Comparing the intelligence profiles of children with attention deficit hyperactivity disorder and normal children based on WISC-V complementary and secondary subtests
Subject Areas : روانشناسیmehran soleymani 1 , ladan vaghef 2 , Laya Abdollahi 3
1 - Department of Psychology, Faculty of Educational Science and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2 - Department of Psychology, Faculty of Educational Science and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
3 - Department of Psychology, Faculty of Educational Science and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
Keywords: : Attention Deficit Hyperactivity Disorder, WISC-V Test, secondary Indicators, Complementary Indicators,
Abstract :
Considering the changes in the WISC-V test relative to the WISC-IV, including the addition of a fifth index, complementary indices and three new subtests to WISC-V test, this study was designed aiming to compare the performance of children with attention deficit hyperactivity disorder (ADHD) and normal children based on the secondary and complementary indices of the WISC-V. The present study is descriptive, and the statistical population included students aged 7 to 12 who referred to schools and neurology and neurotherapy centers in Tabriz in 2019. The study sample included 60 students (30 students with ADHD and 30 normal students) who were selected from the statistical population by purposive sampling method and responded to WISC-V test (Wechsler Intelligence Scale for Children). Data were analyzed using multivariate analysis of variance and via SPSS 19.0 software. The results showed that there is a difference between the performance of children with ADHD and normal children in secondary indices, i.e. general ability, cognitive skill, auditory working memory, quantitative and non-verbal reasoning (P < 0.01) and complementary indices, i.e. naming speed, symbol translation, storage and retrieval (P < 0.01). The results of the present study showed that students with ADHD performed poorly in all WISC-V secondary and complementary subtests and indices compared to normal students. According to the obtained results, it is possible to provide adequate rehabilitation programs in line with the cognitive improvement of these children.
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