Elevated scaled scores when using the digital version of the WISC-V coding subtest.

IF 1.6 3区心理学 Q3 CLINICAL NEUROLOGY Child Neuropsychology Pub Date : 2025-02-03 DOI:10.1080/09297049.2025.2459444

Stephanie Malarbi, Rachel Ellis, Elisha K Josev, Kristina M Haebich, Thi-Nhu-Ngoc Nguyen, Kristal Lau, Alice C Burnett, Natalie Pride, Jonathan M Payne, Peter J Anderson

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Abstract

This study investigated the digital version of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest in a large Australian clinical and non-clinical sample of 6-11 year old children (N = 794). Data was retrospectively pooled from several studies. Results showed the digital Coding scaled score was significantly elevated compared with all other subtests (M difference = 2.01, 95% CI. 1.74-2.27). Overall FSIQ was higher when calculated using Coding compared with Symbol Search (M difference = 2.067, 95% CI. 1.79-2.34). The Coding and Symbol Search discrepancy in digital administration did not vary according to age and was unrelated to general intelligence. Girls scored higher on average than boys on the digital Coding subtest, but there was no sex effect for the digital Symbol Search subtest (girls: M = 10.76, 95% CI 10.41-11.12; boys: M = 10.27, 95% CI 9.92-10.63). Inflated digital Coding scaled scores were observed across our subsamples of clinical and non-clinical cases, without any significant group differences. Overall, our findings support the notion that the digital WISC-V Coding subtest is inflated, particularly for girls, supporting cessation in the digital administration of this subtest.

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来源期刊

Child Neuropsychology 医学-临床神经学

CiteScore

4.10

自引率

9.10%

发文量

审稿时长

>12 weeks

期刊介绍： The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.