ABSTRACT

Objective: Assessment of intellectual abilities in individuals with autism spectrum disorder (ASD) is a core component of a comprehensive diagnostic evaluation. However, relatively limited information is available regarding the validity of one of the most commonly-used measures of intelligence, the Wechsler Intelligence Scale for Children – 5th Edition (WISC-V) in ASD.

Method: We investigated the factor structure and measurement invariance of the WISC-V in a sample of 349 children aged 6–16 diagnosed with ASD using single- and multi-group confirmatory factor analysis. The comparison group was the WISC-V standardization sample.

Results: A four-index bifactor solution best fit the ASD group data. Measurement invariance analyses indicated support for configural and metric, but not scalar, invariance of the published 5-index structure, suggesting systematic differences in performance among some subscales in ASD. The 7-subtest FSIQ scale had partial scalar invariance after relaxing equality constraints on the Coding and Digit Span subtest intercepts, suggesting sources other than theorized IQ ability contribute to lower scores on these subtests within ASD. The Cognitive Proficiency Index (CPI) failed to demonstrate appropriate fit in baseline models. The General Ability Index (GAI) had full configural, metric, and scalar invariance.

Conclusions: Statistical bias on the WISC-V within ASD in processing speed and working memory subtests creates significant limitations for the use of FSIQ and especially CPI index scores in ASD populations. The GAI showed strong measurement properties and should be considered as the preferred indicator of overall intellectual functioning when assessing children with ASD using the WISC-V.

摘要

目的：评估自闭症谱系障碍 (ASD) 个体的智力是综合诊断评估的核心组成部分。然而，关于 ASD 中最常用的智力量表之一的威克斯勒儿童智力量表 - 第 5 版 (WISC-V) 的有效性的信息相对有限。

方法：我们使用单组和多组验证性因子分析调查了 349 名 6-16 岁 ASD 儿童样本中 WISC-V 的因子结构和测量不变性。对照组为WISC-V标准化样本。

结果：四指数双因子解决方案最适合 ASD 组数据。测量不变性分析表明支持已发布的 5 指数结构的配置和度量不变性，但不支持标量不变性，这表明 ASD 某些分量表之间的表现存在系统差异。在放宽对编码和数字跨度子测试截距的平等约束后，7 子测试 FSIQ 量表具有部分标量不变性，这表明理论 IQ 能力以外的其他来源导致 ASD 中这些子测试的分数较低。认知能力指数 (CPI) 未能证明与基线模型的适当拟合。一般能力指数 (GAI) 具有完整的配置、度量和标量不变性。

结论：ASD 中 WISC-V 在处理速度和工作记忆子测试中的统计偏差对 FSIQ 的使用产生了重大限制，尤其是 ASD 人群中的 CPI 指数得分。GAI 显示出很强的测量特性，在使用 WISC-V 评估 ASD 儿童时，应将其视为整体智力功能的首选指标。