國小注意力缺陷過動症學生、學習障礙伴隨注意力缺陷過動症問題學生與一般學生在魏氏兒童智力量表第五版(WISC-V)表現差異之探討

A Study on the Characteristics of WISC-V for Students with Attention Deficit/Hyperactivity Disorders & Specific Learning Disabilities/ADHD

本研究旨在瞭解60名注意力缺陷過動症(ADHD)學生與一般學生在魏氏兒童智力量表第五版(WISC-V)的表現差異，並將前述60名ADHD學生分為國小一／二／三及四／五／六年級兩組各30名，探討其在在WISC-V表現差異情形，及另外15名學習障礙(SLD)伴隨ADHD問題學生在WISC-V表現情形。研究結果發現：(1)ADHD在WISC-V各項分數除「圖形設計」外，均顯著低於一般學生；分測驗量表分數以「圖形設計」排序最前，「圖畫廣度」最弱；主要指數分數以「視覺空間」排序最前，「工作記憶」最弱；選擇性指數分數以「一般能力」排序最前，「認知效能」最弱；不同就學年級ADHD的WISC-V各分數差異皆未達顯著；(2)SLD伴隨ADHD問題學生在WISC-V各分測驗量表分數以「圖形設計」排序最前，「算術」表現最弱；主要指數分數以「視覺空間」排序最前，「流體推理」最弱；選擇性指數分數以「一般能力」排序最前，「數量推理」最弱；各分數之排序最前表現皆與ADHD學生一致，最弱項則不盡相同。

 

The purpose of this study was to comprehend difference of representation of Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) between 60 students with attention deficit/hyperactivity disorders (ADHD) and others. This study analyzed representation of WISC-V from 30 students at lower grades (1-3 grades) and 30 students at higher grades (4-6 grades). as well as 15 students with SLD and ADHD. The results were concluded as follows: Performance of WISC-V for students with ADHD was significantly lower than average at subtests scores/Full-Scale Intelligence Quotient and Primary Index Scores/Ancillary Index Scores representation except for “Block Design”. Students with ADHD have best perfor-mance in “Block Design” while worst performance in “Picture Span” in subtests scores; best performance in “Visual Spatial Index” while worst performance in “Working Memory Index” in Primary Index Scores; best performance in “General Ability Index” while worst perfor-mance in “Cognitive Proficiency Index” in Ancillary Index Scores. There is no significant difference at subtests scores/Full -Scale Intelligence Quotient and Primary Index Scores/Ancillary Index Scores representation between elementary school grades for Students with ADHD. Students with SLD/ADHD had best performance in “Block Design” while worst performance in “Arithmetic” in subtests scores, best performance in “Visual Spatial Index” while worst performance in “Fluid Reasoning Index” in Primary Index Scores; best per-formance in “General Ability Index” while worst performance in “Quantitative Reasoning Index” in Ancillary Index Scores in WISC-V. Among of them, best performance in subtests scores, primary Index Scores and Ancillary Index Scores were in consistency, while weakest scores were inconsistent.