Cargando…

Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance

IQ scores are often used to predict school performance. However, for children with learning disabilities, the predictive validity of IQ scores appears to be low. In the fourth and fifth versions of the Wechsler Intelligence Scales for Children (WISC), new ancillary indices were introduced. The Gener...

Descripción completa

Detalles Bibliográficos
Autores principales: Lenhard, Alexandra, Daseking, Monika
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9688719/
https://www.ncbi.nlm.nih.gov/pubmed/36360363
http://dx.doi.org/10.3390/children9111635
_version_ 1784836340380073984
author Lenhard, Alexandra
Daseking, Monika
author_facet Lenhard, Alexandra
Daseking, Monika
author_sort Lenhard, Alexandra
collection PubMed
description IQ scores are often used to predict school performance. However, for children with learning disabilities, the predictive validity of IQ scores appears to be low. In the fourth and fifth versions of the Wechsler Intelligence Scales for Children (WISC), new ancillary indices were introduced. The General Ability Index (GAI) is a broad measure of fluid reasoning with verbal, visual–spatial, and figural test items. By contrast, the Cognitive Proficiency Index (CPI) combines different executive functions known to be frequently affected in children with dyslexia, ADHD, or combined learning disorders. To date, there is little evidence to demonstrate that these measures improve the prediction of school performance beyond the Full-scale IQ (FSIQ). We therefore used lasso regression to explore the predictive validity of these measures for school grades. The analyzed samples were taken from the German standardization samples of the WISC-IV and the WISC-V. In most cases, the prediction of school performance was not considerably improved by taking the GAI or the CPI into account. However, when the individual discrepancy between the CPI and the GAI was high, the FSIQ lost its predictive validity in elementary school. In this subgroup of children, reading and writing skills were best predicted by the CPI, whereas math skills were limited by the lowest score (i.e., the minimum out of the CPI and the GAI).
format Online
Article
Text
id pubmed-9688719
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher MDPI
record_format MEDLINE/PubMed
spelling pubmed-96887192022-11-25 Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance Lenhard, Alexandra Daseking, Monika Children (Basel) Article IQ scores are often used to predict school performance. However, for children with learning disabilities, the predictive validity of IQ scores appears to be low. In the fourth and fifth versions of the Wechsler Intelligence Scales for Children (WISC), new ancillary indices were introduced. The General Ability Index (GAI) is a broad measure of fluid reasoning with verbal, visual–spatial, and figural test items. By contrast, the Cognitive Proficiency Index (CPI) combines different executive functions known to be frequently affected in children with dyslexia, ADHD, or combined learning disorders. To date, there is little evidence to demonstrate that these measures improve the prediction of school performance beyond the Full-scale IQ (FSIQ). We therefore used lasso regression to explore the predictive validity of these measures for school grades. The analyzed samples were taken from the German standardization samples of the WISC-IV and the WISC-V. In most cases, the prediction of school performance was not considerably improved by taking the GAI or the CPI into account. However, when the individual discrepancy between the CPI and the GAI was high, the FSIQ lost its predictive validity in elementary school. In this subgroup of children, reading and writing skills were best predicted by the CPI, whereas math skills were limited by the lowest score (i.e., the minimum out of the CPI and the GAI). MDPI 2022-10-27 /pmc/articles/PMC9688719/ /pubmed/36360363 http://dx.doi.org/10.3390/children9111635 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Lenhard, Alexandra
Daseking, Monika
Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title_full Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title_fullStr Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title_full_unstemmed Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title_short Accounting for Intraindividual Profiles in the Wechsler Intelligence Scales Improves the Prediction of School Performance
title_sort accounting for intraindividual profiles in the wechsler intelligence scales improves the prediction of school performance
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9688719/
https://www.ncbi.nlm.nih.gov/pubmed/36360363
http://dx.doi.org/10.3390/children9111635
work_keys_str_mv AT lenhardalexandra accountingforintraindividualprofilesinthewechslerintelligencescalesimprovesthepredictionofschoolperformance
AT dasekingmonika accountingforintraindividualprofilesinthewechslerintelligencescalesimprovesthepredictionofschoolperformance