WISC-IV and WIAT-II profiles in children with high-functioning autism.

Mayes et al. (2008) mapped the WISC-IV and WIAT-II scores of children with high-functioning autism.

They looked for peaks and dips across verbal, perceptual, memory, and speed tasks.

The goal was to build a clear picture of how these kids think, not to test a treatment.

Kids scored high on visual puzzles and verbal facts.

They scored low on working memory, processing speed, and written expression.

This pattern gives you a ready list of where to offer help and where to trust their strengths.

Mouga et al. (2016) saw the same dips in processing speed with the older WISC-III, showing the pattern holds across test versions.

Duerden et al. (2012) went a step further: in gifted students with ASD, those same low scores predicted real classroom struggles, so the profile has practical weight.

Nader et al. (2016) and Wormald et al. (2019) sound a warning—WISC-IV Full-Scale IQ can underestimate true ability, especially when language or timing demands are high.

Taken together, the profile is reliable, but the overall number may still sell the child short; use it as a roadmap, not a label.

You can stop guessing why a bright learner stalls on writing or timed tests.

Lean on their visual strengths, give extra time, and teach memory hacks.

Swap in non-verbal or untimed tools when you need an accurate IQ for placement—then return to the profile to plan lessons that fit the child you see every day.