilman, & Silverman, 2008).…”

Section: Wisc-iv Survey Results In Other Countries (Except Us)mentioning

confidence: 99%

Exploring the Validity and Reliability of the WISC-IV: A Review of the Literature

Andrikopoulos

2021

jsss

View full text Add to dashboard Cite

This study seeks to examine the psychometric properties, namely the validity and reliability as well as the overall psychometric quality of the WISC-IV. For this purpose, a systematic review of the literature was carried out. Data analysis revealed that the fourth edition of the Wechsler scale for children is more sophisticated in form and content, in line with the modern approaches and familiar models of intelligence and the measurement of mental abilities. However, research in the field of psychometric quality of this test does not give a clear picture of its interpretive power or its contribution to diagnostic evaluation. Despite its relative utilization in differential diagnostic and diagnostic assessment procedures, there is a strong criticism regarding its structural validity and the models on the basis of which it is explained, as well as the dominant structure emerging from WISC-IV. Over time, the four-factor model seems to be abandoned and its analysis oriented towards a five-factor model, in line with the CHC theory of intelligence and cognitive abilities. All in all, this study enriches our theoretical and practical understanding about the WISC-IV giving rise to other studies in this field.

show abstract

Section: Wisc-iv Survey Results In Other Countries (Except Us)mentioning

confidence: 99%

Exploring the Validity and Reliability of the WISC-IV: A Review of the Literature

Andrikopoulos

2021

jsss

View full text Add to dashboard Cite

show abstract

“…The detailed etiology and pathogenesis remain to be determined. Related hypotheses include genetic abnormality, inflammatory and immune abnormalities, neurodevelopment, and connectivity abnormalities (Dipasquale Giovannella et al, 2017;Elumalai et al, 2022;Liang et al, 2021;Yoon et al, 2020). In recent years, the majority of investigators generally agreed that there are some differences in children with ASD, such as imbalance of excitation and inhibition in the cortical region (Woodward et al, 2017), changes of neural circuits (Kim et al, 2022;Nakai et al, 2021;Terashima et al, 2022), and disorders of the brain functional network (Wang et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…We used the Autism Diagnostic Interview‐Revised (ADI‐R) (Chojnicka & Płoski, 2012; Saemundsen et al, 2003) and Autism Diagnostic Observation Schedule, Second Edition (ADOS‐2) (Chojnicka & Pisula, 2017; Lebersfeld et al, 2021) to evaluate all baseline conditions of ASD. The intelligence of 8–12‐year‐old ASD children was evaluated using the Wechsler Scale of Intelligence for Children, the fourth edition (WISC‐IV) (Erden et al, 2022; Oliveras‐Rentas et al, 2012). When the IQ of the full scale was higher than 70, it was designated as high function, and below 70 as low function.…”

Section: Methodsmentioning

confidence: 99%

High definition transcranial direct current stimulation of the Cz improves social dysfunction in children with autism spectrum disorder: A randomized, sham, controlled study

Wang,

Kong

et al. 2023

Autism Research

View full text Add to dashboard Cite

The purpose of this study was to determine the effect of the Cz of high‐definition 5‐channel tDCS (HD‐tDCS) on social function in 4–12 years‐old children with autism spectrum disorder (ASD). This study was a randomized, double‐blind, pseudo‐controlled trial in which 45 ASD children were recruited and divided into three groups with sex, age, and rehabilitation treatment as control variables. Each group of 15 children with ASD was randomly administered active HD‐tDCS with the Cz as the central anode, active HD‐tDCS with the left dorsolateral prefrontal cortex (F3) as the central anode, and sham HD‐tDCS with the Cz as the central anode with 14 daily sessions in 3 weeks. The Social Responsiveness Scale Chinese Version (SRS‐Chinese Version) was compared 1 week after stimulation with values recorded 1 week prior to stimulation. At the end of treatment, both the anodal Cz and anodal left DLFPC tDCS decreased the measures of SRS‐Chinese Version. The total score of SRS‐Chinese Version decreased by 13.08%, social cognition decreased by 18.33%, and social communication decreased by 10.79%, which were significantly improved over the Cz central anode active stimulation group, especially in children with young age, and middle and low function. There was no significant change in the total score and subscale score of SRS‐Chinese Version over the Cz central anode sham stimulation group. In the F3 central anode active stimulation group, the total score of SRS‐Chinese Version decreased by 13%, autistic behavior decreased by 19.39%, and social communication decreased by 14.39%, which were all significantly improved. However, there was no significant difference in effect between the Cz and left DLPFC stimulation conditions. HD‐tDCS of the Cz central anode may be an effective treatment for social dysfunction in children with ASD.

show abstract

“…Moreover, studies that examined the identification rate of gifted students indicate an error probability in correctly detecting gifted students with intelligence tests (Reis & McCoach, 2000), for example, the Wechsler Intelligence Scale for Children (4th ed. ), which has a detection rate of 93% of all previously identified gifted students (Erden et al, 2020). When interpreting the results of this study, the reader should also note that all of the students participating in our study attended the academic track of the German secondary school system.…”

Section: Discussionmentioning

confidence: 99%

The role of metacognitive competences in the development of school achievement among gifted adolescents

et al. 2021

View full text Add to dashboard Cite

show abstract

The diagnostic utility of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in identification of gifted children

Cited by 11 publications

References 45 publications

Exploring the Validity and Reliability of the WISC-IV: A Review of the Literature

Exploring the Validity and Reliability of the WISC-IV: A Review of the Literature

High definition transcranial direct current stimulation of the Cz improves social dysfunction in children with autism spectrum disorder: A randomized, sham, controlled study

The role of metacognitive competences in the development of school achievement among gifted adolescents

Contact Info

Product

Resources

About