Processing speed in children with clinical disorders

被引:136
作者
Calhoun, SL
Mayes, SD
机构
[1] Milton S Hershey Med Ctr, Dept Psychiat, Hershey, PA 17033 USA
[2] Penn State Univ, Coll Med, University Pk, PA 16802 USA
关键词
D O I
10.1002/pits.20067
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC-III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional -defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC-III (WISC-IV; D. Wechsler, 2003) are discussed. (c) 2005 Wiley Periodicals, Inc.
引用
收藏
页码:333 / 343
页数:11
相关论文
共 66 条
[31]  
Kaufman A.S., 1994, INTELLIGENT TESTING
[32]   WISC-III index growth curve characteristics following traumatic brain injury [J].
Kay, JB ;
Warschausky, S .
JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY, 1999, 21 (02) :186-199
[33]   Hierarchical and cross-age confirmatory factor analysis of the WISC-III: What does it measure? [J].
Keith, TZ ;
Witta, EL .
SCHOOL PSYCHOLOGY QUARTERLY, 1997, 12 (02) :89-107
[34]  
KRAMER JH, 1993, PSYCHOL ASSESSMENT, V5, P193
[35]   ORAL AND WRITTEN COMPOSITIONS OF STUDENTS WITH AND WITHOUT LEARNING-DISABILITIES [J].
LANE, SE ;
LEWANDOWSKI, L .
JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 1994, 12 (02) :142-153
[36]  
Learning Disabilities Roundtable, 2002, SPEC LEARN DIS FIND
[37]   Using technology to enhance the writing processes of students with learning disabilities [J].
MacArthur, CA .
JOURNAL OF LEARNING DISABILITIES, 1996, 29 (04) :344-354
[38]   New tools for writing: Assistive technology for students with writing difficulties [J].
MacArthur, CA .
TOPICS IN LANGUAGE DISORDERS, 2000, 20 (04) :85-100
[39]  
Mayes SD, 1998, PSYCHOL SCHOOLS, V35, P309
[40]   Learning disabilities and ADHD: Overlapping spectrum disorders [J].
Mayes, SD ;
Calhoun, SL ;
Crowell, EW .
JOURNAL OF LEARNING DISABILITIES, 2000, 33 (05) :417-424