IQ Test Profiles Frequently Associated with ADHD
Intelligence Test (Author)
Differential Ability Scales (DAS;
Elliott, 1990)
ADHD Profile (Study Notes/Authors)
Cognitive Assessment System (CAS;
Naglieri & Das, 1997)
Relative to general education students, significantly lower Planning
Scale scores (Note: subjects, students referred for ADHD
evaluation; Naglieri, Salter, & Edwards, 2004).
Relative to normal controls, low scores on the Sequential and
Quantitative Reasoning, and Recall of Digits subtests (Note:
subjects, 63% combined type; Gibney, McIntosh, Dean, & Dunham,
2002).
Relative weakness on the Hand Movements subtest (Note: test used,
Kaufman Assessment Battery for
KABC; Barkley, 2006).
Children (KABC-II; Kaufman &
Kaufman, 2004)
Stanford-Binet Intelligence Scale-Fifth Relative to normal controls, significantly lower Working Memory
factor scores (Note: subjects, combined type; Blashko, 2006).
Edition (SB-V; Roid, 2003)
Universal Nonverbal Intelligence Test
(UNIT; Bracken & McCallum, 1998)
Memory Quotient score on average 10 points lower than Reasoning
Quotient score (Pendley, Myers, & Brown, 2004).
Wechsler Intelligence Scale for
Children (WISC-IV; Wechsler, 2003)
Relative to Full Scale IQ, 84% have significant Processing Speed +
Freedom from Distractibility weakness (Notes: subjects, inattentive
subtype; test used, WISC III; Calhoun & Mayes, 2005).
Woodcock-Johnson Test of Cognitive
Abilities (WJ-III Cog; Woodcock,
McGrew, & Mather, 2001)
Relative to children without ADHD, significantly lower Processing
Speed scores (Note: subjects, all but one combined type; Penny,
Waschbusch, Carrey, & Drabman, 2005).
References:
Barkley, R. A. (2006). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York:
Guilford Press.
Blashko, P. C. (2006). Performance of children with attention deficit hyperactivity disorder – combined subtype on the
Stanford-Binet Intelligence Scale, Fifth Edition. Dissertation Abstracts International. Section A: Humanities and
social Sciences, 67, 1220.
Bracken, B. A., & McCallum, R. S. (1998). Universal Nonverbal Intelligence Test: Examiner’s Manual. Rolling Meadows:
Riverside.
Calhoun, S. L., & Mayes, S. D. (2005). Processing speed in children with clinical disorders. Psychology in the Schools, 42,
333-343.
Elliott, C. D. (1990). Differential Ability Scales: Introductory and technical handbook. San Antonio, TX: Psychological
Corporation.
Gibney, L. A., McIntosh, D. E., Dean, R. S., & Dunham, M. (2002). Diagnosing attention disorders with measures of
nerocognitive functioning. International Journal of Neuroscience, 112, 539-564.
Kaufman, A. S., & Kaufman, N L. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American
Guidance Services
Naglieri, J. A., & Das, J. P. (1997). Cognitive Assessment System. Rolling Meadows: Riverside.
Naglieri, J. A., Salter, C. J., & Edwards, G. H. (2004). Assessment of children with attention and reading difficulties using
the PASS theory and Cognitive Assessment System. Journal of Psychoeductional Assessment, 22, 93-105.
Pendley, J. D., Myers, C. L., & Brown, R. D. (2004). The Universal Nonverbal Intelligence Test with children with attentiondeficit hyperactivity disorder. Journal of Psychoeduational Assessment, 22, 124-135.
Penny, A. M., Waschbusch, D. A., Carrey, N., & Drabman, R. S. (2005). Applying a psychoeducational perspective to
ADHD. Journal of Attention Disorders, 8, 208-220.
Roid, G. H. (2003). Stanford-Binet Intelligence Scales (5th ed.). Rolling Meadows, IL: Riverside.
Wechsler, D. (2003). Wechsler Individual Achievement Test (2nd ed.). San Antonio, TX: Psychological Corporation.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III: Tests of Cognitive Abilities. Rolling
Meadows, IL: Riverside.