Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children - Fourth Edition and Cognitive Assessment System in Patients with Learning Disorder

Reza Rostami; Vahid Sadeghi; Jamileh Zarei; Parvaneh Haddadi; Saman Mohazzab-Torabi; Payman Salamati

IJ Pediatrics

The Scientific Journal of Growth & Development Research Center

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Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children - Fourth Edition and Cognitive Assessment System in Patients with Learning Disorder

Author(s):

Reza Rostami¹,

Vahid Sadeghi²,

Jamileh Zarei³,

Parvaneh Haddadi⁴,

Saman Mohazzab-Torabi⁵,

Payman Salamati^6,*

IJ Pediatrics:Vol. 23, issue 2; 183-188

Published online:Jan 21, 2012

Article type:Research Article

Received:Nov 09, 2011

Accepted:Oct 10, 2012

How to Cite:Reza RostamiVahid SadeghiJamileh ZareiParvaneh HaddadiSaman Mohazzab-TorabiPayman Salamatiet al.Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children - Fourth Edition and Cognitive Assessment System in Patients with Learning Disorder.Iran J Pediatr.23(2):183-188.

Abstract

Objective: The aim of this study was to compare the Persian version of the wechsler intelligence scale for children - fourth edition (WISC-IV) and cognitive assessment system (CAS) tests, to determine the correlation between their scales and to evaluate the probable concurrent validity of these tests in patients with learning disorders.
Methods: One-hundered-sixty-two children with learning disorder who were presented at Atieh Comprehensive Psychiatry Center were selected in a consecutive non-randomized order. All of the patients were assessed based on WISC-IV and CAS scores questionnaires. Pearson correlation coefficient was used to analyze the correlation between the data and to assess the concurrent validity of the two tests. Linear regression was used for statistical modeling. The type one error was considered 5% in maximum.
Findings: There was a strong correlation between total score of WISC-IV test and total score of CAS test in the patients (r=0.75, P<0.001). The correlations among the other scales were mostly high and all of them were statistically significant (P<0.001). A linear regression model was obtained (α=0.51, β=0.81 and P<0.001).
Conclusion: There is an acceptable correlation between the WISC-IV scales and CAS test in children with learning disorders. A concurrent validity is established between the two tests and their scales.

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