DOI QR코드

DOI QR Code

Cognitive Characteristics of Attention-Deficit Hyperactivity Disorder in Korean Wechsler Intelligence Scale for Children-Fourth Edition: Focused on General Ability Index and Cognitive Proficiency Index

한국 웩슬러 아동 지능검사-4판(K-WISC-IV)에서 일반능력 지표(GAI)의 임상적 유용성: 주의력결핍 과잉행동장애 아동을 대상으로

  • Goo, Min-Je (Department of Psychiatry, School of Medicine, Wonkwang University) ;
  • Oh, Sang-Woo (Department of Psychiatry, School of Medicine, Wonkwang University) ;
  • Lee, Sang-Yeol (Department of Psychiatry, School of Medicine, Wonkwang University) ;
  • Paik, Young-Suk (Department of Psychiatry, School of Medicine, Wonkwang University) ;
  • Lee, Ji-Hea (Wonkwang Brain, Behavior and Mental Health Institute) ;
  • Hwang, Kyu-Sic (Department of Psychiatry, School of Medicine, Wonkwang University)
  • 구민제 (원광대학교 의과대학 정신건강의학교실) ;
  • 오상우 (원광대학교 의과대학 정신건강의학교실) ;
  • 이상열 (원광대학교 의과대학 정신건강의학교실) ;
  • 백영석 (원광대학교 의과대학 정신건강의학교실) ;
  • 이지혜 (원광대학교 뇌행동정신건강연구소) ;
  • 황규식 (원광대학교 의과대학 정신건강의학교실)
  • Received : 2016.08.19
  • Accepted : 2016.11.25
  • Published : 2016.12.31

Abstract

Objective: The purpose of this study was to investigate the clinical utility of the Korean Wechsler Intelligence Scale for Children-Fourth Edition (K-WISC-IV) and General Ability Index (GAI) in children with attention-deficit hyperactivity disorder (ADHD). Methods: The GAI and Full Scale IQ (FSIQ) in K-WISC-IV were compared for a group of 79 children with ADHD and 234 normal children. The mean differences within each group were testified by the t-test and Cohen's d. The Wechsler's descriptive classifications for each GAI and FSIQ score were analyzed in the children with ADHD. Additionally, the critical value for the difference between the means of the FSIQ and GAI was calculated in the normal children. Results: The score on the GAI was higher than that on the FSIQ in the children with ADHD, with a mean difference of 2.19 points. The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. According to Wechsler's descriptive classification, the application of the GAI showed a lower (7.59%), equal (61.65%) or higher (60.76%) prevalence of ADHD compared to the application of FSIQ. Conclusion: The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. The GAI reflecting the attention and behavioral problems in children with ADHD could be utilized as an alternative global intelligence estimate that considers their potential for development.

Keywords

References

  1. American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-5. 5th ed. Washington, DC: American Psychiatric Association;2013. p.103-106.
  2. Lee DH. Estimated prevalence of ADHD symptoms and relationships of ADHD symptoms with depression, anxiety, stress, and school maladjustment. Korea J Couns 2009;10:2397-2419. https://doi.org/10.15703/kjc.10.4.200912.2397
  3. National Health Insurance Service. Presentation of analysis of health insurance, 2013 [cited 2016 Aug 10]. Available from: http://www.nhis.or.kr/bbs7/boards/B0039/13958.
  4. Barkley RA. Psychological assessment of children with ADHD. In: Barkley RA, editor. Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. 4th ed. New York: Guilford Press; 2014. p.455-474.
  5. Kaufman AS, Lichtenberger EO. Assessing adolescent and adult intelligence. 3rd ed. New Jersey: John Wiley & Sons;2005. p.225-236.
  6. Flanagan DP, Harrison PL. Contemporary intellectual assessment: theories, tests, and issues. 3rd ed. New York: Guilford Press;2012. p.687-707.
  7. Huang-Pollock CL, Karalunas SL, Tam H, Moore AN. Evaluating vigilance deficits in ADHD: a meta-analysis of CPT performance. J Abnorm Psychol 2012;121:360-371. https://doi.org/10.1037/a0027205
  8. Koo HJ, Shin MS. A standardization study of Children's Color Trails Test (CCTT). J Korean Acad Child Adolesc Psychiatry 2008;19:28-37.
  9. Schwartz K, Verhaeghen P. ADHD and Stroop interference from age 9 to age 41 years: a meta-analysis of developmental effects. Psychol Med 2008;38:1607-1616. https://doi.org/10.1017/S003329170700267X
  10. Mayes SD, Calhoun SL. WISC-IV and WISC-III profiles in children with ADHD. J Atten Disord 2006;9:486-493. https://doi.org/10.1177/1087054705283616
  11. Wechsler D. Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation;1974.
  12. Wechsler D. Wechsler Intelligence Scale for Children (WISC-III): Manual. San Antonio, TX: Psychological Corporation;1991.
  13. Schwean VL, Saklofske DH. WISC-III assessment of children with attention deficit/hyperactivity disorder. In: Prifitera A, Saklofske DH, editors. WISC-III clinical use and interpretation: scientistpracticioner perspectives. San Diego: Academic Press;1998. p.92-118.
  14. Wielkiewicz RM. Interpreting low scores on the WISC-R third factor: it's more than distractibility. Psychol Assess 1990;2:91-97. https://doi.org/10.1037/1040-3590.2.1.91
  15. Anastopoulos AD, Spisto MA, Maher MC. The WISC-III freedom from distractibility factor: its utility in identifying children with attention deficit hyperactivity disorder. Psychol Assess 1994;6: 368-371. https://doi.org/10.1037/1040-3590.6.4.368
  16. Wechsler D. Wechsler Intelligence Scale for Children-fourth edition (WISC-IV). San Antonio, TX: Psychological Corporation;2003.
  17. Bremner D, McTaggart B, Saklofske DH, Janzen T. WISC-IV GAI and CPI in psychoeducational assessment. Can J Sch Psychol 2011; 26:209-219. https://doi.org/10.1177/0829573511419090
  18. Devena SE, Watkins MW. Diagnostic utility of WISC-IV general abilities index and cognitive proficiency index difference scores among children with ADHD. J Appl Sch Psychol 2012;28:133-154. https://doi.org/10.1080/15377903.2012.669743
  19. Weiss LG, Gabel AD. WISC-IV technical report #6: using the cognitive proficiency index in psychoeducational assessment [cited 2016 Aug 10]. Available from: https://www.pearsonclinical.com.au/files/WISCIVTechReport6_CPI.pdf.
  20. Kwak KJ, Oh SW, Kim CT. Korean-Wechsler Intelligence Scale for Children. 4th ed. Seoul: Hakjisa;2011.
  21. Hur YA. Cognitive characteristics of potential high-risk ADHD children reflected on the K-WISC-IV. Ulsan: Univ. of Ulsan;2014.
  22. Oh SH, Oh MY. Materials for beginners in K-WISC-IV workshop. Seoul: Hakjisa;2012.
  23. Cohen J. A power primer. Psychol Bull 1992;112:155-159. https://doi.org/10.1037/0033-2909.112.1.155
  24. Weiss LG, Saklofske DH, Prifitera A, Holdnack JA. WISC-IV advanced clinical interpretation. New York: Academic Press;2006. p.142-156.
  25. Prifitera A, Saklofske DH, Weiss LG. WISC-IV clinical use and interpretation. Amsterdam: Boston;2005. p.248-260.
  26. Hwang ST, Kim JH, Park GB, Choi JY, Hong SH. Korean Wechsler Adult Intelligence Scale-4th edition (K-WAIS-IV). Daegu: Korea Psychology;2013.