The study examines the usefulness of the "Cancellation" subtest in the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) from the perspective of executive function. The research aimed to explore the importance of focusing on the qualitative aspects of test results, in addition to quantitative scores, in assessing children's cognitive abilities. A sample of 412 children who underwent WISC-IV at a developmental evaluation center was divided into three groups based on their intellectual level. A total of 90 children were randomly selected for analysis. The study classified the deletion procedures into six types and compared the scores of each group. The results showed that as the intellectual level increased, the "Cancellation" scaled score decreased compared to other subtests. Additionally, the scaled score was lower in the type of deletion procedure such as systematic linear strategy. The study concluded that in the high-intelligent level group, the "Cancellation" score was lower than other subtests, likely due to the presence of many "order type" subjects using a systematic linear strategy. It was also considered that attention to both qualitative and quantitative aspects is important in "Cancellation." Therefore, when assessing high-intelligent children with developmental disabilities in the future, a clinical examination that incorporates "Cancellation" to detect executive function disabilities such as persistence or poor planning ability is desirable. The study highlights the importance of the "Cancellation" subtest in evaluating executive functions, particularly planning ability and persistence, which are crucial for children with developmental disorders. The findings suggest that the "Cancellation" subtest can provide valuable insights into the qualitative aspects of cognitive functioning that may not be captured by the overall intelligence quotient (FSIQ) or other composite scores. The study also emphasizes the need for a comprehensive assessment that includes both quantitative and qualitative aspects of test results to better understand children's cognitive abilities and potential disabilities.The study examines the usefulness of the "Cancellation" subtest in the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) from the perspective of executive function. The research aimed to explore the importance of focusing on the qualitative aspects of test results, in addition to quantitative scores, in assessing children's cognitive abilities. A sample of 412 children who underwent WISC-IV at a developmental evaluation center was divided into three groups based on their intellectual level. A total of 90 children were randomly selected for analysis. The study classified the deletion procedures into six types and compared the scores of each group. The results showed that as the intellectual level increased, the "Cancellation" scaled score decreased compared to other subtests. Additionally, the scaled score was lower in the type of deletion procedure such as systematic linear strategy. The study concluded that in the high-intelligent level group, the "Cancellation" score was lower than other subtests, likely due to the presence of many "order type" subjects using a systematic linear strategy. It was also considered that attention to both qualitative and quantitative aspects is important in "Cancellation." Therefore, when assessing high-intelligent children with developmental disabilities in the future, a clinical examination that incorporates "Cancellation" to detect executive function disabilities such as persistence or poor planning ability is desirable. The study highlights the importance of the "Cancellation" subtest in evaluating executive functions, particularly planning ability and persistence, which are crucial for children with developmental disorders. The findings suggest that the "Cancellation" subtest can provide valuable insights into the qualitative aspects of cognitive functioning that may not be captured by the overall intelligence quotient (FSIQ) or other composite scores. The study also emphasizes the need for a comprehensive assessment that includes both quantitative and qualitative aspects of test results to better understand children's cognitive abilities and potential disabilities.