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ADHD, Subtypes and Cognitive Performance: WISC-V as a Support Tool for Diagnostic Assessment.

Rocío Lavigne-Cerván¹, Joshua Collado-Valero¹, Ignasi Navarro-Soria²

¹Department of Developmental and Educational Psychology, University of Málaga, 29004 Málaga, Spain.

Actas Espanolas De Psiquiatria

|June 25, 2026

Summary

The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) effectively identifies cognitive differences in children with Attention-Deficit/Hyperactivity Disorder (ADHD). Lower scores in working memory, processing speed, and cognitive proficiency predict ADHD, aiding diagnosis.

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Published on: April 1, 2018

Area of Science:

Neurodevelopmental disorders
Child psychology
Cognitive assessment

Background:

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition impacting working memory (WM) and processing speed (PS).
Previous research with earlier Wechsler Intelligence Scale for Children (WISC) editions indicated a cognitive profile of lower Cognitive Proficiency Index (CPI) in ADHD.
Limited data exist on the WISC-V's ability to identify ADHD-related cognitive patterns.

Purpose of the Study:

To determine if the WISC-V reveals a characteristic cognitive profile in children with ADHD.
To assess the WISC-V's capacity to differentiate between ADHD presentations and controls.

Main Methods:

188 participants (ages 6-16) were divided into a control group (n=56) and two ADHD groups: combined presentation (ADHD-C; n=57) and inattentive presentation (ADHD-I; n=75).
Cognitive functions were evaluated using the WISC-V.
Multivariate and Univariate Analyses of Covariance (MANCOVA/ANCOVA) and binary logistic regression were employed to analyze group differences and predictive validity.

Main Results:

The clinical ADHD group exhibited significant multivariate differences compared to controls, with lower scores in Working Memory Index (WMI), Processing Speed Index (PSI), CPI, and Full-Scale Intelligence Quotient (FSIQ).
The ADHD-I group showed lower WMI, PSI, CPI, and FSIQ compared to the ADHD-C group.
WMI, PSI, and CPI significantly predicted ADHD group membership, with PSI and CPI also distinguishing between ADHD presentations.

Conclusions:

The WISC-V demonstrates utility in identifying cognitive patterns associated with ADHD.
Findings support the WISC-V as a valuable supplementary tool in the diagnostic process for ADHD.
The WISC-V can help differentiate between ADHD presentations based on cognitive performance.