Becker Angelika Beate Christiane, Maurer Jenny, Daseking Monika, Pauls Franz
Department of Developmental and Educational Psychology, Helmut Schmidt University, 22043 Hamburg, Germany.
Department of Clinical Psychology and Psychotherapy, Helmut Schmidt University, 22043 Hamburg, Germany.
J Intell. 2024 Jan 12;12(1):6. doi: 10.3390/jintelligence12010006.
Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10-primary subtest battery was analyzed across a group of children and adolescents with ADHD ( = 91) and a control group ( = 91) matched by sex, age, migration background, and parental education or type of school. First, confirmatory factor analyses (CFAs) were performed to establish the model fit for the WISC-V second-order five-factor model in each group. A sufficiently good fit of the model was found for the data in both groups. Subsequently, multigroup confirmatory factor analyses (MGCFAs) were conducted to test for measurement invariance across the ADHD and control group. Results of these analyses indicated configural and metric invariance but did not support full scalar invariance. However, after relaxing equality constraints on the Vocabulary (VC), Digit Span (DS), Coding (CD), Symbol Search (SS), and Picture Span (PS) subtest intercepts as well as on the intercepts of the first-order factors Working Memory (WM) and Processing Speed (PS), partial scalar invariance could be obtained. Furthermore, model-based reliability coefficients indicated that the WISC-V provides a more precise measurement of general intelligence (e.g., represented by the Full-Scale IQ, FSIQ) than it does for cognitive subdomains (e.g., represented by the WISC-V indexes). Group comparisons revealed that the ADHD group scored significantly lower than the control group on four primary subtests, thus achieving significantly lower scores on the corresponding primary indexes and the FSIQ. Given that measurement invariance across the ADHD and the control group could not be fully confirmed for the German WISC-V, clinical interpretations based on the WISC-V primary indexes are limited and should only be made with great caution regarding the cognitive profiles of children and adolescents with ADHD.
对韦氏儿童智力量表第五版（WISC-V）的10个主要子测验组合进行了测量不变性分析，研究对象为一组患有注意力缺陷多动障碍（ADHD）的儿童和青少年（n = 91）以及一个在性别、年龄、移民背景、父母教育程度或学校类型方面相匹配的对照组（n = 91）。首先，进行验证性因素分析（CFA）以确定每组中WISC-V二阶五因素模型的模型拟合度。两组数据均显示该模型拟合度良好。随后，进行多组验证性因素分析（MGCFA）以检验ADHD组和对照组之间的测量不变性。这些分析结果表明存在构型不变性和度量不变性，但不支持完全标量不变性。然而，在放宽对词汇（VC）、数字广度（DS）、编码（CD）、符号搜索（SS）和图片广度（PS）子测验截距以及一阶因素工作记忆（WM）和加工速度（PS）截距的相等性约束后，可以获得部分标量不变性。此外，基于模型的信度系数表明，WISC-V对一般智力（例如，由全量表智商FSIQ表示）的测量比其对认知子领域（例如，由WISC-V指数表示）的测量更精确。组间比较显示，ADHD组在四个主要子测验上的得分显著低于对照组，因此在相应的主要指数和FSIQ上的得分也显著更低。鉴于德国版WISC-V在ADHD组和对照组之间的测量不变性无法得到完全证实，基于WISC-V主要指数的临床解释是有限的，在对患有ADHD的儿童和青少年的认知概况进行解释时应格外谨慎。
