The Wechsler Intelligence Scales for Children (WISC) are the most widely used instrument in assessing cognitive ability, especially with children with autism spectrum disorder (ASD). Previous literature on the WISC has demonstrated a divergent pattern of performance on the WISC for children ASD compared to their typically developing peers; however, there is a lack of research concerning the most recent iteration, the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Due to the distinctive changes made to the WISC-V, we sought to identify the pattern of performance of children with ASD on the WISC-V using a classification and regression (CART) analysis. The current study used the standardization sample data of the WISC-V obtained from NCS Pearson, Inc. Sixty-two children diagnosed with ASD, along with their demographically matched controls, comprised the sample. Results revealed the Comprehension and Letter-Number Sequencing subtests were the most important factors in predicting group membership for children with ASD with an accompanying language impairment. Children with ASD without an accompanying language impairment, however, were difficult to distinguish from matched controls through the CART analysis. Results suggest school psychologists and other clinicians should administer all primary and supplemental subtests of the WISC-V as part of a comprehensive assessment of ASD.

韦克斯勒儿童智力量表 (WISC) 是评估认知能力的最广泛使用的工具，尤其是自闭症谱系障碍 (ASD) 儿童。先前关于 WISC 的文献表明，与典型发育中的同龄人相比，ASD 儿童在 WISC 上的表现模式不同；然而，缺乏关于最近迭代的韦克斯勒儿童智力量表，第五版的研究(WISC-V)。由于对 WISC-V 所做的独特更改，我们试图使用分类和回归 (CART) 分析来确定 ASD 儿童在 WISC-V 上的表现模式。当前的研究使用了从 NCS Pearson, Inc. 获得的 WISC-V 的标准化样本数据。 62 名被诊断患有 ASD 的儿童及其人口统计学匹配的对照构成了样本。结果显示，理解和字母数字排序子测试是预测伴有语言障碍的 ASD 儿童群体成员的最重要因素。然而，没有伴随语言障碍的 ASD 儿童很难通过 CART 分析与匹配的对照组区分开来。