Intelligence analysis of the Chinese version of WISC-IV profiles in children with autism spectrum disorders with FSIQ ≥ 85.

This study looked at how 93 autistic children with average or above-average intelligence performed on IQ tests compared to typically developing children. Even though these autistic children had good overall intelligence, they still scored lower than other children in most areas, except for visual-spatial skills like puzzles and patterns. Processing speed (how quickly they could complete tasks) was their biggest challenge. Interestingly, autistic girls were faster at processing than autistic boys, while boys were better at verbal skills and visual reasoning.

This study compared cognitive profiles of 93 autistic children with average or above-average IQ (FSIQ ≥85) to 30 typically developing children using the Chinese WISC-IV. Despite having average intelligence, autistic children scored significantly lower on most cognitive measures compared to typically developing peers, with the notable exception of perceptual reasoning abilities (visual-spatial processing) where no differences were found. Processing speed was the most impaired domain within the autism group. Gender differences emerged, with autistic girls showing better processing speed than boys, while boys performed better on verbal comprehension and perceptual reasoning.

Age differences were minimal. The findings highlight that even autistic children with average intelligence show distinct cognitive patterns with relative strengths in visual-spatial reasoning but challenges in processing speed and working memory.

Results suggest need for targeted interventions addressing processing speed deficits while building on visual-spatial strengths. Gender-sensitive approaches may be beneficial, with different intervention strategies for boys and girls. Comprehensive cognitive assessment remains important even for autistic children with average intelligence to identify specific support needs.

Single study with relatively small sample size, particularly for females (14 autistic girls). Cross-sectional design limits understanding of developmental trajectories. Study focused only on Chinese population using Chinese WISC-IV norms, which may limit generalizability to other populations and cultures.

Previous studies have investigated the cognitive characteristics of children with autism spectrum disorder (ASD) using the Chinese version of the Wechsler Intelligence Scale for Children-Fourth Edition, but little is known about those with a full scale intelligence quotient (FSIQ) ≥ 85. This study aimed to compare the intellectual profiles of ASD children with FSIQ ≥ 85 and typically developing (TD) children, and to explore potential gender- and age-related differences within the ASD group. Ninety-three children with ASD (79 males, 14 females; aged 6-16 years) and 30 TD children (20 males, 10 females; aged 6-16 years) were assessed using the Wechsler Intelligence Scale for Children-Fourth Edition, Chinese Version, which is normed for the Chinese population. Composite indices (Verbal Comprehension Index [VCI], Perceptual Reasoning Index [PRI], Working Memory Index [WMI], Processing Speed Index [PSI], and FSIQ) as well as their subtests were analyzed.

Statistical analyses included independent-sample t tests, repeated measures ANOVA, and multivariate analysis of variance. The TD group scored significantly higher than the ASD group on most composite indices and subtests (P < .05), except for PRI and its subtests (Block Design, Picture Concepts, and Matrix Reasoning), where no significant group differences were found. Within the ASD group, PSI scores were significantly lower than VCI, PRI, and WMI scores (P < .05). Boys scored higher on VCI and PRI compared with PSI and WMI (P < .05), while girls had significantly higher PSI scores than boys (P < .05).

Age comparisons showed no statistically significant differences (P > .05), although younger children (6-11 years) tended to have higher scores than older children (12-16 years). Even among ASD children with FSIQ ≥ 85, cognitive performance was generally lower than that of TD peers, particularly in PSI and WMI. Gender differences were evident in processing speed, with girls outperforming boys, while age differences were minimal. These findings provide a more refined understanding of cognitive strengths and weaknesses in ASD children with average or above-average intelligence and may inform the design of age- and gender-sensitive interventions.