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Psychological-Educational Studies
2025. Vol. 17, no. 3, 42–58
doi:10.17759/psyedu.2025170303
ISSN: 2587-6139 (online)

Wechsler Intelligence Scale for children (WISC-V) as a diagnostic instrument for children with intellectual disabilities

 
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Abstract

Context and relevance. This article examines the diagnostic potential of WISC-V in assessing children with intellectual disabilities. Released in 2014, WISC-V includes 10 subtests that are used to calculate five primary index scores and a Full-Scale IQ. The relevance of the study is due to the need to revise the outdated Russian version of the test, adapted by Panasyuk in 1973, and the lack of modern psychometric tools in domestic practice. The advantages of WISC-V over the outdated 1949 version are that this test corresponds to modern models of psychometric intelligence, assesses broad cognitive abilities, and is less time-consuming to administer. Objective. To determine the ability of the test to differentiate children with intellectual disabilities from typically developing peers. Hypothesis. WISC-V will demonstrate high diagnostic accuracy. Methods and materials. The study involved two groups of children (49 each): one with an official diagnosis of intellectual disability (Mage = 158,67 months, SD = 26,02; 43% female) and typically developing peers (Mage = 134,53 months, SD = 20,56; 41% female). Statistical analysis included ROC analysis, discriminant analysis, the Mann–Whitney U test, and Spearman’s correlation analysis. Results. The results demonstrated a high discriminative capacity of WISC-V: both the Verbal Comprehension Index and Full-Scale IQ showed near-perfect sensitivity and specificity (AUC > 0,99). The correlation analysis revealed differences in the structure of cognitive functioning: children with intellectual disabilities have a weak relationship between the Verbal Comprehension Index and other cognitive characteristics. Conclusions. WISC-V, even with only primary adaptation, effectively distinguishes children with intellectual disabilities from typically developing peers. The findings confirm the need to implement the modern WISC-V version into Russian psychological assessment practices.

General Information

Keywords: Wechsler Intelligence Scale for children, WISC-V, intellectual disability, intelligence, psychological assessment

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2025170303

Funding. The study was prepared within a state task, project FNRE-2024-0016 «Psychological effects of digitalization of the educational environment: opportunities for cognitive and personal development and socialization risks».

Supplemental data. Datasets can be requested from the author (Yu.A. Burdukova).

Received 17.06.2025

Revised 27.08.2025

Accepted

Published

For citation: Alekseeva, O.S., Rzhanova, I.E., Guskova, V.E., Burdukova, Y.A. (2025). Wechsler Intelligence Scale for children (WISC-V) as a diagnostic instrument for children with intellectual disabilities. Psychological-Educational Studies, 17(3), 42–58. (In Russ.). https://doi.org/10.17759/psyedu.2025170303

© Alekseeva O.S., Rzhanova I.E., Guskova V.E., Burdukova Y.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Olga S. Alekseeva, Senior Lecturer at the Department of Differential Psychology and Psychophysiology, Moscow State University of psychology and education, Research Associate, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-0794-2327, e-mail: olga__alexeeva@mail.ru

Irina E. Rzhanova, Research Associate, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-8100-8917, e-mail: irinarzhanova@mail.ru

Varvara E. Guskova, Master of Psychology, Moscow State University of psychology and education (MSUPE), Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-5851-799X, e-mail: guskova-varya@mail.ru

Yulia A. Burdukova, Candidate of Science (Psychology), Assistant Professor chair of Differential Psychology and Psychophysiology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-4827-2040, e-mail: julia_burd@inbox.ru

Contribution of the authors

Olga S. Alekseeva – application of statistical, mathematical or other methods for data analysis; annotation, writing and design of the manuscript.

Irina E. Rzhanova – ideas; planning of the research.

Varava E. Guskova – conducting the experiment; data collection and analysis.

Yulia A. Burdukova – control over the research; visualization of research results.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

Written informed consent for participation in this study was obtained from the parents or legal guardians of the participants.

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