Do Wechsler intelligence scales predict academic achievement in children with ADHD or autism? A systematic review and meta-analysis.

This research looked at whether IQ tests can predict how well children with ADHD or autism will do academically. The study found that IQ scores do help predict academic performance in reading, writing, and math for these children. Processing speed (how quickly children can complete tasks) was also a good predictor. The results were strongest for children with ADHD, with less data available for autistic children.

This suggests IQ testing can be useful for understanding a child's academic potential, though other factors like motivation are also important.

This systematic review and meta-analysis examined whether Wechsler intelligence scales predict academic achievement in children with ADHD and autism spectrum disorder (ASD). The study analyzed 12 studies including 1,834 children with ADHD and 176 with ASD, aged 6-16 years. Meta-analyses revealed moderate correlations between IQ scores and academic performance in word reading, written language, and mathematics for children with ADHD. Processing speed also showed moderate correlations with these academic domains.

Full Scale IQ was associated with academic achievement in both ADHD and ASD groups, and with grades in ADHD. The findings suggest Wechsler intelligence scales are valuable predictors of academic performance in these neurodevelopmental conditions, though additional factors like motivation require further investigation.

Wechsler intelligence scales can inform academic planning and support strategies for children with ADHD and autism. However, comprehensive assessment should include additional factors beyond IQ, particularly motivation and other achievement-related variables, for optimal educational planning.

Limited number of ASD participants (176 vs 1,834 with ADHD) reduces generalizability to autism populations. Sample heterogeneity and inability to conduct meta-analyses for additional Wechsler composite scores limit comprehensive understanding of predictive relationships.

Intelligence tests predict academic achievement in typically developed children, however if this is the case also in children with attention-deficit/hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) is not clear. This systematic review and meta-analysis examined if Wechsler intelligence scales predict academic achievement and/or grades in children, ages 6-16 years, with ADHD and/or ASD. We searched the databases PubMed, PsycINFO and Education Research Complete for studies published between 2000 and 2023. We used the Newcastle-Ottawa Scale to assess risk of bias.

Narrative synthesis and meta-analysis were performed. Twelve studies (ADHD n = 1,834, ASD n = 176) were included in the review, and six samples (ADHD n = 1,112) of those were included in the meta-analyses. The results of the meta-analyses showed moderate overall weighted correlations between IQ and word reading, written language, and mathematics respectively. Similarly, the overall weighted correlations between processing speed and the aforementioned domains of academic achievement were moderate.

Meta-analysis with additional Wechsler scales composite scores could not be conducted. In the narrative synthesis, Full Scale IQ was associated with academic achievement in both ADHD and ASD, and grades in ADHD. The limited number of ASD participants and the heterogeneity of the samples need to be considered when interpreting results. Generally, the results indicate that Wechsler scales are valuable in predicting academic achievement in children with ADHD or ASD.

Motivation and other factors related with academic achievement need to be further explored in these groups.