Dados do Trabalho

Título

WISC FOR SCREENING LEARNING DISABILITIES IN CHILDREN AND TEENAGERS: AN INTEGRATIVE REVIEW

Introdução

The Wechsler Intelligence Scale for Children (WISC) is used not only as an intelligence test but as a clinical tool. This scale has been frequently used, since 1949, for screening children for learning disabilities. Since then, there has been an evolution and improvement of the scale. Currently, in its fourth edition, this is a widely used scale that encompasses domains that assess intellectual, cognitive, and verbal ability.

Objetivo

Evaluate the use and its applicability of the WISC in screening for learning difficulties in school-aged children.

Método

A systematic review was carried out to assess learning difficulties screening scales. One of the search strategies was carried out to analyze studies that used the WISC as a tool. Variables were collected, such sociodemographic characteristic of the participants, evaluation protocols, and main results.

Resultados e Conclusões

In a total, 384 studies were found, from those, 19 studies completed the criteria to be included in the review. Most of the papers were conducted at United States (63%), they evaluated 3774 children (64% males and 36% females) between 5 and 16 years old, with learning disabilities. In the analysis of studies, the WISC was used to assess the amount of intelligence to exclude subjects with performance below or above the cutoff point stipulated as normal performance and, in the most part of the studies, was not able to delect learning disabilities, wich indicate that this tool must have a complementary assessment to perform a wide evaluation.

Palavras Chave

Wechsler Scales, Learning Disabilities, Neuropsychological Tests.

Declaração de conflito de interesses de TODOS os autores

No conflict of interest.

Fonte de Fomento (se houver)

Referências (se houver)

Bauman E. Determinants of WISC-R subtest stability in children with learning difficulties. J Clin Psychol. 1991 May;47(3):430-5. doi: 10.1002/1097-4679(199105)47:3<430::aid-jclp2270470317>3.0.co;2-n. PMID: 2066414.

Bloom AS, Raskin LM. WISC-R Verbal-Performance IQ discrepancies: a comparison of learning disabled children to the normative sample. J Clin Psychol. 1980 Jan;36(1):322-3. doi: 10.1002/1097-4679(198001)36:1<322::aid-jclp2270360145>3.0.co;2-f. PMID: 7391249.

Dean RS. Intelligence as a predictor of nonverbal learning with learning-disabled children. J Clin Psychol. 1983 May;39(3):437-41. doi: 10.1002/1097-4679(198305)39:3<437::aid-jclp2270390320>3.0.co;2-d. PMID: 6874978.

Ivimey JK, Taylor RL. Differential performance of learning disabled and non-learning disabled children on the McCarthy scales, WISC-R, and WRAT. J Clin Psychol. 1980 Oct;36(4):960-3. doi: 10.1002/1097-4679(198010)36:4<960::aid-jclp2270360424>3.0.co;2-l. PMID: 7440746.

Levine MD, Meltzer LJ, Busch B, Palfrey J, Sullivan M. The pediatric early elementary examination: studies of a neurodevelopmental examination for 7- to 9-year-old children. Pediatrics. 1983 Jun;71(6):894-903. PMID: 6190125.

Lyon MA. A comparison between WISC-III and WISC-R scores for learning disabilities reevaluations. J Learn Disabil. 1995 Apr;28(4):253-5. doi: 10.1177/002221949502800407. PMID: 7738437.

Muzyczka MJ, Erickson MT. WISC characteristics of reading disabled children identified by three objective methods. Percept Mot Skills. 1976 Oct;42(43):595-602. doi: 10.2466/pms.1976.43.2.595. PMID: 980657.

Naglieri JA, Pfeiffer SI. Correlations among scores on WISC-R and Woodcock-Johnson Achievement Tests for learning disabled children. Psychol Rep. 1981 Dec;49(3):913-4. doi: 10.2466/pr0.1981.49.3.913. PMID: 7330150.

Ottem E. Interpreting the WISC-R subtest scores of reading impaired children--a structural approach. Scand J Psychol. 1998 Mar;39(1):1-7. doi: 10.1111/1467-9450.00049. PMID: 9619126.

Pfeiffer SI, Naglieri JA, Tingstrom DH. Comparison of the Luria-Nebraska Neuropsychological Battery-Children's Revision and the WISC-R with learning disabled children. Percept Mot Skills. 1987 Dec;65(3):911-6. doi: 10.2466/pms.1987.65.3.911. PMID: 3438136.

Poletti M. WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics. J Learn Disabil. 2016 May-Jun;49(3):320-35. doi: 10.1177/0022219414555416. Epub 2014 Oct 27. PMID: 25349093.

Schmidt HP, Kuryliw AJ, Saklofske DH, Yackulic RA. Stability of WISC-R scores for a sample of learning disabled children. Psychol Rep. 1989 Feb;64(1):195-201. doi: 10.2466/pr0.1989.64.1.195. PMID: 2928429.

Styck KM, Watkins MW. Structural Validity of the WISC-IV for Students With Learning Disabilities. J Learn Disabil. 2016 Mar-Apr;49(2):216-24. doi: 10.1177/0022219414539565. Epub 2014 Jun 23. PMID: 24958633.

Tramill JL, Edwards RP, Tramill JK. Comparison of the Goodenough-Harris Drawing Test and the WISC-R for children experiencing academic difficulties. Percept Mot Skills. 1980 Apr;50(2):543-6. doi: 10.1177/003151258005000234. PMID: 7375307.

Vargo FE, Grosser GS, Spafford CS. Digit span and other WISC-R scores in the diagnosis of dyslexia in children. Percept Mot Skills. 1995 Jun;80(3 Pt 2):1219-29. doi: 10.2466/pms.1995.80.3c.1219. PMID: 7478881.

Área

Transtornos neuropsiquiátricos e distúrbios de aprendizagem