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

<p><strong>Context and relevance.</strong> 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 The relevance of the study is due to the need to revise the outdated Russian version of the test, adapted by Panasyuk in 1973, and the lack of modern psychometric tools in domestic practice. The advantages of WISC-V over the outdated 1949 version are that this test corresponds to modern models of psychometric intelligence, assesses broad cognitive abilities, and is less time-consuming to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. <strong>Objective.</strong> To determine the ability of the test to differentiate children with intellectual disabilities from typically developing peers. <strong>Hypothesis.</strong> WISC-V will demonstrate high diagnostic accuracy. <strong>Methods and materials.</strong> The study involved two groups of children (49 each): one with an official diagnosis of intellectual disability (M<sub>age</sub> = 158,67 months, SD = 26,02; 43% female) and typically developing peers (M<sub>age</sub> = 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. <strong>Results.</strong> 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. <strong>Conclusions. </strong>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.</p>