The Profile of WISC-R Scores in Children with High-Functioning Autism
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Uniwersytet Gdański
Szkoła Wyższa Psychologii Społecznej
Centrum Diagnozy i Terapii Zaburzeń Rozwojowych, Sopot
Submission date: 2014-01-03
Final revision date: 2014-03-04
Acceptance date: 2014-03-07
Publication date: 2014-08-20
Corresponding author
Monika Izabela Zielińska   

Uniwersytet Gdański, ul. Lelewela 12/17, 80-442 Gdańsk, Polska
Psychiatr Pol 2014;48(4):667-676
The aim of the study was to define the intellectual profile of Polish children suffering from autism. Our study was based on the results of previous research, mostly conducted in English-speaking countries. Although these earlier studies documented the intellectual profile of an autistic child, they also identified some discrepancies. Therefore, we decided to complement the discussion on autism with our data on intellectual functioning of autistic Polish children examined with a translated version of the intelligence test.

The study followed a matching design. From among 191 children with autism and 1400 without this diagnosis, we selected 34 pairs based on gender and age, and not differing by more than 10 points in terms of intelligence quotient. The intellectual profile of the studied children was determined with the WISC-R scale.

As expected, the intellectual profile of children with autism proved more variable than that of healthy controls. Children with autism scored lower on “Comprehension” scale and (at a threshold of statistical significance) on “Object assembly” scale, and achieved higher results on “Information” and “Block design” scales.

The results of our study confirmed the most typical observations from previous research conducted among an English-speaking population of autistic children. Polish autistic children did not differ significantly in terms of their quotients of verbal and non-verbal intelligence. However, the intellectual profile of autistic children showed higher variance compared to normally developing controls. Children with autism are more likely to score the lowest in the “Comprehension” subtest and the highest in the “Block design” subtest.

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