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

Stavroula Lioliou (), Nektaria Pedioti, Kyriaki Vagionaki, Vasiliki Kounali, Nikolaos Bitsakos, Sofia Pitsikaki and Maria Papadakaki
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Stavroula Lioliou: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Nektaria Pedioti: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Kyriaki Vagionaki: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Vasiliki Kounali: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Nikolaos Bitsakos: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Sofia Pitsikaki: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece
Maria Papadakaki: Laboratory of Health and Road Safety, Department of Social Work, School of Health Sciences, Hellenic Mediterranean University, 71410 Herakleion, Greece

IJERPH, 2025, vol. 22, issue 3, 1-15

Abstract: 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 (Verbal Comprehension Index, VCI; Visual Spatial Index, VSI; Fluid Reasoning Index, FRI; Working Memory Index, WMI; and Processing Speed, PCI ). Five diagnostic categories were established for the purpose of analysis: (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. 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 ( p < 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” ( p < 0.001). The “Behavioural/emotional” and “SLD” groups differed in terms of “VCI” and “Full scale IQ” ( p < 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).

Keywords: learning disabilities; WISC-V GR; community setting; SLD; ADHD; children; emotional problems; behavioral problems; intelligence (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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