The Diagnostic validity of the fifth Integrated version of IQ scales Wechsler children in students with learning disabilities in Mazandaran province

Marzieh Nazari; Parviz Sharifi Daramadi; Mohammad Asgari; Gholamali Afrooz; Sogand Gasemzadeh

doi:10.63053/ijhes.53

Authors

Marzieh Nazari 1. PhD student in exceptional child psychology and education; Islamic Azad University, Science and Research Branch
Parviz Sharifi Daramadi 2. PhD in Psychology and Education of Exceptional Children, Professor of Allamah Tabatabaei University; Corresponding Author
Mohammad Asgari Assistant Professor at Photonics and Quantum Technologies Research Institute. Iran
Gholamali Afrooz 4. Distinguished Professor, Department of Psychology and Education of Exceptional Children, Faculty of Education and Psychology, University of Tehran, Iran
Sogand Gasemzadeh 5. PhD in Psychology and Education of Exceptional Children, Assistant Professor, University of Tehran

DOI:

https://doi.org/10.63053/ijhes.53

Keywords:

diagnostic validity, of the fifth Integrated version of Wechsler IQ scales for children, Students, learning disabilities, Mazandara n province

Abstract

In this Research, the "diagnostic validity of the fifth integrated version of Wechsler IQ scales for children with learning disabilities in Mazandaran province Students" has been studied. The main question of the research is whether the fifth integrated version of Wechsler Intelligence Scales for children with learning disabilities in Mazandaran province has diagnostic validity. The present research method is in the field of psychometric studies, which is a subset of the methodological research method. The research community includes all students of Mazandaran province who are studying in the first elementary school (first, second and third grade) in the 97-98 academic year and as students with learning disabilities in private and public centres under Coverage of educational-therapeutic services, consisting of 240 students with learning disabilities were selected as the sample size using purposive sampling. The measurement Instrument in this Research is the fifth integrated version of the Wechsler Children's Intelligence Scale, which has good validity and reliability. The statistical model used in the present Research to determine diagnostic validity is the confidence interval method. Finally, the research findings showed that the tests of "Digit Span Forward", " Digit Span Backward" and "sentences recall" in students with learning disabilities have diagnostic validity and can exclude students with learning disabilities from other students.

References

- one person Hassan, Kakavand; Alireza, (2011) Learning disorders, from theory to practice, 7th edition, Tehran, Arsbaran.

- work; Cambys, Shukerzadeh; Shahreh, (2015), Learning Disability Assessment, Tehran: Islamic Azad University Publications, Science and Research Unit.

- work; Cambys, Shukerzadeh; Shahreh, Kiyomarthi; Firoz, (2006), Sensing and Measurement, Tehran: Islamic Azad University Publications, Islamshahr Branch.

- Lerner, Jeanette W. (1997) Learning Disabilities; Theories, diagnosis and teaching strategies, translated by Esmat Danesh (2013), second edition, Tehran, Shahid Beheshti University Printing and Publishing Center.

- Canivez; and Gary L., Dombrowski; Stefan C., Watkins; Marley W, (2018), Factor structure of the WISC-V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests, Psychol Schs, 55:741–769.

- Devena; Sarah E, Watkins; Marley W, (2012), Diagnostic Utility of WISC-IV General Abilities Index and Cognitive Proficiency Index Difference Scores Among Children with ADHD, Journal of Applied School Psychology, 28: 133-154.

- Dombrowski; Stefan C., Canivez; and Gary L., Watkins; Marley W, Beaujean; A. Alexander., (2015), Exploratory bifactor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition with the 16 primary and secondary subtests, Intelligence, 53, 194-201.

- Flanagan; D. P., Fiorello; C. A., Ortiz; S. O., (2010), Enhancing practice through application of Cattell- Horn-Carroll theory and research: A third method approach to specific learning disability identification, Psychology in the Schools, 47 (7), 739-760.

- Lecerf; Thierry, Canivez ; Gary L., (2018), Complementary Exploratory and Confirmatory Factor Analyses of the French WISC–V: Analyses Based on the Standardization Sample, American Psychological Association, Psychological Assessment, Vol. 30, No. 6, 793–808.

- Miller, D. C., (2015), Integration of the WJ IV, WISC-V, WISC-V Integrated, and WAIT-III into a School Neuropsychological Assessment Model, National Association of School Psychologists, Volum 9, Issue 3, PP 251-268.

- Wechsler, D. (2015). Wechsler intelligence scale for children (5th ed.). Bloomington, MN: Pearson.

- Watkins, M. W, Glutting, J. J, Youngstrom, E. A, (2005), Issues in subtest profile analysis, In D. P. Flanagan & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 251-268), New York, NY: Guilford Press.