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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.
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.
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01:30Attention-Deficit/Hyperactivity Disorder
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
01:23Wechsler's Contribution to Measures of Intelligence
David Wechsler, a psychologist who worked with World War I veterans, developed a significant IQ test in 1939 called the Wechsler-Bellevue Intelligence Scale. This test was innovative because it combined several subtests that measured both verbal and nonverbal skills, reflecting Wechsler's belief that intelligence is a global capacity involving purposeful action, rational thinking, and effective interaction with the environment. This test later evolved into the Wechsler Adult Intelligence Scale...
01:24Working Memory
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
01:25Learning Disabilities
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01:30Information Processing Approach
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
01:29Intellectual Disability
Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...