Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample
Open accessAbstract
This study investigated the stability of Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) scores for 225 children and adolescents from an outpatient neuropsychological clinic across, on average, a 2.6 year test-retest interval. WISC-V mean scores were relatively constant but subtest stability score coefficients were all below 0.80 (M = 0.66) and only the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), and omnibus Full Scale IQ (FSIQ) stability coefficients exceeded 0.80. Neither intraindividual subtest difference scores nor intraindividual composite difference scores were stable across time (M = 0.26 and 0.36, respectively). Rare and unusual subtest and composite score differences as well as subtest and index scatter at initial testing were unlikely to be repeated at retest (kappa = 0.03 to 0.49). It was concluded that VCI, VSI, and FSIQ scores might be sufficiently stable to support normative comparisons but that none of the intraindividual (i.e. idiographic, ipsative, or person-relative) measures were stable enough for confident clinical decision making.
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The WISC-V shows adequate convergent and discriminant validity, particularly as a supporting instrument in the assessment of ADHD and other neurodevelopmental difficulties.
“Likewise, it shows adequate convergent and discriminant validity, particularly as a supporting instrument in the assessment of ADHD and other neurodevelopmental difficulties [37, 38, 39].”
From ADHD, Subtypes and Cognitive Performance: WISC-V as a Support Tool for Diagnostic Assessment (2026) · cites this paper as [37]
The Abstract describes the WISC-V as psychometrically sound, and the Summary & conclusions finds the VCI and FSIQ scores sufficiently reliable for clinical use. But the paper studies long-term score stability, not convergent or discriminant validity for assessing ADHD or other neurodevelopmental difficulties; its conclusions also caution against overinterpreting other WISC-V scores. No page numbers are provided in our copy. (LLM, conf=0.82)
Experimental — accuracy not yet measuredModifying the administration and scoring of the WISC-IV digit span backward subtest reduced its association with fluid reasoning from a significant r=.49 to a non-significant r=.15 and increased its associations with latent working memory (reordering and dual-processing, r=.53-.58) and academic achievement (r=.49).
“modifications to the subtest administration and scoring decreased its association with fluid reasoning (from a statistically significant r=.49 to a non-significant r=.15) and substantially increased the magnitude of its associations with latent estimates of working memory, specifically reordering and dual-processing (r=.53-.58) and academic achievement (r=.49).129”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [129]
Split into 2 atoms — 0 confirmed, 0 partially supported, 0 disputed, 0 misattributed, 2 unverifiable. Expand the claim to see per-atom verdicts.
Experimental — accuracy not yet measuredThe modified digit span backward becomes a valid measure of working memory at the point where testing is traditionally discontinued.
“The results indicated that “digit span backward becomes a valid measure of working memory at exactly the point that testing is traditionally discontinued”.129”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [129]
The Method > Instrument section identifies Digit Span as a WISC-V subtest used in the Working Memory Index, but does not discuss a modified backward task or when testing is discontinued. The Summary & conclusions section addresses long-term score stability, not that claim. Searches for the quoted phrase and for modified digit span backward found no supporting passage in our copy; page numbers were unavailable. (LLM, conf=0.76)
Experimental — accuracy not yet measuredIn children with ADHD, traditional scoring of the WISC-IV digit span backward subtest failed to predict working memory or achievement and showed moderate correspondence with fluid reasoning (general factor g).
“the results revealed that traditional scoring of the Wechsler Intelligence Scale for Children-IV digit span backward subtest (a commonly used task assumed to test working memory) failed to predict working memory or achievement and instead showed moderate correspondence with fluid reasoning (general factor g)131.”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [129]
The Method (Instrument; Participants & procedure, pages unavailable) describes repeat testing with the WISC-V, including children with ADHD. The Summary & conclusions reports test–retest stability comparisons, not whether traditionally scored WISC-IV Digit Span Backward predicts working memory or achievement or corresponds with fluid reasoning. Searches for those specific terms found no passage addressing the claimed result. (LLM, conf=0.78)
Experimental — accuracy not yet measured
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“Long-Term Stability of Wechsler Intelligence Scale for Children–Fifth Edition Scores in a Clinical Sample The Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V; Wechsler, 2014a) is one of the most frequently used tests in clinical practice (Benson et al., 2019; Groth-Marnat & Wright, 2016).”
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ResultMeta-analysis of academic interventions derived from neuropsychological data.
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“…index scores seem to add little value beyond the FSIQ score for interpretation or prediction of meaningful outcomes (Canivez et al., 2014, 2020; Canivez & Watkins, 2016; Dombrowski et al., 2018, 2019; Freeman & Chen, 2019; McDermott et al., 1992; Watkins & Canivez, in press; Watkins & Styck, 2017).”
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“Given this evidence, clinicians should be careful not to overinterpret WISC-V scores for both ethical (Weiner, 1989) and legal (Reynolds & Milam, 2012) reasons.”
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“…index scores seem to add little value beyond the FSIQ score for interpretation or prediction of meaningful outcomes (Canivez et al., 2014, 2020; Canivez & Watkins, 2016; Dombrowski et al., 2018, 2019; Freeman & Chen, 2019; McDermott et al., 1992; Watkins & Canivez, in press; Watkins & Styck, 2017).”
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“Further, these factor index scores seem to add little value beyond the FSIQ score for interpretation or prediction of meaningful outcomes (Canivez et al., 2014, 2020; Canivez & Watkins, 2016; Dombrowski et al., 2018, 2019; Freeman & Chen, 2019; McDermott et al., 1992; Watkins & Canivez, in press;…”
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MethodInfluentialIntervention Validity of Cognitive Assessment
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“In contrast, when a test is used in clinical practice, examiners may not be so specially trained, test conditions as closely controlled, and scoring errors as limited (McDermott et al., 2014; Styck & Walsh, 2016).”
MethodCan Intelligence Testing Inform Educational Intervention for Children with Reading Disability?
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“exhibit poor validity (McGill, 2018; Watkins, 2005; Watkins & Glutting, 2000) given that poor reliability likely constrains psychometric validity (Bandalos, 2018).”
BackgroundResultInfluentialSelf-citationProfile reliability of cognitive ability subscores in a referred sample.
Styck, K. M., Beaujean, A. A., & Watkins, M. W. (2019) · Archives of Scientific Psychology · doi:10.1037/arc0000064 · Cited by 13 · cited 4× · see citing works
“Within such a framework, score profiles are seen as more useful for interpretation than the scores themselves because they focus on within-person performance in contrast to the between-person performance emphasized by the nomothetic approach (Styck et al., 2019).”
BackgroundMethodInfluentialSelf-citationAttention Problems and Stability of WISC-IV Scores Among Clinically Referred Children
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“For example, the FSIQ has always been the most stable WISC score and the composite scores the next most stable but often lower than 0.80 (Bartoi et al., 2015; Watkins & Smith, 2013).”
BackgroundResultInfluentialIssues Related to the WISC-V Assessment of Cognitive Functioning in Clinical and Special Groups
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“Given this evidence, clinicians should be careful not to overinterpret WISC-V scores for both ethical (Weiner, 1989) and legal (Reynolds & Milam, 2012) reasons.”
BackgroundStability of WISC-IV Process Scores
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“…prior research on several versions of the WISC (Bartoi et al., 2015; Canivez & Watkins, 1998; Farmer & Kim, 2020; Kieng et al., 2015; Lander, 2010; Ryan et al., 2010, 2013; Watkins & Canivez, 2004; Watkins & Smith, 2013), with theory regarding the reliability of person-relative scores (McDermott…”
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“A recent study investigated WISC-V difference scores with its standardization sample and found that the median subtest difference score reliability was 0.70 and the median composite difference score reliability was 0.81 (Farmer & Kim, 2020).”
BackgroundMethodResultInfluentialLegal issues in educational testing.
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“The Neurobehavioral Evaluation System 2 (NES2) incorporates various tests assessing attention, memory, and motor skills, although computer-based tasks may be influenced by technology familiarity and may not fully capture real-world behaviors (Watkins et al., 2022).”
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“However, human decision-making is prone to biases (e.g., confirmation bias, illusory correlation, Alchemist’s Fallacy; retrospective linkages; base rate fallacy; Dombrowski et al., 2022; Lilienfeld et al., 2012) and cannot be used to overcome the frailty of a method that lacks an evidentiary basis.”
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“…and other intelligence tests (DAS, KABC, UNIT), results have revealed that variation was mostly driven by level/elevation (an indication of general intelligence) rather than shape/pattern; and long-term stability of profile classification appears inadequate (Canivez, 2013; Watkins et al., 2021).”
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“WPPSI-IV is a cognitive ability test with high reliability and validity, which has been confirmed by extensive use in children with ASD; its standard and index scores have been found to be stable over time (Watkins, et al., 2022).”
The Validity of WISC-V Profiles of Strengths and Weaknesses
de Jong, P. F. (2023) · Journal of Psychoeducational Assessment · doi:10.1177/07342829221150868 · Cited by 7 · see citing works
“Many studies have been conducted that question the reliability and validity of patterns of strengths and weaknesses (Canivez et al., 2017; Macmann & Barnett, 1997; Miciak et al., 2018; Watkins et al., 2022).”
BackgroundDevelopmental dynamics of brain network modularity and temporal co-occurrence diversity in childhood
Song, Z., Wang, Q., Wang, Y., Ran, Y., Tang, X., Li, H., & Jiang, Z. (2024) · Journal of Affective Disorders · doi:10.1016/j.jad.2024.10.072 · Cited by 5 · see citing works
Zhou, X., Lin, W.-S., Zou, F., Zhong, S., Deng, Y., Luo, X., Shen, L., Wang, S.-H., & Guo, R. (2024) · World Journal of Pediatrics · doi:10.1007/s12519-024-00800-7 · Cited by 5 · see citing works
“The Wechsler Intelligence Scale is widely used in cognitive ability tests of children with ASD; it has high reliability and validity, and its standard and index scores have remained stable [29].”
Neurologic and Psychological Outcomes 2 Years After Multisystem Inflammatory Syndrome in Children
Rollins, C. K., Wypij, D., Zambrano, L. D., Calderon, J., Taylor, A. M., Worhach, J., Rodriguez, S., Licht, P. A., Maiman, M., Hart, N., et al. (2025) · JAMA Network Open · doi:10.1001/jamanetworkopen.2025.12487 · Cited by 4 · see citing works
Cognition in Pediatric Chiari Malformation Type 1 Before and After Posterior Fossa Decompression
Adolfsson, T., Edström, E., Pettersson-Segerlind, J., Tedroff, K., & Sandvik, U. (2025) · World Neurosurgery · doi:10.1016/j.wneu.2025.124654 · Cited by 3 · see citing works
Saarinen, M., Himanen, L., Raukola-Lindblom, M., Erkinjuntti, N., Vahlberg, T. J., Rinta-Rahko, A., Wiklund, J., Karrasch, M., Tenovuo, O. S., & Lähdesmäki, T. (2025) · European Journal of Paediatric Neurology · doi:10.1016/j.ejpn.2025.02.002 · Cited by 3 · see citing works
Riazi, A., Mahdkhah, A., Ashkaran, M. I., & Tehrani, D. S. (2023) · Interdisciplinary Neurosurgery · doi:10.1016/j.inat.2023.101809 · Cited by 3 · see citing works
Gonthier, C., Tourreix, E., Besançon, M., Grégoire, J. C., & Guignard, J. (2025) · Intelligence · doi:10.1016/j.intell.2025.101948 · Cited by 3 · see citing works
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Radstaake, M., Mous, S. E., Sadhwani, A., Wheeler, A., DeRamus, M., Dieleman, G. C., Navis, C., Legerstee, J. S., ten Hoopen, L. W., van der Ende, J., et al. (2025) · Journal of Intellectual Disability Research · doi:10.1111/jir.70026 · Cited by 2 · see citing works
“…also in children with Down syndrome, children with multiple somatic or developmental disabilities and even in children and adults who are typically developing (Niccols and Latchman 2002; Schmiedek et al. 2020; Visser et al. 2017; Wishart and Duffy 1990; Watkins and Smith 2013; Watkins et al. 2022).”
Kim, J.-S., Jeong, Y. J., Kim, S., Jun, S. J., Park, J.-Y., Hoe, H., & Song, J.-H. (2025) · JMIR Serious Games · doi:10.2196/73408 · Cited by 2 · see citing works
“Consequently, the recommended usage interval for WISC is 1-to 2.6 years, making it inappropriate for continuous monitoring [18-20].”
InfluentialBergeron, R., Floyd, R. G., McNicholas, P. J., & Farmer, R. L. (2022) · School Psychology Review · doi:10.1080/2372966x.2022.2094284 · Cited by 2 · see citing works
“A temporal stability estimate from an outpatient sample, across an average of 2.6 years, was .86 for the FSIQ (Watkins et al., 2022).”
BackgroundInfluentialADHD, Subtypes and Cognitive Performance: WISC-V as a Support Tool for Diagnostic Assessment
Lavigne-Cerván, R., Collado-Valero, J., Navarro-Soria, I., Rosales-Gómez, M., & Torrecillas-Martínez, M. (2026) · Actas Espanolas de Psiquiatria · doi:10.62641/aep.v54i3.2122 · Cited by 1 · see citing works
“Likewise, it shows adequate convergent and discriminant validity, particularly as a supporting instrument in the assessment of ADHD and other neurodevelopmental difficulties [37–39].”
Canivez, G. L., Watkins, M. W., McGill, R. J., & Dombrowski, S. C. (2026) · Assessment · doi:10.1177/10731911251412219 · Cited by 1 · see citing works
Self-citationStephenson, K. G., Norris, M., Kim, S. Y., Russell, N. C. C., Levine, A., Murphy, C., Youngstrom, E. A., & Butter, E. M. (2026) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-026-07352-x · Cited by 1 · see citing works
Mo, T., Wang, X., Luo, J., Lin, J., Meng, X., Hu, Z., Chen, L., Zhang, L., Chen, Y., Cao, D., et al. (2026) · BMC Medicine · doi:10.1186/s12916-026-04962-1 · Cited by 1 · see citing works
“…as the Wechsler Intelligence Scale for Children (WISC), provide valuable assessments of cognitive domains and are recognized for their comprehensiveness and reliability [8, 9], they are limited by subjectivity and an inherent inability to detect deficits before they become clinically overt [10].”
Luo, D.-Y., Long, Y., Liu, L., Chen, X., & Guo, Y.-N. (2024) · SAGE Open Medical Case Reports · doi:10.1177/2050313x241305905 · Cited by 1 · see citing works
Reviews of Science for Science Librarians: Clinical Neuropsychology
Stankus, T. (2022) · Science & Technology Libraries · doi:10.1080/0194262x.2022.2043805
Differential diagnosis: Understanding nonverbal learning disorder and autism spectrum disorder
Frechette, J. D., Murphy, L., Castro, R., & Boyle, K. (2024) · Applied Neuropsychology Child · doi:10.1080/21622965.2024.2425363
L’analyse du profil dans le WISC-V : une pratique fondée sur les preuves ?
Lecerf, T., Döll, S., & Bastien, M. (2024) · L’Année psychologique · doi:10.3917/anpsy1.244.0525
Head Circumference and Cognitive Outcome in IUGR:A Systematic Review and Meta-Analysis
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Winkler, C. W., Schwarz, B. H., Williams, K., Alehashemi, S., Foliaki, S. T., Snow, J., Joseph, L. A., Thurm, A. E., Friend, K., Cooper, G., et al. (2026) · Journal of Clinical Investigation · doi:10.1172/jci199140
“We utilized age-and ability-ap-propriate Wechsler Intelligence Scale instruments to estimate intellectual abilities (22, 23) in this cohort.”
Strölin, M., Groeschel, S., Kehrer, C., Beschle, J., Pretzel, P., Amedick, L. B., Steiner-Wilke, I., Döring, M., Lang, P., Rosewich, H., et al. (2026) · American Journal of Neuroradiology · doi:10.3174/ajnr.a9276
Sentence Completion Tests With an Empirical Foundation: A Systematic Review
Coleman, R., Jennings, C., Pettit, M., Billeiter, K. B., Benson, N. F., Dombrowski, S. C., & Austin, T. D. (2026) · Assessment · doi:10.1177/10731911261430262
Self-citationGlad, D. M., Miller, L. E., Markuson, S. M., & Loman, M. M. (2026) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803395.2026.2661617
Academic achievement in children born extremely preterm: a cohort study
Kaul, Y. F., Johansson, M., Haavisto, A., Ådén, U., Källén, K., Abrahamsson, T., Farooqi, A., Ley, D., Sävman, K., Ohlin, A., et al. (2026) · Archives of Disease in Childhood Fetal & Neonatal · doi:10.1136/archdischild-2025-329756
Invisible potentials: A neuroscientific framework for giftedness
Fernandes, F. R. (2026) · New Ideas in Psychology · doi:10.1016/j.newideapsych.2026.101278
Fenollar-Cortés, J., Caminero-Ruiz, A., Ruiz-Aranda, D. A., Sória, I. N., Lavigne-Cerván, R., & López-Pinar, C. (2026) · BMC Psychology · doi:10.1186/s40359-026-05191-0
“In summary, although our results support the potential clinical utility of the WISC-V in the cognitive assessment of individuals with ADHD, we agree with the recommendation to avoid overinterpretation of the WISC-V scores [49].”
Dombrowski, S. C., Dombrowski, H. C., & Dombrowski, M. J. (2026) · Intelligence · doi:10.1016/j.intell.2026.102068
Self-citationLukics, K. S., Dobó, D., Rácz, P., & Lukács, Á. (2026) · Cognitive Sciences · doi:10.1111/cogs.70261
“The results of this approximation are in line with data from the literature indicating good reliability: The English version of the task has a test–retest reliability of 0.76 in a clinical child sample (Watkins et al., 2022).”
Influential
- Authors
- Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A.
- Affiliations
- Baylor University (US)
- Eastern Illinois University (US)
- Rider University (US)
- William & Mary (US)
- Kennedy Krieger Institute (US)
- Johns Hopkins University (US)
- Corresponding author
- Watkins, Marley W.
- ORCID
- Venue
- Applied Neuropsychology: Child
- Publisher
- Informa UK Limited
- Published
- 2021-02-08
- Volume
- 11
- Issue
- 3
- Pages
- 422-428
- ISSN
- 2162-2965 (ISSN-L)
- 2162-2973
- PMC
- PMC8967112
- OpenAlex
- W3127046392
- Cited by
- 35
- References
- 54
- Citations by year
- 2026: 12 · 2025: 7 · 2024: 8 · 2023: 4 · 2022: 2 · 2021: 2
- FWCI
- 3.55
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Applied Neuropsychology Child (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD103538)
- Topics
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- WISC-V, test-retest reliability, longitudinal stability, intelligence test scores, children and adolescents, Verbal Comprehension Index, Full Scale IQ, normative comparison, clinical decision-making
- MeSH terms
- Adolescent, Child, Humans, Wechsler Scales, Comprehension
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