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Abstract

Objective: to examine the clinical utility of the WISC-III third factor—"Freedom From Distractibility" (FFD)-in the diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD), and the contribution of behavioral, academic, and language variables to the factor.

Method: 275 children, referred for attention, behavior, and learning difficulties, and 26 normal comparison children completed the WISC-III, subtests from the Wide Range Achievement Test-3, the Woodcock Reading Mastery Test-Revised, and the Clinical Evaluation of Language Fundamentals. Parents and teachers completed DSM-IV-based rating scales. Results from the study showed that a child's FFD score was not a valid diagnostic indicator of either ADHD or subtype of ADHD. FFD scores were associated primarily with arithmetic and receptive language scores, implicating verbal working memory.

Conclusion: Low FFD scores may signal learning problems, particularly with arithmetic, language, and working memory that may contribute to poor academic performance.

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WISC-III third factor indexes learning problems but not Attention Deficit/Hyperactivity Disorder

Abstract

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