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Elevated scaled scores when using the digital version of the WISC-V coding subtest.

Stephanie Malarbi1,2,3,4, Rachel Ellis1, Elisha K Josev3,5,6

  • 1Victorian Infant Brain Studies (VIBeS), The Murdoch Children's Research Institute, Melbourne, Australia.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|February 3, 2025
PubMed
Summary
This summary is machine-generated.

The digital Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest shows inflated scores, especially for girls. This suggests discontinuing its digital administration due to score elevation.

Keywords:
WISC-VWechsler Intelligence Scale for Childrencoding subtestprocessing speedpsychometric testing

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Area of Science:

  • Child Psychology
  • Neuropsychological Assessment
  • Educational Psychology

Background:

  • The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) is a widely used cognitive assessment tool.
  • Digital administration of cognitive tests is increasingly common, but requires validation.
  • Previous research has not extensively examined the digital WISC-V Coding subtest's psychometric properties.

Purpose of the Study:

  • To investigate the psychometric properties of the digital Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest.
  • To compare digital Coding subtest scores with other WISC-V subtests and examine potential demographic influences.
  • To determine if the digital Coding subtest's performance differs between clinical and non-clinical child samples.

Main Methods:

  • Retrospective analysis of data from 794 children aged 6-11 years in Australia.
  • Comparison of scaled scores from the digital WISC-V Coding subtest with other WISC-V subtests.
  • Analysis of score discrepancies based on age, sex, and clinical/non-clinical status.

Main Results:

  • The digital WISC-V Coding subtest yielded significantly elevated scaled scores compared to other subtests (M difference = 2.01).
  • Full Scale IQ (FSIQ) was higher when calculated with digital Coding versus Symbol Search (M difference = 2.067).
  • Girls scored higher on the digital Coding subtest than boys, with no sex difference observed for digital Symbol Search.

Conclusions:

  • The digital WISC-V Coding subtest scores are inflated, potentially affecting accurate cognitive assessment.
  • The observed inflation is consistent across clinical and non-clinical groups and is not influenced by age or general intelligence.
  • Given the score inflation, particularly for girls, cessation of the digital administration of the WISC-V Coding subtest is recommended.