Diagnostic Validity of the Fifth Edition of Wechsler Intelligence Scale for Children (WISC-V) in Students with ADHD

Abstract

Background: This research discusses the diagnostic validity of the Wechsler Intelligence Scale for Children, fifth edition (WISC-V), in students with attention deficit-hyperactivity disorder (ADHD). The primary research question is whether the WISC-V possesses diagnostic validity for students with ADHD. Methods: The study employs a psychometric design. The research population includes all students with ADHD enrolled in the first, second, and third grades of elementary school during the 2022 academic year. These students receive educational therapeutic services in private and public centers. A sample size of 250 students was selected using a purposeful sampling method. The instrument used is the WISC-V. Additionally, 250 individuals from the normative population (non-ADHD) were included as a comparison group. The confidence interval method was applied to determine the diagnostic validity of the tests. Results: Data analysis indicated that among the WISC-V subscales, only the "processing speed" subscale demonstrated diagnostic validity (P < 0.001). The other four subscales — "visual-spatial", "fluid reasoning", "working memory", and "verbal comprehension" — did not exhibit adequate validity in distinguishing between students with and without ADHD. Conclusions: The findings indicate that the WISC-V has favorable diagnostic validity for the processing speed scale in students with ADHD. This scale can be effectively utilized for the clinical assessment of students with ADHD within the field of exceptional individuals.