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Analysis of WISC-III, Stanford-Binet:IV, and Academic Achievement Test Scores in Children with Autism

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Abstract

Nonverbal IQs were greater than verbal IQs for young children (3–7 years of age) on the Stanford-Binet:IV (n = 53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6–15 years of age (n = 63). Stanford-Binet:IV profiles were generally consistent for the low-IQ (<80) and high-IQ (≥80) groups, with high scores on visual matching tests (Bead Memory and Quantitative Reasoning). The low- and high-WISC-III IQ groups both performed well relative to IQ on tests of lexical knowledge (Similarities, Information, and Vocabulary), but not on language comprehension and social reasoning (Comprehension). The low-IQ group did best on visuo-motor subtests (Object Assembly and Block Design), but the high-IQ group did not. The high-IQ group had significantly low scores on the Digit Span, Arithmetic, Coding, VMI, and WIAT Written Expression tests, suggesting attention and writing weaknesses.

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  1. Department of Psychiatry, The Penn State College of Medicine, Hershey, Pennsylvania

    Susan Dickerson Mayes & Susan L. Calhoun

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Mayes, S.D., Calhoun, S.L. Analysis of WISC-III, Stanford-Binet:IV, and Academic Achievement Test Scores in Children with Autism. J Autism Dev Disord 33, 329–341 (2003). https://doi.org/10.1023/A:1024462719081

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