Structural Validity of the WISC-IV for Students With ADHD
Abstract
Objective To evaluate the structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Method Confirmatory factor analyses were applied to a sample of 233 students diagnosed with ADHD by school multidisciplinary evaluation teams to evaluate the relative fit of the following competing models: (a) one factor, (b) two oblique verbal and nonverbal factors, (c) three oblique verbal, perceptual, and combined working memory/processing speed factors, (d) four oblique verbal, perceptual, working memory, and processing speed factors, (e) a higher-order model with four first-order factors, and (f) a bifactor model with four domain-specific factors. Results A higher-order four-factor model fit the data best, which was composed of a general intelligence factor and four domain-specific factors that matched the four factors specified in the WISC-IV technical and interpretive manual. Moreover, the general intelligence factor explained more than two times the total variance contributed by all four domain-specific factors combined. Conclusions Results substantiate previous research on the WISC-IV, indicating that the general intelligence factor contributes the most reliable information. Consequently, it is recommended that interpretation of the WISC-IV remain at the Full-Scale IQ score level.
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Studies of the WISC-IV in children and adolescents with ADHD have supported the four-factor model structure, but there is also evidence for a five-factor model characterized by either a higher-order or a bifactorial structure.
“The results of these studies have supported the four-factor model structure; however, there is also evidence for a five-factor model (Thaler et al. 2015) characterized by either a higher-order (Styck and Watkins 2017) or a bifactorial structure (Gomez et al. 2016).”
From Measurement Invariance of the WISC-V across a Clinical Sample of Children and Adolescents with ADHD and a Matched Control Group (2024) · cites this paper as Styck and Watkins 2017
Support was also found for the higher order factor model.
“Support was also found for the higher order factor model (Styck and Watkins, 2014).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
Across all these studies, support was found for the four-factor oblique model.
“Across all these studies, support was found for the four-factor oblique model.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
At least three studies have examined the factor structure of the WISC-IV for groups of children with ADHD.
“For the core subtests, at least three studies have examined the factor structure of the WISC-IV for groups of children with ADHD (Yang et al., 2013; Styck and Watkins, 2014; Thaler et al., 2015).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
The study by Styck and Watkins (2014) reported good fit for the bifactor model, but this model was rejected as it had an inadmissible solution (one residual variance was negative).
“Although the study by Styck and Watkins (2014) reported good fit for the bifactor model, this model was rejected as it had an inadmissible solution (one residual variance was negative).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
For the higher order factor models in Styck and Watkins (2014) and Thaler et al. (2015), the ECV of the general factor was about twice the total ECV of all the specific factors together.
“For the higher factor models in the and Styck and Watkins (2014) and Thaler et al. (2015) studies, the ECV of the general factor was about twice the total ECV of all the specific factors together.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
Styck and Watkins (2014) found better fit for the higher order factor model than the oblique four-factor model.
“In terms of comparison of models, Styck and Watkins (2014) found better fit for the higher order factor model than the oblique four-factor model.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
Styck and Watkins (2014) reported that the omega hierarchical value for the general factor (0.78) was much higher than the omega subtest values of the four specific factors (ranging from 0.09 to 0.34), indicating that only the FSIQ had sound reliability.
“Styck and Watkins (2014) also reported that the ωh value for the general factor (0.78) was much higher than the ωs values of the four specific factors (ranging from 0.09 to 0.34), thereby indicating that only the FSIQ had sound reliability.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
There has only been three studies involving children with ADHD, with only one study reporting on the applicability of the higher order factor model, and the oblique five-factor model.
“First, there has only been three studies involving children with ADHD (Yang et al., 2013; Styck and Watkins, 2014; Thaler et al., 2015), with only one study reporting on the applicability of the higher order factor model (Styck and Watkins, 2014), and the oblique five-factor model (Thaler et al., 2015).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
For the higher order factor models in Styck and Watkins (2014) and Thaler et al. (2015), the general factor explained more variance than the specific factors for all subtests, with the exception of Coding and Symbol Search.
“For the higher order factor model tested by Styck and Watkins (2014), and for the higher order oblique five-factor SS model reported by Thaler et al. (2015) the general factor explained more variance than the specific factors for all subtests, with the exception of Coding and Symbol Search (both PS subtests).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
The study by Styck and Watkins (2014), the only study that has tested the applicability of the bifactor model for children with ADHD, did not find an admissible solution for this model.
“Second, the study by Styck and Watkins (2014), the only study that has tested the applicability of the bifactor model for children with ADHD, did not find an admissible solution for this model.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
The current findings are likely to be more relevant for ADHD than the findings reported by Styck and Watkins (2014).
“Our findings are also likely to be more relevant for ADHD than the findings reported by Styck and Watkins (2014).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins (2014)
Past studies involving children with ADHD have reported support for the WISC/four-factor model, CHC/five-factor model, and WISC/higher order model.
“Consistent with our findings, past studies involving children with ADHD have also reported support for the WISC/four-factor model (Yang et al., 2013; Styck and Watkins, 2014; Thaler et al., 2015), CHC/five-factor model (Thaler et al., 2015), and WISC/higher order model (Styck and Watkins, 2014).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins, 2014
The sample size (N = 233) in the Styck and Watkins (2014) study may have been too low for estimating the WISC/bifactor model (with 30 parameters to be estimated).
“It is possible that the sample size (N = 233) in the Styck and Watkins (2014) study may have been too low for estimating this model (with 30 parameters to be estimated).”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins (2014)
The current findings supportive of the WISC/bifactor model are likely to be more accurate than those of Styck and Watkins (2014).
“Although Styck and Watkins (2014) did not find an admissible solution for this model, our findings supportive of this model are likely to be more accurate.”
From Structure of the Wechsler Intelligence Scale for Children – Fourth Edition in a Group of Children with ADHD (2016) · cites this paper as Styck and Watkins (2014)
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- Authors
- Styck, K. M., & Watkins, M. W.
- Affiliations
- The University of Texas at San Antonio (US)
- Baylor University (US)
- Venue
- Journal of Attention Disorders
- Publisher
- SAGE Publications
- Published
- 2014-10-07
- Volume
- 21
- Issue
- 11
- Pages
- 921-928
- ISSN
- 1087-0547 (ISSN-L)
- 1557-1246
- OpenAlex
- W2056555786
- Cited by
- 28
- References
- 52
- Citations by year
- 2026: 2 · 2024: 5 · 2023: 3 · 2022: 1 · 2021: 1 · 2020: 5 · 2019: 2 · 2018: 4 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 1
- FWCI
- 2.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Attention Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Keywords
- WISC-IV, attention deficit hyperactivity disorder, structural validity, factor structure, higher-order factor model, bifactor model, general intelligence factor, Full Scale IQ, working memory, processing speed, perceptual skills, verbal ability, intelligence testing
- MeSH terms
- Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Factor Analysis, Statistical, Female, Humans, Intelligence, Male, Memory, Short-Term, Psychometrics, Schools, Students, Wechsler Scales, Southwestern United States
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