Journals / Çocuk Dergisi / 2021 / Cilt: 21 - Sayı: 2

Evaluation of Children with Attention Deficit Hyperactivity Disorder on the Wechsler Intelligence Scale for Children-IV

Dikkat Eksikliği Hiperaktivite Bozukluğu Olan Çocukların Wechsler Çocuklar İçin Zeka Ölçeği-IV ile Değerlendirilmesi

Pages
136–141
Publication Date
2022-10-10
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Conclusion: The WISC-IV scale, which is increasingly preferred in the clinic use, could help to obtain information about cognitive performance in children with ADHD, regardless of the severity of ADHD symptoms.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objective: The aim of this study was to evaluate the cognitive performance and clinical characteristics of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) who had attended a tertiary center.
📊
Key Findings & Data:Method: Fifty-six children and adolescents aged 7-16 years with ADHD who had been admitted to the Child and Adolescent Psychiatry clinic between June 2020 and March 2021 were retrospectively included in the study.
💡
Conclusion & Impact:Conclusion: The WISC-IV scale, which is increasingly preferred in the clinic use, could help to obtain information about cognitive performance in children with ADHD, regardless of the severity of ADHD symptoms.
🔬Design:Research Article
📍Scope:2020 Verileri
⚙️Variables:Wechsler çocuklar için zeka ölçeği · dördüncü sürüm · dikkat eksikliği hiperaktivite bozukluğu

Abstract

Objective: The aim of this study was to evaluate the cognitive performance and clinical characteristics of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) who had attended a tertiary center. Method: Fifty-six children and adolescents aged 7-16 years with ADHD who had been admitted to the Child and Adolescent Psychiatry clinic between June 2020 and March 2021 were retrospectively included in the study. A semi-structured interview form for the Affective Disorders and Schizophrenia Interview Schedule-Present Version for School-Age Children was used to determine mental disorders. The Clinical Global Impression Scale (CGIS) was completed to assess the severity of ADHD symptoms. The Wechsler Intelligence Scale for Children-IV (WISC-IV) was used in the assessment of cognitive skills. Results: The median age of the participants was 13 and 71.4% of them were male. The Working memory index (s=83.3) and Full-Scale IQ (FSIQ) (s=84) were found to be the lowest scores. According to the comparisons between CGIS, the FSIQ score (χ2=0.736; p=0.947), verbal comprehension index (χ2=2.882; p=0.578), perceptual reasoning index (χ2=1.412; p=0.842), working memory index (χ2=1.980; p=0.739), processing speed index (χ2=1.673; p=0.796) were not found to be statistically different between the groups. Conclusion: The WISC-IV scale, which is increasingly preferred in the clinic use, could help to obtain information about cognitive performance in children with ADHD, regardless of the severity of ADHD symptoms.

Özet

Amaç: Bu çalışmanın amacı, üçüncü basamak bir merkezde değerlendirilerek Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) tanısı almış çocuk ve ergenlerin bilişsel performanslarını ve klinik özelliklerini incelemektir. Yöntem: Haziran 2020-Mart 2021 tarihleri arasında Çocuk ve Ergen Psikiyatrisi kliniğine başvuran 7-16 yaş arası DEHB’li 56 çocuk ve ergen geriye dönük olarak çalışmaya dahil edildi. Ruhsal bozuklukları belirlemek için yarı yapılandırılmış bir görüşme formu olan Okul Çağı Çocukları için Duygulanım Bozuklukları ve Şizofreni Görüşme Çizelgesi-Şimdi Versiyonu uygulanmıştır. DEHB semptomlarının şiddetini değerlendirmek için Klinik Global İzlenim Ölçeği (KGİÖ) tamamlandı. Bilişsel becerilerin incelenmesinde Wechsler Çocuklar İçin Zeka Ölçeği-IV (WÇZÖ-IV) kullanılmıştır. Bulgular: Katılımcıların ortanca yaşı 13 idi ve %71,4’ü erkekti. Çalışma belleği indeksi (s=83,3) ve Tüm Ölçek IQ (TÖIQ) (s=84) en düşük puanlar olarak bulundu. TÖIQ puanı (χ2=0,736; p=0,947), sözel kavrama indeksi (χ2=2,882; p=0,578), algısal akıl yürütme indeksi (χ2=1,412; p=0,842), çalışma belleği indeksi (χ2=1,980; p=0,739), işlemleme hızı indeksi (χ2=1,673; p=0,796) açısından KGİÖ grupları arasında istatistiksel olarak farklı bulunmadı. Sonuç: Klinik kullanımda giderek daha fazla tercih edilen WÇZÖ-IV, DEHB semptom şiddetinden bağımsız olarak DEHB’li çocuklarda bilişsel performans hakkında bilgi edinmeye yardımcı olabilir.

🔖

Cite This Article

ŞAHİN, B., USTA, M. B., ÖNAL, B. S., HOŞOĞLU, E. (2022). Evaluation of Children with Attention Deficit Hyperactivity Disorder on the Wechsler Intelligence Scale for Children-IV. Çocuk Dergisi, Cilt: 21 - Sayı: 2, 136–141. https://ajindex.com/articles/484019

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (1)

  1. Çelik C, Yiğit İ, Yiğit MG, Erden G. Klinik ve normal örneklemlerde WISC-IV’ün faktör yapısının incelenmesi: çoklu grup doğrulayıcı faktör analizi. Düşünen Adam 2020;33(3):296-309. google scholar 2. Çelik C. Use of Wechsler Intelligence Scales for Children in the assessment of attention deficit hyperactivity disorder. Turk J Child Adolesc Ment Health 2014;21:65-78. google scholar 3. Uluc S, Oktem F, Erden G, Gencoz T, Sezgin N. Wechsler Intelligence Scale for Children-IV: A New Era for Turkey in Evaluation of Intelligence in the Clinical Context. Turkish Psychological Articles 2011;14:49-57. google scholar 4. Faraone SV, Sergeant J, Gillberg C, Biederman J. The worldwide prevalence of ADHD: is it an American condition? World psychiatry 2003;2(2):104. google scholar 5. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM- 5®). American Psychiatric Pub. google scholar 6. Sharma A, Couture J. A review of the pathophysiology, etiology, and treatment of attention-deficit hyperactivity disorder (ADHD). Ann Pharmacother 2014;48(2):209-25. google scholar 7. Damasio AR, Tranel D, Damasio HC. Behavior: theory and preliminary testing. Frontal lobe function and dysfunction. 1991;217. google scholar 8. Castellanos FX, Sonuga-Barke EJ, Milham MP, Tannock R. Characterizing cognition in ADHD: beyond executive dysfunction. Trends Cogn Sci 2006;10(3):117-23. google scholar 9. Al-Yagon M, Forte D, Avrahami L. Executive functions and attachment relationships in children with ADHD: Links to externalizing/internalizing problems, social skills, and negative mood regulation. J Atten Disord 2020;24(13):1876-90. google scholar 10. Çelik C, Erden G. Wechsler çocuklar için zekâ ölçekleri ile dikkat eksikliği hiperaktivite bozukluğu olan çocukların bilişsel profillerinin incelenmesi: Ankara Üniversitesi Sosyal Bilimler Enstitüsü Psikoloji (Doktora Tezi; 2013). google scholar 11. Frazier TW, Demaree HA, Youngstrom EA. Meta-analysis of intellectual and neuropsychological test performance in attention-deficit/hyperactivity disorder. Neuropsychology 2004;18(3):543. google scholar 12. Jensen PS. A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Arch Gen Psychiatry 1999;56(12):1073-86. google scholar 13. Schwean VL, McCrimmon A. Attention-deficit/hyperactivity disorder: Using the WISC-IV to inform intervention planning. WISC-IV clinical assessment and intervention 2008;2:193-215. goog