Exploring the Prevalence of Learning Disabilities in a Community Sample of Children Using the Greek Weschler Intelligence Scale for Children (WISC-V GR)

This study aimed to explore the prevalence of learning disabilities (LDs) and the emotional-behavioral difficulties in 208 children from the Crete region in Greece, and who voluntarily presented themselves for study and were evaluated by a university-based interdisciplinary team of mental health professionals. The Greek version of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V GR) was used, with its five Primary Index scores and full-scale IQ <i>(Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; and Processing Speed, PCI</i>). Five diagnostic categories were established for the purpose of analysis: <i>(a) no LDs (TD group), (b) Attention Deficit Hyperactivity Disorder (ADHD), (c) Specific Learning Disabilities (SLDs), (d) Extremely Low FSIQ (below 79), and (e) Emotional/Behavioral difficulties.</i> The results revealed a 25.5% prevalence of SLDs, 18.75% ADHD, 8.65% Extremely Low FSIQ, and 5.29% emotional/behavioral problems, suggesting that 58% of the study population struggled with some kind of learning difficulty. Statistically significant differences were observed between the "Extremely Low FSIQ" group, the "SLD", the "ADHD", and the "TD" diagnostic groups in terms of the "VCI", "FRI", and the "FSIQ" scales (<i>p</i> < 0.001). Likewise, the "Extremely Low FSIQ" group differed significantly from the "SLD" and "TD" groups in terms of the "VSI", the WMI, and the "PSI" (<i>p</i> < 0.001). The "Behavioural/emotional" and "SLD" groups differed in terms of "VCI" and "Full scale IQ" (<i>p</i> < 0.001). The analysis indicated that the children with severe learning difficulties differed from the other groups in terms of their cognitive profiles and that they needed tailor-made educational programs and interventions in a typical classroom. This study offers comparative data from a community sample of children, as well as generated initial evidence from non-clinical settings on the usability and the diagnostic accuracy of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V). Further research is suggested. The present study was funded by the Crete Region (MIS 5162111).