This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Naglieri, J. A. Articles by Schwebach, A. Search for Related Content Social Bookmarking                         What's this?

Performance of Children with Attention Deficit Hyperactivity Disorder and Anxiety/Depression on the WISC-III and Cognitive Assessment System (CAS)

George Mason University

Sam Goldstein

University of Utah

Jacqueline S. Iseman

George Mason University

Adam Schwebach

University of Utah

The purpose of this study was to examine differences in cognitive performance between samples of children diagnosed with ADHD, anxiety and/or depression, and the normative groups on two tests of ability. Matched samples of 25 children diagnosed with Attention Deficit Hyperactivity Disorder were contrasted with 25 children diagnosed with anxiety/depression. Both groups were also compared to the normative values for the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) and tests of Planning, Attention, Simultaneous, and Successive cognitive processes from the Cognitive Assessment System (CAS). Children with ADHD had lower Planning scores than those with anxiety/depression (6.5 points; effect size of 0.6) and lower Planning scores than the standardization sample (12.7 points; effect size of 0.9). No significant difference was found between children with ADHD, children with anxiety and depression, and the matched clinical sample on the WISC-III. The findings are commensurate with other studies, suggesting that Wechsler scores differentiated the samples minimally but CAS scores appear sensitive to the cognitive processing difficulties experienced by children with ADHD.

Journal of Psychoeducational Assessment, Vol. 21, No. 1, 32-42 (2003)
DOI: 10.1177/073428290302100103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. D. Mayes, S. L. Calhoun, G. A. Chase, D. M. Mink, and R. E. Stagg ADHD Subtypes and Co-Occurring Anxiety, Depression, and Oppositional-Defiant Disorder: Differences in Gordon Diagnostic System and Wechsler Working Memory and Processing Speed Index Scores J Atten Disord, May 1, 2009; 12(6): 540 - 550. [Abstract] [PDF]

				J. A. Naglieri and S. Goldstein The Role of Intellectual Processes in the DSM-V Diagnosis of ADHD. J Atten Disord, August 1, 2006; 10(1): 3 - 8. [PDF]

				S. D. Mayes and S. L. Calhoun WISC-IV and WISC-III Profiles in Children With ADHD. J Atten Disord, February 1, 2006; 9(3): 486 - 493. [Abstract] [PDF]

				G. Puhan, J. P. Das, and J. A. Naglieri Separating Planning and Attention: Evidential and Consequential Validity Canadian Journal of School Psychology, December 1, 2005; 20(1-2): 75 - 83. [Abstract] [PDF]

				J. E. H. Van Luit, E. H. Kroesbergen, and J. A. Naglieri Utility of the PASS Theory and Cognitive Assessment System for Dutch Children With and Without ADHD J Learn Disabil, October 1, 2005; 38(5): 434 - 439. [Abstract] [PDF]