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Title

WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities

Authors
Bovet-Boone, F.
Peiffer, E.
Published in Revue européenne de psychologie appliquée. 2016, vol. 66, no. 3, p. 101-107
Abstract tIntroduction. – In addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index(CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and theCPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to providedifferent views into individual's cognitive abilities.Objective. – The purpose of the present study is to provide the frequency of GAI/CPI score difference bydirection, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, forthe French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV).Method. – These frequencies are provided for a sample of healthy children (n = 483), and for a sample ofchildren with learning disabilities (LD, n = 370). The GAI comprises verbal comprehension and perceptualreasoning subtests, while CPI comprises working memory and processing speed subtests.Results. – Results indicated that the healthy sample performed better than the LD sample for all compositescores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for theLD sample (−1.35 points vs. −3.22 points). The GAI was higher than the CPI for both samples, but thisdifference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while theFSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 pointsvs. 2.95 points).Conclusion. – These findings support the use of the GAI and the CPI, in addition to the FSIQ.
Keywords WISC-IVGAICPIAssessmentBase rateLearning disability
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Research group Evaluation psychométrique et différences individuelles (EPEDI)
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LECERF, Thierry et al. WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities. In: Revue européenne de psychologie appliquée, 2016, vol. 66, n° 3, p. 101-107. https://archive-ouverte.unige.ch/unige:84101

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Deposited on : 2016-05-31

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