نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

2 استاد گروه روانشناسی- کودکان استثنایی، دانشگاه علامه طباطبایی، تهران، ایران.

3 دانشیار روانشناسی عمومی، دانشگاه تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران.

چکیده

پژوهش حاضر به‌منظور تعیین «روایی تشخیصی نسخه پنجم مقیاس‌های هوشی وکسلر کودکان در دانش‌آموزان با ناتوانی یادگیری شهر تهران» انجام شد. روش این پژوهش که در حیطه طرح‌های روان‌سنجی است، زیرمجموعه‌ای از مطالعات روش‌شناختی است از بین جامعه آماری تحقیق که تمامی دانش‌آموزان مشغول به تحصیل دوره ابتدایی (کلاس‌های اول تا سوم) در سال تحصیلی 98-97 استان تهران بودند، تعداد 800 نفر شامل؛400 نفر دانش‌آموز با ناتوانی یادگیری که در مراکز دولتی و غیردولتی "آموزشی و توان‌بخشی مشکلات ویژه یادگیری" پرونده تشخیصی با عنوان (SLD) داشتند، با استفاده از روش هدفمند و در دسترس و 400 نفر دانش‌آموز معمولی، با روش نمونه‌گیری تصادفی به‌عنوان نمونه انتخاب شدند. ابزار اندازه‌گیری، نسخه پنجم مقیاس‌های هوشی وکسلر کودکان (2014) بوده است. در راستای پاسخگویی به سؤالات تحقیق، با تأکید بر روش نقاط بُرش برای بروز و عدم بروز از روش ضریب حساسیت و وضوح گرایی استفاده شد. یافته‌های تحقیق نشان داد که آزمون‌های واژگان و اطلاعات (از مقیاس فهم کلامی)، محاسبات (از مقیاس استدلال سیال) و ظرفیت عدد مستقیم، ظرفیت عدد معکوس، ظرفیت عدد متوالی، ظرفیت تصویر و توالی عدد- حرف (از مقیاس حافظه فعال) دارای روایی تشخیصی هستند. بنابراین می‌توان نتیجه گرفت که نسخه پنجم مقیاس‌های هوشی وکسلر کودکان دارای روایی تشخیصی است و می‏تواند دانش‏آموزان با ناتوانی یادگیری را از دانش‌آموزان هنجاری (معمولی) تشخیص دهد.

کلیدواژه‌ها

عنوان مقاله [English]

Diagnostic Validity of The Fifth Version of Wechsler Iq Scales For Children With Learning Disability

نویسندگان [English]

  • Marzieh Shiri Aminlou 1
  • Parviz Sharifi Daramadi 2
  • Javad Khalatbari 3

1 Ph.D. Student in Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor, Department of Psychology -Exceptional Children, Allameh Tabataba’i University, Tehran, Iran

3 Associate Professor, Department of General Psychology, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

چکیده [English]

This research was conducted to determine the diagnostic validity of the fifth edition of the Wechsler Intelligence Scales for Children (WISC-V) in students with learning disabilities in Tehran. The methodological approach employed in this study is specifically within the domain of psychometrics, which is a subfield of methodology studies. The statistical population of this study encompassed all elementary school students (from the first to fourth grade) studying in Tehran during the academic year 2018-2019. The sample size involved 400 students with learning disabilities who were chosen through a targeted and accessible sampling method, in addition to an additional 400 students without learning disabilities who were randomly selected in adherence with the study objectives. This study utilized the fifth edition of the Wechsler Intelligence Scales for Children (WISC-V) as the primary measurement tool. The diagnostic validity of the assessment was evaluated through the application of sensitivity coefficient and clarity methodologies. Upon examination, the study concluded that the Vocabulary and Information subtests (from the Verbal Comprehension Index), Arithmetic (from the Fluid Reasoning Scale), Number Span (forward and backward), Picture Span, Letter-Digit Sequencing, and Letter-Number Sequencing (from the Working Memory Scale), as well as Coding, Cancellation (random), and Cancellation (structural) subtests (from the Processing Speed Index) hold diagnostic validity. Therefore, it can be concluded that the fifth edition of the Wechsler Intelligence Scales for Children (WISC-V) possesses diagnostic validity and can effectively distinguish students with learning disabilities from those within the normative range.

کلیدواژه‌ها [English]

  • Diagnostic Validity
  • Fifth Version of Wechsler Intelligence Scale for Children
  • Students with Learning Disabilities
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