Evaluación del desempeño cognitivo en escolares y adolescentes con diabetes mellitus tipo 1 / Evaluation of cognitive performance in children and adolescents with type 1 diabetes mellitus

Resumen El objetivo del trabajo fue evaluar el funcionamiento cognitivo de niños y adolescentes con diabetes mellitus tipo 1 (DM1) de la consulta de Endocrinología del IAHULA, y compararlo al de niños no diabéticos, así como investigar la posible influencia de factores relacionados con la enfermedad sobre la cognición. Se realizó un estudio observacional analítico, transversal, que incluyó un grupo de 30 pacientes con DM1 de 8 a 16 años de edad (16 varones) y un grupo control de 30 individuos pareados por edad, género, escolaridad y condición socioeconómica. Se realizó interrogatorio y revisión de historias clínicas para obtener datos sobre las características clínicas y el tratamiento de la DM1. Se les aplicó el test WISC IV para evaluar cognición y cociente intelectual (CI). La edad promedio de los pacientes fue de 13,27 ± 2,31 años, la mitad de ellos masculinos. Se encontraron puntajes menores en los distintos dominios del WISC IV en el grupo con DM1 al compararlos con los del grupo control (p<0,01). El CI fue menor en los niños con DM1 que en los controles (75,47 ± 13,87 frente a 88,57±11,06; p=0,0001); así mismo, se observó con mayor frecuencia un puntaje del CI inferior al percentil 10 en los pacientes con DM1 en comparación con los controles (63,3% frente a 33,3%; p=0,02; Odds ratio: 3,45; IC95%: 1,19-9,99). Se concluyó que la DM1 impacta negativamente el desempeño cognitivo de niños y adolescentes. Se recomienda la evaluación cognitiva de estos pacientes, ya que podría repercutir en su vida diaria.

Abstract The study aimed to evaluate the cognitive functioning of children and adolescents with type 1 diabetes mellitus (T1DM) recruited from the IAHULA Endocrinology Outpatient Unit and to compare it to that of non-diabetics as to investigate the influence on cognition of factors related to the disease. An analytical, cross-sectional observational study was carried out on a group of 30 patients with T1DM between 8 and 16 years of age and on a control group of 30 individuals matched by age, gender, education, and socioeconomic status. Interrogation and review of medical records to obtain data on the clinical characteristics and treatment of T1DM were conducted. The WISC IV test was then applied to evaluate cognition and intellectual coefficient (IQ). The average age of the diabetic patients was 13.27±2.31 years, and half of them were male. Lower scores were found in the different domains of the WISC IV in the group with T1DM (p<0.01). The IQ was found to be lower in children with T1DM than in controls (75.47±13.87 vs. 88.57±11.06; p=0.0001). Likewise, a higher frequency of IQ scores below the 10th percentile was observed in the diabetic children (63.3% vs. 33.3%; p=0.02; Odds ratio: 3.45; 95%CI: 1.19-9.99). It was concluded that T1DM negatively impacts the cognitive performance of children and adolescents. Cognitive evaluation of these patients is recommended, as it could affect their daily life.

Implicancias sobre la Adaptación de la Escala de Inteligencia para Niños de Wechsler IV (WISC-IV) en Argentina. Corrección de WISC-IV según diferentes baremos argentinos / Implications on the Adaptation of the Wechsler Intelligence Scale for Children IV (WISC-IV) in Argentina. Comparison of the WISC-IV Standardized Data from two Argentine Regions

Resumen La utilización de pruebas psicológicas validadas y de confiabilidad comprobadas aportan evidencias valiosas al profesional en una multiplicidad de actividades, que comprenden desde el diagnóstico, el plan y el seguimiento de tratamiento hasta la selección laboral, la orientación vocacional, las pericias judiciales e investigación; sin embargo, no siempre se disponen de baremos adaptados a la región en la que se pretende aplicar un instrumento y, en ocasiones, siquiera corresponden a datos normativos del país. En Argentina, la WISC-IV fue adaptada considerando población perteneciente al Área Metropolitana de Buenos Aires, no se incluye muestra de otras regiones del extenso país. Por lo tanto, se realizó una investigación cuantitativa no experimental, exploratoria- descriptiva, con el objetivo de determinar la importancia de contar con baremos adaptados de la WISC-IV para diferentes regiones de un mismo país; para ello, se analizaron comparativamente los índices obtenidos por 520 escolares de 6 a 14 años (agrupados según los rangos de edad 6-8, 9-11 y 12-14) al aplicar dos baremos argentinos (Buenos Aires y Resistencia) para su corrección mediante un análisis de ANOVA mixto. Los resultados evidenciaron diferencias significativas según el baremo sea de Buenos Aires o de Resistencia, en 4 de los 5 índices de la WISC-IV, al abarcar tanto en aspectos relacionados con el funcionamiento cognitivo general (i.e., CIT), como en campos más específicos (i.e., memoria de trabajo - IMO, velocidad de procesamiento - IVP y razonamiento perceptivo - IRP); además, se observaron diferencias entre baremos en CIT, ICV, IRP e IMO y sugerir comportamientos diferentes en los distintos índices según el tipo de baremo aplicado en los diferentes grupos de edad. Los resultados sugieren que la corrección de la escala a un/a estudiante, según las normativas establecidas para una región con características sociodemográficas distintas a la que pertenece el individuo, podría derivar en errores interpretativos de sus aptitudes cognitivas, por lo que se determina la importancia de contar con adaptaciones de las pruebas psicológicas para arribar a interpretaciones que eviten infra o sobrevalorar sus puntuaciones.

Abstract: The use of validated psychological tests provides valuable evidence to specialists in a multiplicity of activities (e.g., predicting diagnoses, guiding treatment and follow-up plans, guiding the job selection process and vocational orientation, determining disability levels for medico-legal purposes). However, a psychological instrument is not generally adapted and standardized in the country in which it is intended to be applied. In Argentina, the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was standardized in the Buenos Aires Metropolitan Area; but did not include samples from other regions across the vast country. This situation is problematic, because Argentina presents disparities in its socio-demographic characteristics across the territory, and an accurate interpre- tation of intelligence test performance, depends on the use of appropriately standardized data. Hence, a quantitative non-experimental, exploratory-descriptive study was conducted to determine the importance of obtaining locally standardized data for WISC-IV. To this end, the indices obtained from 520 children and adolescents aged 6 to 14 years (grouped according to age ranges 6-8, 9-11 and 12-14) were comparatively analyzed, by analyzing two Argentine adaptations (Buenos Aires and Resistencia). Results revealed differences between normative data from the country's different regions in four indices, which included both aspects of general cognitive functioning (i.e., CIT) and more specific processes (i.e., working memory - IMO, processing speed - IVP, and perceptual reasoning - IRP). These results suggest that the assessment of students, according to non-locally established standardized data, could lead to interpretative errors regarding their cognitive abilities. Thus, the study contributes to knowledge about the importance of using contextually appropriate standardized data in the implementation of intelligence tests, to arrive at evaluations that avoid over- or under- estimating students' abilities.

Social communication impairments and restricted, repetitive patterns (Kodawari) considered from the Comprehension section of the WISC-IV in autism spectrum disorder

Abstract Background Many studies have used the Wechsler Intelligence Scale (WISC) to examine the characteristics of autism spectrum disorder (ASD). However, most studies have been based on profile analysis, not on content analysis. Objective The objective of the present study was to apply the WISC-IV to clinical assessment of ASD and clarify how the characteristics of the disorder were reflected in specific items. Methods The study participants were 20 patients aged 5-16 years diagnosed with ASD according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). We recruited 20 patients with attention-deficit/hyperactivity disorder (ADHD) and 20 patients with other disorders (neurotic disorders) as controls. We then compared the scores of the ninth item of the WISC-IV ("Comprehension") among the three groups. Results The differences observed between the ASD vs. the other disorders group were not significant by the standard scoring method. Thus, a two-level scoring method of 0 and ≥1 point was adopted. As a result, significantly more participants in the ASD group scored 0 points compared with the ADHD and other disorders groups. Discussion The results of the present study revealed that a characteristic of ASD appeared in the ninth item of "Comprehension" on the WISC-IV.

Perfil cognitivo de crianças com dislexia e de crianças com TDAH / Cognitive profile of children with dyslexia and children with ADHD

Este estudo objetivou traçar o perfil cognitivo de crianças com dislexia e de crianças com Transtorno de Déficit de Atenção com Hiperatividade (TDAH), com idades entre 6 a 8 anos. A Escala Wechsler de Inteligência para Crianças (WISC-IV) possibilitou, por meio dos resultados de seus índices e subtestes, análises comparativas do desempenho dos grupos clínicos. O grupo de crianças com dislexia apresentou seu melhor desempenho em Compreensão Verbal e Organização Perceptual, enquanto sua maior dificuldade se deu no Índice de Memória Operacional. O melhor desempenho das crianças com TDAH revelou-se no Índice de Organização Perceptual, enquanto Velocidade de Processamento representou sua maior dificuldade. Conhecer as potencialidades e dificuldades específicas das crianças nos diagnósticos associados a dificuldades de aprendizagem pode contribuir para intervenções adequadas para garantir o acesso à Educação inclusiva e de qualidade.

The present study examined the cognitive profile of children with dyslexia and children with Attention Deficit Hyperactivity Disorder (ADHD), aged from 7 to 9 years. The Wechsler Intelligence Scale for Children (WISC-IV) enabled comparisons of clinical groups performance in its various indexes and subtests. The group with dyslexia performed best in Verbal Comprehension and Perceptual Reasoning, while their greatest difficulty was in the Working Memory Index. The best performance of children with ADHD was observed in the Perceptual Organization Index, while the Processing Speed represented their greatest difficulty. Understanding children's potentials and difficulties in cases of learning difficulties contributes to adequate interventions to ensure access to inclusive quality education.

Trastorno del espectro autista: diagnóstico clínico y test ADOS / Autism spectrum disorder: clinical diagnosis and ADOS Test

INTRODUCCIÓN: El trastorno del espectro autista (TEA) es un desorden neurobiológico altamente prevalente, cuyo diagnóstico clínico es un desafío constante. OBJETIVOS: Describir el perfil clínico, en una cohorte de niños con TEA desde su derivación al especialista hasta la realización de un test diagnóstico. PACIENTES Y MÉTODO: Estudio descriptivo desde los primeros síntomas pesquisados por la madre, hasta la certificación diagnóstica de una serie de 50 niños, diagnosticados clínicamente con TEA entre 2012-2016. Se incluyeron niños de 3 a 10 años al momento del Test ADOS-G, con lenguaje de al menos una palabra. Los niños fueron evaluados neuropsicológicamente (funcionali dad, intelectualidad y test ADOS). Comparamos las medianas de edad al diagnóstico neurológico, según carga de sintomatología autista y nivel cognitivo. RESULTADOS: El test ADOS corroboró un TEA en 44 niños (88%), 93,1% eran varones. La edad promedio al diagnóstico clínico y test ADOS fue 48,2 ± 18,3 y 62,6 ± 23,3 meses. La consulta neurológica en el 72% de los casos fue motivación parental/educador por síntomas como trastorno interacción social y retraso de lenguaje. El 34,1; 47,7 y 18,2% tenían sintomatología autista leve, moderada y severa respectivamente. En 5 de 27 ni ños en los que se realizó la evaluación neuropsicológica se detectó déficit cognitivo. La mediana de edad al diagnóstico fue significativamente menor en niños con sintomatología autista grave vs leve- moderada (p 0,024). CONCLUSIÓN: La sintomatología autista determina la precocidad de consulta, por lo que es necesario orientar a la población general, educadores y personal de salud, respecto a estos síntomas.

INTRODUCTION: Autism Spectrum Disorder (ASD) is a neurobiological disorder of high prevalence, whose clinical diagnosis is a constant challenge. OBJECTIVES: To describe the clinical profile in a co hort of children with ASD from referral to the specialist to a diagnostic test. PATIENTS AND METHOD: Descriptive study from the first symptoms perceived by the mother to the diagnostic confirmation of a series of 50 consecutive cases, which were clinically diagnosed with ASD between 2012 and 2016. Children aged between 3 to 10 years at the time of the ADOS-G test and language of at least one word were included. The children were evaluated neuropsychologically (functionality, intellectuality and ADOS test). We compared the median age to the neurological diagnosis, according to the autistic symptomatology and cognitive level. RESULTS: The ADOS test corroborated an ASD in 44 children (88%), 93.1% were males. The average age at clinical diagnosis and ADOS test was 48.2 ± 19.3 and 62.6 ± 23.3 months. The neurological consultation in 72% of cases was parental/educator initiative due to symptoms such as social interaction disorder and language delay. The autistic symptomato logy was mild, moderate and severe in 34.1, 47.7 and 18.2% respectively. In five of 27 children who were neuropsychologically evaluated cognitive deficits were detected. The median age at diagnosis was significantly lower in children with severe autism symptoms vs the ones with mild-moderate symptoms (p-value 0.024). CONCLUSION: Autistic symptoms determine the early consultation; the refore, it is necessary to guide the general and educational population as well as health professionals regarding these symptoms.

Escala Wechsler de Inteligência para Crianças (WISC): análise da produção de artigos científicos brasileiros / Wechsler Intelligence Scale for Children (WISC): analysis of the production of Brazilian scientific articles / Escala Wechsler de Inteligencia para Niños (WISC): análisis de la producción de artículos científicos brasileños

A Escala Wechsler de Inteligência para Crianças (WISC) é uma bateria psicológica para avaliação da capacidade intelectual e de resolução de problemas de sujeitos entre 6 e 16 anos. Pesquisas com o WISC no Brasil tiveram início em 1960, sendo pesquisado até os dias de hoje e se caracteriza como um dos instrumentos mais importantes para avaliar a inteligência em crianças. Nesta pesquisa objetivou-se analisar a produção científica brasileira de artigos sobre o WISC, disponível nas bases de dados Scientific Electronic Library Online (SciELO), Periódicos Eletrônicos em Psicologia (PePSIC), enfatizando os estudos que investigaram as qualidades psicométricas do instrumento para atestar a sua cientificidade para uso. Foram selecionados 110 artigos científicos, publicados entre os anos de 1975 e 2018. Resultados apontaram o crescimento no número de publicações, principalmente a partir dos anos 2000 e com predomínio de autores afiliados a instituições localizadas na Região Sudeste do Brasil. Além disso, o WISC-III foi a edição mais utilizada nas pesquisas. De todos os estudos, 57 artigos (51,82%) utilizaram o teste para fins de avaliação e diagnóstico e apenas 19 estudos (16,36%) buscaram as qualidades psicométricas (estudos de validade, precisão, normatização e padronização) do WISC, evidenciando a necessidade de mais pesquisas dessas características para contribuir com a cientificidade do instrumento.

Wechsler Intelligence Scale for Children (WISC) is a battery of psychological test for the assessment of the intellectual ability and problem solving of subjects between 6 and 16 years old. Research with the WISC in Brazil began in 1960 and is still researched until the present day and is therefore characterized as one of the most important instruments for assessing intelligence in children. The objective of this research was to analyze the Brazilian scientific production of articles on the WISC, available in the Scientific Electronic Library Online (SciELO) and Electronic Periodicals in Psychology (PePSIC) databases, emphasizing the studies that investigated the psychometric qualities of the instrument to attest its use. 110 scientific articles, were selected, published between the years of 1975 and 2018. Results pointed to the growth in the number of publications, mainly from the years 2000 and with predominance of authors affiliated with institutions located in the Southeast Region of Brazil. In addition, the WISC-III was the most used edition in the research. Of all the studies, 57 articles (51.82%) used the test for evaluation and diagnostic purposes and only 19 studies (16.36%) searched the psychometric qualities (studies of validity, reliability, normalization and standardization) of the WISC, revealing the need for further studies of these characteristics to contribute to the scientific value of the instrument.

La escala Wechsler de Inteligencia para Niños (WISC) es una batería psicológica que evalúa la capacidad intelectual y de resolución de problemas de sujetos entre 6 y 16 años. Las investigaciones con el WISC en Brasil se iniciaron en 1960 y continúan hasta hoy, caracterizándose como uno de los instrumentos más importantes para evaluar la inteligencia en los niños. En esta investigación el objetivo era analizar la producción científica brasileña de artículos sobre el WISC, disponible en las bases de datos Scientific Electronic Library Online (SciELO) y Periódicos Electrónicos en Psicología (PePSIC), enfatizando los estudios que investigaron las cualidades psicométricas del instrumento para atestar su cientificidad para su uso. Se seleccionaron 110 artículos científicos, publicados entre los años 1975 y 2018. Los resultados apuntaron el crecimiento en el número de publicaciones, principalmente a partir de los años 2000 y con predominio de autores afiliados a instituciones ubicadas en la Región Sudeste de Brasil. Además, el WISC-III fue la edición más utilizada en las investigaciones.

Interpretação clínica dos subtestes de compreensão verbal no wisc-iv: algumas hipóteses metapsicológicas preliminares / Clinical interpretation of wisc-iv verbal comprehension subtests: some preliminary metapsichological hypothesis / Interpretación clínica de los subtests de comprensión verbal en el wisc-iv: algunas hipótesis metapsicológicas preliminares

Este artigo propõe-se a analisar as formas de funcionamento psíquico requeridas e postas em jogo nos subtestes verbais do WISC-IV, para conceituar metapsicologicamente os processos psíquicos envolvidos na produção do sujeito em sua relação com os objetos culturais. Para estudar esses processos, foi aplicado a cada um dos subtestes o esquema de análise da produção simbólica, proposto por Schlemenson (2009). As hipóteses foram construídas, por um lado, com base na análise das tarefas envolvidas em cada subteste e, por outro, no estudo aprofundado de casos clínicos e sua interpretação do ponto de vista psicanalítico. A análise das modalidades singulares de resposta a cada subteste permitiu elaborar hipóteses para a compreensão das precondições psíquicas para a resolução das tarefas específicas de cada subteste e das diferenças intraindividuais na produção.

This article aims at analyzing the psychic functioning ways required and displayed in the verbal comprehension subtests of WISC-IV scale with the purpose of designing meta-psychologically the processes involved in the development of the self, in his/her relationship with the cultural objects. In order to study these procedures, the analysis of the symbolic production proposed by Schlemenson (2009) was applied to each of the subtests. On one hand, the hypothesis were constructed by analyzing the tasks in each subtest, and on the other hand taking into account the clinical study of different cases and their psychoanalytical interpretation. The analyses of singular types of answers to each subtests allowed the development of hypothesis to understand the psychic pre-conditions needed for the solution of specific tasks of each subtest and the intra-individual differences in the production.

Este artículo se propone analizar las formas de funcionamiento psíquico requeridas y puestas en juego en los subtests verbales del WISC-IV, para conceptualizar metapsicológicamente los procesos psíquicos implicados en la producción del sujeto en su relación con los objetos culturales. Para estudiar dichos procesos se ha aplicado a cada uno de los subtests el esquema de análisis de la producción simbólica propuesto por Schlemenson (2009). Las hipótesis se han construido por un lado a partir del análisis de las tareas implicadas en cada subtest y por otro a partir del estudio en profundidad de casos clínicos y su interpretación desde el punto de vista psicoanalítico. El análisis de las modalidades singulares de respuesta a cada subtest permitió elaborar hipótesis para la comprensión de las precondiciones psíquicas para la resolución de las tareas específicas de cada subtest y las diferencias intraindividuales en la producción.

Avaliação neuropsicológica da memória operacional em escolares / Neuropsychological evaluation of working memory in schoolchildren

INTRODUÇÃO: A memória operacional é composta por um conjunto de processos cognitivos elaborados que combinam tanto o armazenamento temporário como o processamento das informações recebidas. Este sistema está envolvido em atividades cognitivas superiores como compreensão da linguagem, leitura, aritmética e resolução de problemas. A literatura indica que estudantes com dificuldades de aprendizagem podem apresentar prejuízos no processamento, armazenamento ou manipulação de informações. Assim, estudos que investigam o desenvolvimento da memória operacional são essenciais para a compreensão do processo de aprendizagem. OBJETIVO: Avaliar a memória operacional de escolares e correlacionar os resultados com o desempenho acadêmico. MÉTODO: A amostra foi composta por 30 escolares do Ensino Fundamental e Médio, com idade média de 10,4 (DP=3,45) anos, 50% do sexo feminino e 73,3% de escola particular. Os participantes foram avaliados a partir dos subtestes que compõem o Índice de Memória Operacional do WISC-IV (Dígitos, Aritmética e Sequência de Números e Letras) e pelo instrumento complementar Cubos de Corsi. A duração de cada avaliação foi de aproximadamente 1 hora. O desempenho acadêmico dos estudantes foi analisado a partir do boletim escolar. RESULTADOS/CONCLUSÃO: Os resultados demonstram que a memória operacional exerce uma influência direta no desempenho acadêmico, sendo necessária a sua investigação e a identificação precoce de déficits, para que medidas de prevenção e de intervenção possam ser adotadas, evitando, assim, prejuízo acadêmico e futuras dificuldades de aprendizagem.

INTRODUCTION: Working memory consists of a set of elaborate cognitive processes developed that combine the temporary storage and the processing of the information received. This system is involved in higher cognitive activities such as language comprehension, reading, arithmetic and problem solving. The literature indicates that students with learning disabilities may have losses in processing, storage or manipulation of information. Thus, studies that investigate the development of working memory are essential for understanding the learning process. OBJECTIVE: To evaluate the working memory of schoolchildren and to correlate the results with the academic performance. METHODS: The sample was composed of 30 elementary and middle school students, with an average age of 10.4 (SD=3.45) years, 50% female and 73.3% of private school. Participants were evaluated from the subtests that comprise the Working Memory Index of the WISC-IV (Digits, Arithmetic and Sequence of Numbers and Letters) and the complementary instrument Corsi Block. The time of each evaluation was approximately 1 hour. The academic performance of the students was analyzed from the school report card. RESULTS/CONCLUSION: The results show that working memory exerts a direct influence on academic performance, requiring its investigation and early identification of deficits, so that prevention and intervention measures can be adopted, avoiding academic impairment and future learning difficulties.

Interpretación del WISC-IV: índices alternativos para la evaluación de las habilidades cristalizadas / Interpretation of the WISC-IV: alternative indices for the evaluation of crystallized abilities

Resumen En este artículo se presentan dos índices alternativos para la evaluación e interpretación de las habilidades cristalizadas a partir del WISC-IV versión argentina: el índice conocimiento léxico (Gc-VL) y el índice información general (Gc-K0). Para ello se trabajó con una muestra de 1036 casos. El análisis factorial confirmatorio revela altos índices que validan las nuevas puntuaciones. El análisis de fiabilidad resultó satisfactorio. A su vez, los resultados revelan correlaciones entre el índice comprensión verbal (ICV) del WISC-IV y los nuevos índices alternativos. Por último, se encontraron diferencias en las puntuaciones Gc-VL y Gc-K0 y el clima educativo del hogar. Si bien el WISC-IV propone cuatro índices compuestos y una medida global de la inteligencia (ICV, IRP, IMO, IVP y CIT), siguiendo los aportes de la teoría de Cattell-Horn-Carroll (CHC), se recomienda implementar estas puntuaciones alternativas en un contexto normativo e ipsativo, que favorezcan y enriquezcan el estudio de las capacidades cristalizadas del examinado.

Abstract This article presents two alternative indices for the evaluation and interpretation of crystallized abilities derived from the WISC-IV- Argentine version, the lexical knowledge index (Gc-VL) and the general information index (Gc-K0). To this end, we worked with a sample of 1,036 cases. The confirmatory factor analysis revealed high indices that validated the new scores, and the reliability analysis was satisfactory. In turn, the results revealed correlations between the verbal comprehension index (VCI) of the WISC-IV and the new alternative indexes. Finally, differences were found in the Gc-VL and Gc-K0 scores, and the educational climate of the home. Although the WISC-IV proposes four composite indices and a global measurement of intelligence (VCI, RPI, WMI, PSI and QI), following the contributions of the Cattell-Horn-Carroll theory (CHC), it is recommended to implement these alternative scores in a normative and ipsative context that favor and enrich the study of the crystallized capacities of the examinee.

Evaluación cognitiva de niños: un estudio comparativo en San Luis, Argentina / Cognitive Evaluation of Children: a Comparative Study in San Luis, Argentina

Resumen En la provincia de San Luis (Argentina), se desarrollaron dos estudios con el propósito de conocer la incidencia de factores socioambientales en el desarrollo cognitivo de los niños. En la primera investigación se trabajó con una muestra de niños de alto riesgo entre 6 y 12 meses y, en la segunda, con una muestra de niños sanos de 6 a 9 años. Las evaluaciones cognitivas se llevaron a cabo mediante la aplicación de la Escala Argentina de Inteligencia Sensorio Motriz (EAIS) en la primera investigación y la versión argentina de la Escala de Inteligencia de Wechsler (WISC-IV) en la segunda. Los resultados reflejan que la variable ambiental nivel educativo materno incide en el rendimiento cognitivo alcanzado por los niños de 6 a 9 años, porque a medida en que aumenta la escolaridad materna mejoran los percentiles obtenidos por sus hijos. Sin embargo, no ocurre lo mismo en los bebés evaluados entre los 6 y los 12 meses de vida. Como conclusión, se remarca la importancia de los primeros años de vida en el crecimiento, la maduración y el desarrollo posterior del niño, así como el impacto que el medio familiar, cultural y social puede tener sobre los mismos. Además, se entiende al desarrollo cognitivo como un proceso multideterminado por aspectos subjetivos, ambientales, históricos-sociales y genéticos, entre otros.

Abstract Preliminary results are presented from two studies carried out in the province of San Luis, Argentina in which cognitive development in children was evaluated. A sample of high-risk children between 6 and 12 months of age was used in the first study, and in the second a sample of healthy children aged 6-9 years was used. Cognitive assessments were carried out by applying the Argentine Sensory-Motor Intelligence Scale (EAIS) in the first study and the Argentine version of the Wechsler Intelligence Scale (WISC-IV) in the second study. The aim of this work is to discern what factors can affect cognitive development in children. The results reflect that the environmental variable, maternal educational level, affects the cognitive performance achieved by children from 6 to 9 years of age, since as maternal schooling increases the percentiles obtained by their children also rise. However, this was not the case in those infants evaluated between 6 and 12 months of age. We conclude about the importance of early life in growth, maturation and subsequent child development and the impact that family, cultural and social environments may have on them. Cognitive development is understood as a multi-determined process with subjective, environmental, historical and social and genetic aspects, among others.

WISC-III: Instrumento para Confirmação de Altas Habilidades:superdotação / WISC-III: Instrument for Confirmation of Giftedness / WISC-III: Instrumento para la Confirmación de Altas Habilidades:superdotación

A identificação de alunos com altas habilidades/superdotação (AH/SD) é um processo complexo e necessário. Em uma escola estadual de uma cidade do interior do estado de São Paulo, os 326 alunos que frequentavam os primeiros anos do ensino fundamental participaram de uma triagem para identificação de AH/SD. Utilizaram-se o teste das Matrizes Progressivas de Raven, o Teste de Desempenho Escolar (TDE) e a indicação do professor, via um protocolo de avaliação. Setenta e quatro alunos, de seis a 11 anos de idade, apresentaram indicadores de AH/SD em pelo menos dois dos instrumentos. O presente estudo pretendeu confirmar o alto desempenho intelectual deles utilizando o WISC-III. Para confirmar as AH/SD, adotou-se o critério de pelo menos dois indicadores, dos quatro instrumentos aplicados: apresentar um percentil de 90 ou mais no Raven; ter pelo menos dois resultados superiores nos subtestes do TDE; ser indicado pelo professor ou apresentar um QI de 130 ou mais em qualquer um dos subgrupos (QI Verbal, QI de Execução e QI Total) no WISCIII. Foram confirmados 11 alunos utilizando os critérios definidos. Também foram identificados 14 alunos que obtiverem pelo menos um QI superior no WISC-III. Os resultados apontaram que o WISC-III se mostrou adequado para confirmar a identificação de alunos com AH/SD e, também, apontar um grupo de alunos que apresentaram resultados superiores, potencialmente com AH/ SD, que se beneficiariam de serviços específicos. Considerando a idade dos participantes, sugerese que o WISC-III seja utilizado para monitorar sistematicamente o seu desempenho intelectual juntamente com instrumentos que avaliem seus interesses e habilidades....(AU)

The identification of students with giftedness is a complex and necessary process. In a state school located in a city of the State of São Paulo, 326 pupils who have attended to the early years of elementary school were evaluated in order to identify giftedness. Raven's Progressive Matrices test, the School Achievement Test and teacher`s indication through an evaluation protocol were used. ness indicators in two instruments at least. This study intended to confirm the high intellectual development of those pupils using the WISC-III. In order to confirm giftedness, the chosen criterion was to consider at least two indicators of the four instruments used: presenting a percentile of 90 or higher in Raven's test; obtaining at least two higher results in School Achievement Test subtests; being pointed by the teacher or achieving a result of 130 or higher in any subgroups (Verbal IQ, Execution IQ and Total IQ) on WISC-III. Eleven students were confirmed by these criteria. Fourteen students who reached at least one higher IQ on WISC-III were identified as well. The WISC-III results were considered suitable to confirm the identification of students with giftedness and, also, pointed a group of pupils who showed higher results, potentially with giftedness, and were benefited from specific services. Considering the age of the participants, it is suggested that WISC-III could be used to track their intellectual development with instruments which could evaluate their interests and skills....(AU)

La identificación de alumnos con altas habilidades/superdotación (AH/SD) es un proceso  complejo y necesario. En una escuela estatal de una ciudad del interior del Estado de São Paulo, los 326 alumnos que frecuentaban los primeros años de la enseñanza primaria participaron en una selección para identificación de AH/SD. Se utilizó la prueba de las Matrices Progresivas de Raven, la Prueba de Desempeño Escolar y la indicación del profesor, a través de un protocolo de evaluación. 74 alumnos, de seis a 11 años de edad, presentaron indicadores de AH/SD en al menos dos de los instrumentos. El presente estudio pretendió confirmar el alto desempeño intelectual de ellos utilizando el WISC-III. Para confirmar las AH/ SD, se adoptó el criterio de al menos dos indicadores, de los cuatro instrumentos aplicados: presentar un percentil de 90 o más en el Raven; tener por lo menos dos resultados superiores en las subpruebas de la Prueba de Desempeño Escolar; ser indicado por el profesor o presentar un CI de 130 o más en cualquiera de los subgrupos (CI Verbal, CI de Ejecución y CI Total) en el WISC-III. Se han confirmados 11 alumnos utilizando los criterios definidos. También se han identificados 14 alumnos que obtienen al menos un CI superior WISC-III. Los resultados apuntaron que el WISC-III se mostró adecuado para confirmar la identificación de alumnos con AH/SD y, también, apuntar un grupo de alumnos que presentaron resultados superiores, potencialmente con AH/SD, que se beneficiaría de servicios específicos. Considerando la edad de los participantes, se sugiere que el WISC-III se utiliza para supervisar sistemáticamente su rendimiento intelectual junto con instrumentos que evalúen sus intereses y habilidades....(AU)

WISC-IV: Evidências de Validade para Grupos Especiais de Superdotados” WISC-IV / WISC-IV: Evidence of Validity with Special Groups of Gifted

O objetivo do estudo é verificar evidências de validade da Escala Wechsler Inteligência (WISC-IV) para grupos especiais superdotados, baseada em variáveis externas com grupos especiais superdotados. Os instrumentos utilizados foram: Escala Wechsler Inteligência (WISC-IV) e Escala Características Comportamentais Alunos Habilidades Superiores - Revisada (SRCBBSS-R), versão professores, itens Aprendizagem, Criatividade, Motivação e Comunicação-Precisão. Participaram 68 crianças e adolescentes, de 6 a 16 anos e 11 meses dividos em: Grupo (superdotado) de 31 crianças com indicativos Superdotação (SRCBBSS-R) e grupo (não-superdotado) de 37 crianças não indicados (SRCBBSS-R). Análise por meio do test-t de Student apontaram diferenças estatisticamente significativas entre ser superdotado e não-superdotado ( de acordo com SRCBBSS-R), em relação (WISC-IV), em QI Total e Índices Fatoriais. Para QIT, t (66) 7,46, P < 0,001, indicando que o WISC IV discrimina os grupos. Estudos com amostras de outras regiões poderão complementar o presente estudo.

The aim of this study was to seek validity evidence for Wechsler Intelligence Scale (WISC-IV) based on external variables with special gifted groups. The instruments used were: the Wechsler Intelligence Scale (WISC-IV) and the Scales for Rating the Behavioral Characteristics of Superior Students - Revised (SRCBBSS-R), teacher’s version, items Learning, Creativity, Motivation and Communication-precision. Sixty-eight children and adolescents aged 6-16 years and 11 months took part in the study. Of those31 children with indicative of Giftedness (SRCBBSS-R) (group gifted) of and 37 children not indicated (SRCBBSS-R) (group non-gifted). Analysis performed by Student’s t-test showed statistically significant differences between being gifted and non-gifted ( according to SRCBBSS-R), on the WISC-IV n total IQ and factorial indexes. For QIT, t (66) 7.46, P<0.001, suggesting the WISC IV discriminated between groups. Studies with samples from other regions can complement the present study.

Evidências de validade convergente e discriminante dos escores do SON-R 6-40 / Evidence of convergent and discriminant validity of the SON-R 6-40 scores / Evidencias de validez convergente y discriminante de los puntajes del test SON-R 6-40

Um adequado processo de validação é essencial para possibilitar uma interpretação correta dos escores de um teste. Assim, o objetivo deste estudo foi obter evidências de validade convergente e discriminante dos escores do teste SON-R 6-40, um teste não verbal de inteligência de origem holandesa, para o qual estão sendo elaboradas as normas brasileiras. O teste foi administrado juntamente com o WISC-IV em uma amostra de 120 crianças de 10 a 14 anos. A correlação, corrigida para atenuação, entre escores totais do SON-R 6-40 e do WISC-IV foi de 0,73. Como esperado, a correlação mais alta foi obtida entre SON-R 6-40 e Índice de Organização Perceptual do WISC-IV (r = 0,84) e a correlação mais baixa foi entre SON-R 6-40 e Índice de Velocidade de Processamento (r = 0,32). Os resultados obtidos indicam evidências satisfatórias de validade convergente e discriminante dos escores do SON-R 6-40 para a faixa etária investigada.

An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, the purpose of this study was to acquire evidence of the convergent and discriminant validity of the test scores on the SON-R 6-40, a non-verbal test of intelligence of Dutch origin, for which Brazilian rulings are being prepared. The test was performed together with the WISC-IV to a sample of 120 children from 10 up to 14 years old. The correlation, corrected for attenuation, between the total scores on the SON-R 6-40 and the WISC-IV was .73. As expected, a higher correlation (r = .84) was obtained between the SON-R 6-40 and the Perceptual Organization Scale of the WISC-IV, and the lowest correlation was between SON-R 6-40 and the Processing Speed Scale (r = 0.32). The results indicate satisfactory evidence of the convergent and discriminant validity of the SON-R 6-40 scores for the age group investigated in the research sample.

Un proceso de validación apropiado es esencial para conseguir una correcta interpretación de los resultados de un test. Así, el objetivo de este estudio fue obtener evidencias de validez convergente y discriminante de los puntajes del test SON-R 6-40, un test no verbal de inteligencia de origen holandés, para el cual están siendo elaboradas las normas brasileñas. El test fue administrado junto con el WISC-IV en una muestra de 120 niños de 10 a 14 años. La correlación, corregida para la atenuación, entre los puntajes totales del SON-R 6-40 y del WISC-IV, fue de 0,73. Como esperado, la correlación más alta fue obtenida entre el SON-R 6-40 y el Índice de Organización Perceptual del WISC-IV (r = 0,84), y la correlación más baja fue entre SON-R 6-40 y el Índice de Velocidad de Procesamiento (r = 0,32). Los resultados obtenidos indican una adecuada validez convergente y discriminante de los puntajes del test SON-R 6-40 para el grupo etario investigado.

The consistency of C-WISC and WISC-Ⅳ in diagnostic mental retardation in children / 中华行为医学与脑科学杂志

Objective To compare the difference between C-WISC and WISC-Ⅳ in the diagnosis of IQ in the children diagnosed with mental retardation(MR) or borderline intellectual funcition(BIF).Methods 80 children aged 6-16 years were enrolled in this study.All of them were diagnosed with MR or BIF based on the criteria of DSM-Ⅳ-R.Then,C-WISC and WISC-Ⅳ were used to measure the IQ.Results There was no significant difference in the scores of full IQ between C-WISC and WISC-Ⅳ in these children ((65.49±12.83) vs (64.86±10.10),t=-0.591,P＞0.05).The score of verbal intelligence quotient in the C-WISC was significantly lower than the corresponding score in the WISC-Ⅳ ((64.96± 13.14) vs (68.26 ± 10.99),t=3.029,P＜0.05).The score of performance intelligence quotient in the C-WISC was significantly higher than the corresponding score in the WISC-Ⅳ ((72.48±14.04) vs (69.35±11.75),t=-2.488,P＜0.05).The scores of similarities,coding,and block design in the C-WISC were significantly higher than the corresponding score in the WISC-Ⅳ (P＜0.05)).There was no significant difference in the scores of comprehension and digit span between the two methods (P＞0.05).There was also no significant difference in MR hierarchical diagnosis between the two methods (x2=0.427,P9＞0.05).Conclusion There is no significant difference between C-WISC and WISC-Ⅳ in the diagnosis of IQ in the children aged 6-16 years who were diagnosed with MR or BIF.Both C-WISC and WISC-Ⅳ can be used to diagnose the MR and marginal intelligence for the children aged 6-16 years.

Puntuaciones Alternativas del WISC-IV ara la Interpretación de la Capacidad Intelectual: Índices de Capacidad General y Competencia Cognitiva

El objetivo de este artículo es presentar dos índices alternativos para la interpretación de la Escala de Wechsler para niños: los índices Capacidad General (ICG) y Competencia Cognitiva (ICC). El ICG proporciona una estimación de la capacidad general, con reducida influencia de la memoria de trabajo y rapidez de procesamiento. El ICC representa las competencias en el procesamiento cognitivo de tareas complejas de nivel superior. Se trabajó con 1437 participantes entre 6 y 16 años. El análisis factorial confirmatorio evidenció estructuras unidimensionales para cada índice, los cuales también presentaron adecuados coeficientes de consistencia interna. Se presentan pasos para la implementación de los índices y tablas de conversión correspondientes. Si bien estas puntuaciones no deben confundirse con el Cociente Total, resultan ser estimaciones útiles que enriquecen el estudio de la capacidad intelectual que permite analizar el sentido que cada perfil delinea y favorece la exploración de hipótesis cognitivas específicas del WISC-IV.

The objective of this paper is to present two alternative indexes for the interpretation of Wechsler Intelligence Scale for Children: General Ability Index (GAI) and Cognitive Proficiency (CPI) indexes. The GAI provides an estimation of the general intellectual capacity with reduced influence on the working memory and processing speed. The CPI represents the competences of a subject's cognitive processing of higher-level complex tasks. We worked with 1437 participants between 6 and 16 years. The confirmatory factor analysis showed the one-dimensional structures proposed for each index, which also presented adequate coefficients of internal consistency. Steps are presented for implementing the corresponding conversion tables and indexes. Although these scores should not be confused with the IQ, they are useful estimates to enhance the study of the intellectual capacity that allows analyzing the sense that each profile delineates and favors the exploration of specific cognitive hypotheses of WISC-IV.

Proposta de uma forma reduzida do WISC-IV para avaliação intelectual de surdos / WISC-IV reduced form proposal for intellectual assessment of the deaf / Propuesta de una forma reducida del WISC-IV para evaluación intelectual de sordos

Todo instrumento de avaliação deve ser revisado e adaptado quando utilizado em uma população diferente daquela para a qual foi padronizado. Este artigo apresenta os procedimentos teóricos do processo de adaptação de uma Forma Reduzida do teste WISC-IV para surdos. Objetivando uma avaliação mais rápida, porém representativa do modelo quadrifatorial do teste, foram selecionados oito subtestes: Vocabulário, Semelhanças, Cubos, Raciocínio Matricial, Código, Procurar Símbolos, Dígitos e Sequência de Números e Letras. As instruções e os itens foram traduzidos para Libras e a versão inicial foi apresentada à peritos na cultura surda e testada em oito alunos surdos. A forma experimental resultou em inclusão e exclusão de itens, inserção de ilustrações e itens de exemplos e, ainda, algumas modificações no processo de aplicação dos subtestes, atendendo às especificidades da cultura surda. Após os ajustes necessários, a versão experimental deve ser testada em uma amostra mais representativa para a realização das análises psicométricas. (AU)

Each assessment instrument should be reviewed and adapted when used with a population other than the one for which it was standardized. This article presents the theoretical procedures of the adaptation process for a Reduced Form of the WISC-IV test for deaf people. Aiming for a faster, but representative, evaluation of the quadripartite model of the test, eight subtests were selected: Vocabulary, Similarities, Cubes, Matrix Reasoning, Coding, Symbol Search, Digit Span, and Letter-Number Sequencing. Instructions and items were translated into sign language and the initial version was presented to experts in deaf culture and tested on eight deaf students. The experimental form resulted in inclusion and exclusion of items, insertion of illustrations and sample items, as well as some modifications in the process of applying the subtests, taking into account the specificities of the deaf culture. After the necessary adjustments, the experimental version should be tested in a more representative sample for performing the psychometric analysis. (AU)

Cada instrumento de evaluación debe ser revisado y adaptado cuando es utilizado en una población diferente de aquella para el cual fue creado. En este artículo se presentan los procedimientos teóricos del proceso de adaptación de una forma reducida del test WISC-IV para sordos. Fueron seleccionados ocho sub-tests con el objetivo de una evaluación más rápida pero también representativa del modelo cuatriparal del mismo: Vocabulario, Semejanzas, Diseño con Cubos, Raciocinio Matricial, Códigos, Búsqueda de Símbolos, Dígitos y Secuencia de Números y Letras. Las instrucciones y los ítems fueron traducidos para Libras y la versión inicial se presentó a peritos en cultura de sordos y fue experimentada en ocho estudiantes también sordos. La forma experimental del test resultó en inclusión y exclusión de ítems, inserción de ilustraciones e ítems de ejemplos y también algunas modificaciones en el proceso de aplicación de los sub-tests, de acuerdo a las características específicas de la cultura de sordos. Después de los ajustes necesarios, la versión experimental se debe probar en una muestra más representativa para la realización de los análisis psicométricos. (AU)

Cognitive Characteristics of Attention-Deficit Hyperactivity Disorder in Korean Wechsler Intelligence Scale for Children-Fourth Edition: Focused on General Ability Index and Cognitive Proficiency Index

OBJECTIVES: The purpose of this study was to investigate the clinical utility of the Korean Wechsler Intelligence Scale for Children-Fourth Edition (K-WISC-IV) and General Ability Index (GAI) in children with attention-deficit hyperactivity disorder (ADHD). METHODS: The GAI and Full Scale IQ (FSIQ) in K-WISC-IV were compared for a group of 79 children with ADHD and 234 normal children. The mean differences within each group were testified by the t-test and Cohen's d. The Wechsler's descriptive classifications for each GAI and FSIQ score were analyzed in the children with ADHD. Additionally, the critical value for the difference between the means of the FSIQ and GAI was calculated in the normal children. RESULTS: The score on the GAI was higher than that on the FSIQ in the children with ADHD, with a mean difference of 2.19 points. The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. According to Wechsler's descriptive classification, the application of the GAI showed a lower (7.59%), equal (61.65%) or higher (60.76%) prevalence of ADHD compared to the application of FSIQ. CONCLUSION: The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. The GAI reflecting the attention and behavioral problems in children with ADHD could be utilized as an alternative global intelligence estimate that considers their potential for development.

La Relación entre el Nivel Educativo de la Madre y el Rendimiento Cognitivo Infanto-Juvenil a partir del WISC-IV / The Relationship Between Maternal Educational Level and Infant-Juvenile Cognitive Performance Based on WISC-IV Scale

A efectos de explorar la relación entre rendimiento intelectual y nivel educativo materno, en el presente estudio piloto se analizan 50 díadas madre-hijo. El rendimiento cognitivo de los menores se evaluó a través de la Escala de Inteligencia para Niños de Wechsler -cuarta edición (WISCIV) en su adaptación argentina, y los años de educación materna a partir de un cuestionario sociodemográfico. Los resultados indicaron correlaciones significativas entre las dos variables evaluadas. De este modo, se constata la relevancia de la educación materna como predictor del rendimiento en el WISC-IV. Las conclusiones ratifican la necesidad de reconocer los factores socio-ambientales que rodean al sujeto para desarrollar una interpretación más completa de la producción registrada en el test.

This research paper aims to explore the relationship between intellectual performance and maternal educational level. 50 mother-child couples were sampled. To assess the children's cognitive performance, the Wechsler (4th edition (WISC-IV) scale and a demographic questionnaire of maternal education were used. The results showed significant correlations between the two variables. Consequently, maternal education as relevant performance predictor in WISC-IV scale is confirmed. The conclusions also prove the need to recognize socio-environmental factors around this subject to develop a more comprehensive interpretation related to the test results.

Velocidade de processamento da informação em adolescentes de escolas públicas e privadas / Speed of Information processing in adolescents from public and private schools / Velocidad de Tratamiento de la información en los adolescentes de escuelas públicas y privadas

A velocidade de processamento da informação se refere à atividade mental por certo período de tempo. O objetivo do estudo foi investigar esta velocidade de processamento em adolescentes de 14 anos de escolas públicas e privadas. Foram selecionadas 14 adolescentes (sexo feminino) que cursavam o 9º ano do Ensino Fundamental ou o 1º ano do Ensino Médio. Foram avaliadas por meio do IVP (Código, Procurar símbolos e Cancelamento) da WISC-IV e do Teste de Trilhas Coloridas Infantil (TTCI). O teste qui-quadrado apontou maior número de quase erros no TTCI em meninas que frequentavam escola privada. Nenhuma diferença foi encontrada entre os grupos no IVP. Embora o tipo de escola não pareça produzir diferenças entre os grupos no IVP, o número de quase erros, indicativo de distração, mostrou-se mais sensível para identificar essas diferenças. Sugere-se que o número de quase erros possa indicar diferenças mais sutis entre os grupos...

The speed of information processing refers to attainment of mental activity in a certain period of time. The aim of this study was investigate the speed of information processing in 14 years old girls, who attended public and private schools. We selected 14 girls who were in the 9th grade of elementary school or 1st year of high school. Half of them attended public school and the other half attended private school. They were evaluated by: Processing Speed Index - PSI (Coding, Symbol Search and Cancellation) of the WISC - IV and the Trail Making Test Colored Children (TTCI). The chi-square test showed a higher number of near-misses in CCTT in girls attending private school compared to girls attending public school. No difference was found between the two groups in the PSI. Although the type of school does not seem to produce significant differences between the groups in the PVI, the number of nearmisses showed a more sensitive measure to identify these differences. It is suggested that the number of near-misses may indicate subtle differences between groups...

La velocidad de procesamiento de información se refiere a la realización de actividad mental en un determinado período de tiempo. El objetivo de este estudio fue investigar la velocidad de procesamiento de información en adolescentes de 14 años que asisten a escuelas públicas y privadas. Fueron seleccionado 14 adolescentes, de sexo femenino que curzaban 9 º o 10º grado. La mitad asistia a la escuela pública y la otra mitad a la escuela privada. Fueron evaluadas utilizando las siguientes pruebas: IVP (Código, búsqueda y cancelación de símbolos) de la bacteria WISC-IV y test infantil de sequencias coloreadas (TISC). El t-test mostro un mayor número de casi errores en TISC en las niñas que asisten a las escuelas privadas. No se encontraron diferencias entre los dos grupos en las otro pruebas. Se sugiere que la medición de la cantidad de casi errores revelan una mayor sensibilidad en TTCI...

Usability of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) “Cancellation” from the Perspective of Executive Function / The Japanese Journal of Rehabilitation Medicine

Objectives : In Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), full scale intelligence quotient (FSIQ) and the index scores are thought to be solely important and supplemental subtests are not taken into account in the score.However, in assessment by intelligent tests it is required that we analyze the result from many directions. Accordingly, the factor of “Cancellation” was taken up and the importance of adding a focus on the qualitative side of the test results was examined. Methods : Some 412 children who received WISC-IV in our developmental evaluation center were divided into three groups according to their intellectual level, and of these, 30 persons were assigned to each group [total of 90] selected at random to comprise the sample. By comparing the index scores and the scaled scores for each group,we have classified the procedures of deletion into six types. Results : The more the intellectual level increases, the lower the “Cancellation” scaled score becomes compared to the other subtests. Further, the scaled score was lower in the type of deletion procedure such as systematic linear strategy. Conclusion : In the high intellect level group, the scaled “Cancellation” score was lower than the other subtests, it was thought to be because there were many “order type” subjects using a systematic linear strategy. It was also considered that attention to the qualitative aspects as well as quantitative is important in “Cancellation”. Therefore, when assessing high intellect children with developmental disabilities in the future, a clinical examination that incorporates “Cancellation” to detect executive function disabilities such as persistence or poor planning ability is desirable.