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(Significance of low scores)
 
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==Significance of low scores==
 
==Significance of low scores==
   
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. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005.
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The [[Interpreting WAIS-III subtests: Processing Speed Index|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 [[Interpreting WAIS-III subtests: Freedom from Distractibility Index|Freedom from Distractibility Index]] (FDI) scores that were below the group mean IQ and lower than [[Interpreting WAIS-III subtests: Verbal Comprehension Index|Verbal Comprehension Index]](VCI) and [[Interpreting WAIS-III subtests: Perceptual Organization Index|Perceptual Organization Index]](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. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005.
 
[http://onlinelibrary.wiley.com/doi/10.1002/pits.20067/pdf Get PDF (78K]
 
[http://onlinelibrary.wiley.com/doi/10.1002/pits.20067/pdf Get PDF (78K]
   

Latest revision as of 15:44, December 22, 2011

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Description of the sub-test taskEdit

Psychometric properties of the subtestEdit

Significance of high scoresEdit

Significance of low scoresEdit

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 Index(VCI) and Perceptual Organization Index(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. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005. Get PDF (78K

source of this abstract: [1]

Psychology in the SchoolsVolume 42, Issue 4, Article first published online: 8 MAR 2005Edit

Possible clinical significance of testEdit

Possible neuropsychological significance of testEdit

Possible confounding influences on test scoresEdit


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