Abstract
Previous studies have investigated the cognitive characteristics of children with autism spectrum disorder (ASD) using the Chinese version of the Wechsler Intelligence Scale for Children-Fourth Edition, but little is known about those with a full scale intelligence quotient (FSIQ) ≥ 85. This study aimed to compare the intellectual profiles of ASD children with FSIQ ≥ 85 and typically developing (TD) children, and to explore potential gender- and age-related differences within the ASD group. Ninety-three children with ASD (79 males, 14 females; aged 6-16 years) and 30 TD children (20 males, 10 females; aged 6-16 years) were assessed using the Wechsler Intelligence Scale for Children-Fourth Edition, Chinese Version, which is normed for the Chinese population. Composite indices (Verbal Comprehension Index [VCI], Perceptual Reasoning Index [PRI], Working Memory Index [WMI], Processing Speed Index [PSI], and FSIQ) as well as their subtests were analyzed. Statistical analyses included independent-sample t tests, repeated measures ANOVA, and multivariate analysis of variance. The TD group scored significantly higher than the ASD group on most composite indices and subtests (P < .05), except for PRI and its subtests (Block Design, Picture Concepts, and Matrix Reasoning), where no significant group differences were found. Within the ASD group, PSI scores were significantly lower than VCI, PRI, and WMI scores (P < .05). Boys scored higher on VCI and PRI compared with PSI and WMI (P < .05), while girls had significantly higher PSI scores than boys (P < .05). Age comparisons showed no statistically significant differences (P > .05), although younger children (6-11 years) tended to have higher scores than older children (12-16 years). Even among ASD children with FSIQ ≥ 85, cognitive performance was generally lower than that of TD peers, particularly in PSI and WMI. Gender differences were evident in processing speed, with girls outperforming boys, while age differences were minimal. These findings provide a more refined understanding of cognitive strengths and weaknesses in ASD children with average or above-average intelligence and may inform the design of age- and gender-sensitive interventions.