Wechsler Predicts Achievement
Find and read a peer-reviewed research journal article using intelligence or achievement testing in research and share what you learned from this article with your classmates. Specifically (and in your own words):
1. Why was the study conducted?, What hypotheses were being tested?
2. What test(s) were used?,
3. What findings were reported, what conclusions were drawn
Comprehensive answer (in my own words)
Which article I read: a 2024 systematic review and meta-analysis examining whether Wechsler intelligence scales predict academic achievement in children with ADHD or autism spectrum disorder (Marinopoulou et al., 2024). PubMed+1
Why the study was conducted / hypotheses tested
The authors carried out the review because clinicians and researchers often use Wechsler scales (e.g., WISC) in assessments of children with ADHD or ASD, yet it remained unclear how well those test scores actually predict school-related outcomes in these clinical groups. The implicit hypotheses were that (a) Wechsler-derived indices (general IQ and specific indices such as working memory and processing speed) would show meaningful relationships with academic achievement in these populations, and (b) predictive strength might vary across indices and diagnostic groups. The review aimed to collect and synthesize existing studies to test those ideas. PubMed+1
What test(s) were used
Across the studies included in the review, the primary instruments were Wechsler intelligence scales (typical examples: WISC variants for school-age children; other Wechsler batteries where applicable). The review examined relations between the Wechsler global scores and subtest/index scores (e.g., Full Scale IQ, Working Memory Index, Processing Speed Index) and measures of academic achievement reported in each study. DIVA Portal
What findings were reported
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Overall, the review found that Wechsler scales have value in predicting academic achievement among children with ADHD or ASD: general intelligence indices were generally positively associated with school outcomes. PubMed+1
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Some specific cognitive indices (notably working memory and processing speed) were highlighted as particularly relevant to academic difficulties in these groups; these subcomponents can help explain variance in achievement beyond a simple full-scale IQ. PubMed+1
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The authors also reported limitations in the literature: relatively small or heterogeneous samples (especially for ASD), varying study designs and achievement measures, and inconsistent reporting made pooled estimates less precise. DIVA Portal
What conclusions were drawn Wechsler Predicts Achievement
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The review concluded that Wechsler instruments are useful tools for clinicians and educators when predicting academic outcomes in children with ADHD or ASD, but their predictive power is not absolute and must be interpreted in context (e.g., considering motivation, comorbidities, classroom supports). PubMed+1
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The authors recommended that practitioners pay attention to specific index scores (working memory, processing speed) because these can suggest targeted interventions, and they called for more high-quality, larger-sample longitudinal research—especially in ASD—to clarify effect sizes and causal links. DIVA Portal+1
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