Diagnostic Validity of Wechsler Intelligence Scale for ChildrenFifth Edition (WISC-V) with regard to Neuropsychological Characteristics of Children with Learning Disability

Abstract

The extant study was conducted to examine the diagnostic validity of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with regard to neuropsychological characteristics of children with specific learning disability in Tehran city, Iran. This research aimed to assess the diagnostic validity, emphasizing the logistic regression analysis. Statistical society of study comprised all elementary school students (first, second, third, and fourth grades) who were studying in Tehran during the academic year 2018-2019. The students with learning disabilities have received educational-therapeutic services from governmental and non-governmental educational and learning-specific problems rehabilitation centers. The sample size included 400 students who were selected among the above-mentioned 20 centers using purposive and convenient sampling methods; besides, it also included 400 students without learning disability who were randomly selected among elementary schools in Tehran city, in line with the objectives of the study. WISC-V(2014) was employed as the measurement tool of the present paper. In case of answering the research questions, analysis of tow-level logistic regression (normal students and students with a learning disability) was used with an emphasis on the diagnostic validity. The research findings indicated that Vocabulary and Information (of verbal comprehension scale), Block Design with time score (of the visual-spatial scale), Arithmetic and Picture Concepts (of fluid reasoning scale), Direct Digit Span, Reverse Digit Span, Sequence Digit Span, Picture Span, and Letter-Number Sequencing (of working memory scale), Coding, Random Cancelation and Structured Cancelation tests (of processing speed index scale) had diagnostic validity. The tests mentioned above could diagnose students with learning disabilities among normal students.