Exploratory Factor Analyses of the French WISC-V (WISC-VFR) for Five Age Groups: Analyses Based on the Standardization Sample

Investigating the Structure of the French WISC-V (WISC-VFR) for Five Age Groups Using Psychometric Network Modeling

Since the seminal work of Spearman, exploratory and confirmatory factor analysis represents the standard method of examining the dimensionality of psychological instruments. Recently, within the network psychometrics approach, a new procedure was proposed to estimate the dimensionality of psychological instruments: exploratory graph analysis (EGA). This study investigated the structure of the French Wechsler Intelligence Scale for Children-Fifth Edition (WISC-VFR) with five standardization sample age groups (6-7, 8-9, 10-11, 12-13, and 14-16 years) using EGA. The primary research questions include (a) how many WISC-VFR dimensions are identified in each age subgroup? (b) how are subtest scores associated within the dimensions? Because the number and the content of the dimensions identified by EGA could vary with samples, the secondary research questions include (c) is there evidence of reproducibility and generalizability of the dimensions identified by EGA? We used another procedure called bootstrap exploratory graph analysis (bootEGA). EGA and bootEGA suggested only three dimensions, which are consistent with processing speed, verbal comprehension, and the "old" perceptual reasoning factor. Results did not support the distinction between visual-spatial and fluid reasoning dimensions. EGA and bootEGA represent new tools to assess the construct validity of psychological instruments, such as the WISC-VFR.

Differences in Parents and Teachers' Perceptions of Behavior Manifested by Gifted Children with ADHD Compared to Gifted Children without ADHD and Non-Gifted Children with ADHD Using the Conners 3 Scale

The potential for the misdiagnosis of giftedness as attention deficit/hyperactivity disorder (ADHD) has been well documented, as has the clinical diagnostic profile of individuals with both giftedness and ADHD. This study aimed to examine parents' and teachers' responses to the Conners 3 behavioral rating scale of gifted students with ADHD compared to gifted students without ADHD and non-gifted students with ADHD. Ninety-two children aged 6 to 16 years were included in the study. On the basis of clinical assessments utilizing the K-SADS, the WISC-V, and other neurocognitive tests, the students were split into three groups: gifted/ADHD (n = 35), ADHD (n = 35), and gifted (n = 22). The results revealed that mothers', fathers', and teachers' responses to the Conners 3 rating scale distinguished well between the gifted group and the other two groups, but not between the gifted/ADHD and ADHD groups. The learning difficulties observed by teachers was the most significant element that distinguished gifted/ADHD students from non-gifted ADHD students. Other results indicated that mothers and fathers reported more inattention problems in their gifted/ADHD children than teachers. Additionally, mothers tended to observe more learning and executive function problems in their gifted/ADHD children than teachers did. These findings highlight the importance of multiple informants complementing each other in the assessment process for ADHD in a gifted context to counteract the masking effect between giftedness and ADHD.