The assessment of intelligence is essential in children who have learning difficulties and for this assessment the WISC Intelligence Scale has been the most appropriate instrument. The objective of this study was to map the profile of empirical research in the last 5 years on learning/intelligence using WISC-IV in children. For the methodology, the scoping review model was adopted according to the review protocol structured by the guidelines of the Joanna Briggs Institute (JBI). Three databases were used, with terms indexed in the descriptors in Health Sciences (DeCS) and in the Thesaurus of the ERIC database, in order to answer the research question: "How is the WISC-IV test used in research in the assessment of intelligence/learning of children?". Articles in Portuguese, English and Spanish, of different methodological approaches were included in the period from 2019 to 2022. Based on the results of the searches, ten scientific articles were selected to compose the analyzed sample. These analyses revealed that the WISC test is the most widely used instrument in scientific investigations. In addition, they demonstrate that in recent years there have been studies to analyze its applicability in different contexts. These studies have been published in high-quality scientific journals. However, during the analysis, there was a need for studies focused on the assessment of intelligence and aspects of learning. This is due to the fact that the test provides a thorough assessment of cognitive aspects, which is crucial for understanding an individual's abilities. More importantly, this understanding can favor the development of therapeutic strategies for rehabilitation and educational intervention. Therefore, the results suggest that although the WISC test is widely used and studied, there is a gap to be filled regarding the comprehensive understanding of intelligence and its relationship to learning. This gap represents a promising area of research that can contribute significantly to clinical and educational practice.
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