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195

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)1

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ﺑﺮﺗ مﻮـﻠﻋ و ﯽـﺳﺎﻨﺸﻧاور هﺪﮑـﺸﻧاد ،نﺎﻨﻤـﺳ هﺎﮕـﺸﻧاد ،نﺎﻨﻤـﺳ .نﺎﻨﻤﺳ هﺎﮕﺸﻧاد ﯽﻨﯿﻟﺎﺑ ﯽﺳﺎﻨﺸﻧاور هوﺮﮔرﺎﯾدﺎﺘﺳا ،ﺖﻣﻼﺳ ﯽﺳﺎﻨﺸﻧاور ﯽﺼﺼﺨﺗ ياﺮﺘﮐد ﯽـﺳﺎﻨﺸﻧاور هوﺮـﮔ ،ﯽـﺘﯿ

.ﯽﻨﯿﻟﺎـﺑ

:رﺎﮕﻧرود 3626888 - 0232 (لﻮﺌﺴﻣ هﺪﻨﺴﯾﻮﻧ) E-mail:[email protected]

)2 ؛

،ﺖﻣﻼﺳ ﯽﺳﺎﻨﺸﻧاور ﯽﺼﺼﺨﺗ ياﺮﺘﮐد(

رﺎﯾدﺎﺘﺳا هداﻮﻧﺎﺧ هﺪﮑﺸﻫوﮋﭘ

، .ﯽﺘﺸﻬﺑ ﺪﯿﻬﺷ هﺎﮕﺸﻧاد

1- learning disorders 2- sensitivity 3- specificity

4- Wechsler Intelligence Scale for Children-Revised 5- arithmetic 6- coding

7- information 8- digital span

نﺎﮐدﻮﮐ ﺮﻠﺴﮐو ﯽﺷﻮﻫ هﺪﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎﯿﻘﻣ شﺮﺑ ﻪﻄﻘﻧ و ﯽﮔﮋﯾو ،ﺖﯿﺳﺎﺴﺣ

لﻼﺘﺧا ﺺﯿﺨﺸﺗ رد يﺮﯿﮔدﺎﯾ يﺎﻫ

ﺮﮔﻮﺑ نﺎﯿﻤﯿﺣر ﻖﺤﺳا ﺮﺘﮐد

) 1

ﯽﺒﯿﺒﺣ ﯽﺒﺘﺠﻣ ﺮﺘﮐد ،( )

2

(

هﺪﯿﮑﭼ

فﺪﻫ :

) نﺎـﮐدﻮﮐﺮﻠـﺴﮐوﯽـﺷﻮﻫهﺪـﺷﺮﻈﻧﺪﯾﺪﺠﺗسﺎـﯿﻘﻣشﺮﺑﻪﻄﻘﻧوﯽﮔﮋﯾو،ﺖﯿﺳﺎﺴﺣﻦﯿﯿﻌﺗﺮﺿﺎﺣﺶﻫوﮋﭘفﺪﻫ

WISC-R ( ﺺﯿﺨـﺸﺗرد

لﻼﺘﺧا .دﻮﺑيﺮﯿﮔدﺎﯾيﺎﻫ شور

: ﯽﻔﯿﺻﻮﺗحﺮﻃﮏﯾرد ﻪﻧﻮﻤﻧﺎﺑﯽﻌﻄﻘﻣ-

ﻪﺷﻮﺧيﺮﯿﮔ ﻪﻠﺣﺮﻣﺪﻨﭼيا

ﻪﯾﺎﭘزايا

نﺎﺘـﺴﺑدﻢﺠﻨـﭘﺎـﺗمﻮـﺳيﺎـﻫ يﺎـﻫ

،نﺎﻨﻤﺳنﺎﺘﺳا ﺶﻧاد45

لﻼﺘﺧاﻪﺑﻼﺘﺒﻣزﻮﻣآ ويﺮﯿﮔدﺎﯾيﺎﻫ

ﺶﻧاد45 ﺶـﺳﺮﭘﻪـﺑﻢﻟﺎـﺳزﻮـﻣآ ﻪـﻣﺎﻧ

هداديﺎـﻫ ﺖـﯿﻌﻤﺟيﺎـﻫ ،ﯽﺘﺧﺎﻨـﺷ

WISC-R

و

ﻬﻓ لﻼﺘﺧاﯽﺼﯿﺨﺸﺗﺖﺳﺮ ﻪﯾﺎﭘﺮﺑيﺮﯿﮔدﺎﯾيﺎﻫ

DSM-IV-TR

هداد .ﺪﻧدادﺦﺳﺎﭘ ﯽﻨﺤﻨﻣدﺮﺑرﺎﮐﺎﺑﺎﻫ

.ﺪﻧﺪـﺷﻞﯿﻠﺤﺗROC ﻪﺘﻓﺎﯾ

ﺎـﻫ : ﻪـﺘﻓﺎﯾ نﺎـﺸﻧﺎـﻫ

ﻞﮐهﺮﻤﻧداد ﺖﯿﺳﺎﺴﺣﺎﺑ89

1/

ﺪﺻرد71 ﯽﮔﮋﯾوو 6 / ﯽﻣ95 ردارﻢﻟﺎﺳوﻼﺘﺒﻣهوﺮﮔودﺪﻧاﻮﺗ 1/

94 ) ﺪـﻫدﺰـﯿﻤﺗدراﻮـﻣﺪﺻرد 05

/0

<

ودرد .(p

ﻼﮐﺶﺨﺑ ﻪﺑﺰﯿﻧﯽﻣﻼﮐﺮﯿﻏوﯽﻣ هﺮﻤﻧﺐﯿﺗﺮﺗ

ﺖﯿﺳﺎﺴﺣﺎﺑ44 4/

ﺪﺻرد84 ﯽﮔﮋﯾوو 7 / ﺪﺻرد86 هﺮﻤﻧو 44 ﺖﯿـﺳﺎﺴﺣﺎﺑ 4/

44 ﺪـﺻرد ﯽـﮔﮋﯾوو

3/

ﺪﺻرد93 ﯽﻣ ﻪﺑارهوﺮﮔودﺪﻧاﻮﺗ ردﺐﯿﺗﺮﺗ

4/

وﺪﺻرد86 87 ) ﺪﻫدﺰﯿﻤﺗدراﻮﻣﺪﺻرد 05

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.(p ﻪـﺠﯿﺘﻧ يﺮـﯿﮔ : سﺎـﯿﻘﻣ

WISC-R طﺎـﻘﻧﺎـﺑ

ﺺﺨﺸﻣشﺮﺑ ياراد،

ﺖﯿﻠﺑﺎﻗ ﻪﺑ رديﺮﯿﮔرﺎﮐ لﻼﺘﺧاﻪﺑﻼﺘﺒﻣنﺎﮐدﻮﮐﺺﯿﺨﺸﺗ

يﺮﯿﮔدﺎﯾيﺎﻫ .ﺖﺳا

هژاوﺪﯿﻠﮐ : لﻼﺘﺧا ﯽﮔﮋﯾو ؛ﺖﯿﺳﺎﺴﺣ ؛نﺎﮐدﻮﮐ ﺮﻠﺴﮐو ﯽﺷﻮﻫ هﺪﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎﯿﻘﻣ ؛يﺮﯿﮔدﺎﯾ يﺎﻫ

:ﻪﻟﺎﻘﻣ ﺖﻓﺎﯾرد] 3/

7/

1390 :ﻪﻟﺎﻘﻣ شﺮﯾﺬﭘ ؛ 9/

11 / 1390 [

ﻪﻣﺪﻘﻣ لﻼﺘﺧا يﺮﯿﮔدﺎﯾ يﺎﻫ ﻢﻬﻣ زا1

ﻊﯾﺎﺷ و ﻦﯾﺮﺗ لﻼﺘﺧا ﻦﯾﺮﺗ

ﺎﻫ رد

ﺶﻧاد عﻮﯿـﺷ ﻪـﮐ ﺖـﺳا ﯽﻧﺎﺘـﺴﺑد نازﻮـﻣآ 5/

17 - 5

ـﺑ) يﺪـﺻرد ﺎ

ﻦﯿﮕﻧﺎــﯿﻣ 6 - 4 ) دراد (ﺪــﺻرد 3

- 1 لﻼﺘــﺧا رد .(

،يﺮﯿﮔدﺎــﯾ يﺎــﻫ

ﻦﯿﯾﺎـﭘ ﯽـﺿﺎﯾر ﺎـﯾ يرﺎﺘﺷﻮﻧ نﺎﯿﺑ ،نﺪﻧاﻮﺧ يﺮﯿﮔدﺎﯾ ﯽﯾﺎﻧاﻮﺗ زا ﺮـﺗ

رﺎـﻈﺘﻧا يو زا ،كدﻮـﮐ شﻮـﻫ ناﺰـﯿﻣ ﻪـﯾﺎﭘ ﺮـﺑ ﻪـﮐ ﺖﺳا ﯽﺤﻄﺳ ﯽﻣ ) دور 2

دﺎـﻤﺘﻋا ،ترﺎـﻘﺣ سﺎـﺴﺣا ،ﯽﻠﯿﺼﺤﺗ ﺖﻓا .(

ﺲـﻔﻧ ﻪـﺑ

ﯽﮔدﺮﺴﻓا ،ﻦﯿﯾﺎﭘ

ﻪـﺳرﺪﻣ زا راﺮﻓ ﺪﻨﻧﺎﻣ يرﺎﺘﻓر تﻼﮑﺸﻣ ﯽﺧﺮﺑ و

لﻼﺘﺧا يﺎﻫﺪﻣﺎﯿﭘ زا ﻞﯿﺼﺤﺗ كﺮﺗ و ) ﺖﺳا يﺮﯿﮔدﺎﯾ يﺎﻫ

4 ﻪـﺑ .(

ﺐـــﺼﻋ و ﯽﮔدﻮﻧﺎـــﺧ ،ﯽـــﮑﯿﺘﻧژ ،ﯽﺘﺧﺎﻨـــﺷ ﻞـــﯾﻻد ،ﯽﺘﺧﺎﻨـــﺷ

ﺶﻧاد لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ نازﻮﻣآ و ﯽﻠﯿـﺼﺤﺗ دﺮـﮑﻠﻤﻋ يﺮﯿﮔدﺎﯾ يﺎﻫ

د نﺎﮐدﻮﮐ ﺮﯾﺎﺳ ﻪﺑ ﺖﺒﺴﻧ ﯽﺗوﺎﻔﺘﻣ ﯽﺘﺧﺎﻨﺷ ) ﺪﻧرا

5 ، 6 .(

زرا ﯾ ﻪﻣﺎﻧﺮﺑ ﯽﺑﺎ ﺖﯿﺳﺎﺴﺣ ﻦﯿﯿﻌﺗ و ﯽﺼﯿﺨﺸﺗ يﺎﻫ ﯽﮔﮋﯾو و2

3

لﻼﺘﺧا ﺶﺠﻨﺳ يﺎﻫراﺰﺑا ياﺮـﺑ ﯽﻤﻬﻣ تروﺮﺿ ،يﺮﯿﮔدﺎﯾ يﺎﻫ

ﺺﯿﺨﺸﺗ ﻣﺮﺗ ، ﯿ لﻼﺘـﺧا ﻦﯾا رد ﻪﻠﺧاﺪﻣ و ﻢ ) ﺖـﺳﺎﻫ

7 ﻦـﯾا رد .(

ياﺮــﺑ ﺮﻠــﺴﮐو ﯽــﺷﻮﻫ هﺪــﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎــﯿﻘﻣ دﺮﺑرﺎــﮐ نﺎــﯿﻣ نﺎــﮐدﻮﮐ )4

WISC-R

لﻼﺘــﺧا ﺺﯿﺨــﺸﺗ رد ( دﺎــﯾ يﺎــﻫ

يﺮﯿﮔ

نﺎـﺸﻧ دﻮـﺟﻮﻣ ﺪﻫاﻮـﺷ .ﺖﺳا ﻢﻬﻣ ﯽﻋﻮﺿﻮﻣ ﻪـﮐ ﺖـﺳا نآ ﺮـﮔ

لﻼﺘﺧا ﻪﺑ نﺎﯾﻼﺘﺒﻣ هدﺮﺧ رﺎﻬﭼ رد يﺮﯿﮔدﺎﯾ يﺎﻫ

ﺮﻠـﺴﮐو سﺎﯿﻘﻣ

ﯽـﺿﺎﯾر ﯽﻨﻌﯾ ﯽـﻧادﺮﮔﺰﻣر ،5

6

ﯽﻣﻮـﻤﻋ تﺎـﻋﻼﻃا ، يﺎـﻨﺧاﺮﻓ و7

مﺎــﻗرا نآ ﻪــﮐ ﺪــﻧراد ﯽﻨﯿﯾﺎــﭘ دﺮــﮑﻠﻤﻋ8

ﻪــﺑ ار ﻢﯿــﻧ حﻼﻄــﺻا خر

ﯽـــﻣACID

) ﺪـــﻨﻣﺎﻧ 10 - 8 ﻢـــﻫ .(

ﻪـــﺑ ﻼﺘـــﺒﻣ نﺎـــﮐدﻮﮐ ﻦﯿـــﻨﭼ

Iranian Journal of Psychiatry and Clinical Psychology, Vol. 18, No. 3, Fall 2012, 195-201

،ناﺮﯾا ﯽﻨﯿﻟﺎﺑ ﯽﺳﺎﻨﺸﻧاور و ﯽﮑﺷﺰﭙﻧاور ﻪﻠﺠﻣ لﺎﺳ

ﻢﻫﺪﺠﻫ هرﺎﻤﺷ ، 3 ، ﺰﯿﯾﺎﭘ 1391 ، 201 - 195

ﯽﺸﻫوﮋﭘ ﻪﻟﺎﻘﻣ ﻞﯿﺻا

Original Article

Downloaded from ijpcp.iums.ac.ir at 12:26 CEST on Monday October 6th 2014

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نﺎﮐدﻮﮐ ﺮﻠﺴﮐو ﯽﺷﻮﻫ هﺪﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎﯿﻘﻣ ﯽﮔﮋﯾو و ﺖﯿﺳﺎﺴﺣ

196

لﺎﺳﻫﺠﻢﻫﺪرﺎﻤﺷ /ه 3 / ﺰـﯿﯾﺎﭘ1391

Vol. 18 / No. 3 / Fall 2012

لﻼﺘﺧا رد يﺮﯿﮔدﺎـﯾ يﺎﻫ

WISC-R

ﻢﯿـﻧ رد خر ﯽـﻨﻌﯾ ،SCAD

هدﺮﺧ سﺎﯿﻘﻣ

دﺎـﻤﻧ يﻮﺠﺘـﺴﺟ يﺎﻫ و تﺎﯿـﺿﺎﯾر ،ﯽـﻧادﺮﮔﺰﻣر ،1

ﯽـﻣ ﻦﯿﯾﺎـﭘ هﺮـﻤﻧ ،مﺎﻗرا يﺎﻨﺧاﺮﻓ ) ﺪـﻧﺮﯿﮔ

8 ﻢـﻫ .(

ﺪـﺻرد ﻦﯿـﻨﭼ

ﺶﻧاد زا ﯽﯾﻻﺎﺑ ﻞـﻣﺎﻋ رد ،ﺪـﻧراد نﺪـﻧاﻮﺧ ﻞﮑـﺸﻣ ﻪﮐ ﯽﻧازﻮﻣآ

تﺎﻋﻼﻃا شزادﺮﭘ ) ﺪـﻧراد ﯽﻨﯿﯾﺎـﭘ دﺮﮑﻠﻤﻋ2

11 ، 12 ـﮑﯾور .(

دﺮ

ﺶﯾﻻﺎﭘ ﻪﺘﻓﺎﯾ ﻪـﺒﻨﺟﺪﻨﭼ و ﺮﺗ

ﻞـﻣﺎﻋ زا هدﺎﻔﺘـﺳا ،يا

ﻦﯾﺎـﺗﺎﻨﺑ يﺎـﻫ

3

لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ نﺎﮐدﻮﮐ نآ ﻪﯾﺎﭘ ﺮﺑ ﻪﮐ ﺖﺳا رد ،يﺮﯿﮔدﺎﯾ يﺎﻫ

هدﺮﺧ سﺎﯿﻘﻣ يﺎـﻨﺧاﺮﻓ) ﺪﻨﺘـﺴﻫ ﯽﻟاﻮـﺗ ﯽﯾﺎـﻧاﻮﺗ مﺰﻠﺘﺴﻣ ﻪﮐ ﯽﯾﺎﻫ

مﺎﻗرا دﺎﻤﻧ ،مﺎﻗرا ﺮﯾوﺎﺼﺗ ﻢﯿﻈﻨﺗ ،4

5

ﻦﯿﯾﺎـﭘ دﺮـﮑﻠﻤﻋ ( ﺪـﻧراد يﺮـﺗ

) 8 ﻪﻘﺒﻃ .(

ﺘﻣ ﻦﯾﺎﺗﺎﻨﺑ يﺎﻫ

هدﺮـﺧ يﺎـﻫﻮﮕﻟا زا ﻞﮑﺸ سﺎـﯿﻘﻣ

ﯽﯾﺎـﻫ

نآ رد ﻪﮐ ﺖﺳا ﯽﯾﺎـﻧاﻮﺗ ﻪﺑ ﺎﻫ

ﻪـﺑ ،ﯽﯾﺎـﻀﻓ يﺎـﻫ زا ﺮﺗﻻﺎـﺑ ﺖﺒـﺴﻧ

مﻮﻬﻔﻣ ﯽﯾﺎـﻧاﻮﺗ زا ﺮﺗﻻﺎـﺑ دﻮـﺧ ﻪـﺑﻮﻧ ﻪﺑ ﻢﻫ نآ و ،ﯽﻣﻼﮐ يزﺎﺳ

ﯽﻟاﻮــﺗ ﻪــﺑ و ﺖــﺳا زﺎــﯿﻧ ندﺮــﮐ رﻮــﻃ

ﺶــﻧاد ﻪــﺑ زﺎــﯿﻧ لﻮــﻤﻌﻣ

ﻪﺘﺧﻮﻣآ ﻦﯿﯾﺎﭘ ﻪﻤﻫ زا هﺪﺷ

ﻪـﻘﺒﻃ .ﺖـﺳا ﺮـﺗ يﺪـﻨﺑ

و ﻦﯾﺎـﺗﺎﻨﺑ يﺎـﻫ

ﻢﯿﻧ خر ﺎﻫ ي وSCAD

ﺖﺧﺎﻨـﺷ و ﻒـﺸﮐ ياﺮﺑ ﻞﺻا ردACID

لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ نﺎﮐدﻮﮐ هﺪﺷ ﻦﯾوﺪﺗ يﺮﯿﮔدﺎﯾ يﺎﻫ

ﻪـﺑ .ﺪﻧا رﻮـﻃ

ﻢﯿﻧ ﻦﯾا ﯽﻠﮐ خر

ﯽﻣ نﺎﺸﻧ ﺎﻫ ﻪـﺑ ﻼﺘـﺒﻣ نﺎـﮐدﻮﮐ زا يرﺎﯿﺴﺑ ﺪﻨﻫد

لﻼﺘﺧا و ﯽـﻠﮐ شزادﺮﭘ مﺰﻠﺘﺴﻣ ﻪﮐ ﯽﻔﯿﻟﺎﮑﺗ رد ،يﺮﯿﮔدﺎﯾ يﺎﻫ

ﻢﻫ

تﺎـﻌﻄﻗ قﺎـﺤﻟا) ﺖﺳا ﺰﻐﻣ ﺖﺳار هﺮﮑﻤﯿﻧ ﺎﺑ ﻂﺒﺗﺮﻣ و نﺎﻣز ،6

ﺮﯾوﺎﺼﺗ ﻞﯿﻤﮑﺗ ﺐﻌﮑﻣ ﯽﺣاﺮﻃ و7

8ﺎﻫ ( ،ﺪـﻧراد يﺮـﺘﻬﺑ دﺮﮑﻠﻤﻋ

دﺎﻤﻧ ،مﺎﻗرا يﺎﻨﺧاﺮﻓ) ﯽﻟاﻮﺗ شزادﺮﭘ مﺰﻠﺘﺴﻣ ﻪﮐ ﯽﻔﯿﻟﺎﮑﺗ رد ﺎﻣا

ﻦﯿﯾﺎـﭘ دﺮـﮑﻠﻤﻋ ،ﺪﻨﺘﺴﻫ (ﺮﯾوﺎﺼﺗ ﻢﯿﻈﻨﺗ و مﺎﻗرا ﻪـﮐ ﺪـﻧراد يﺮـﺗ

ﻪﺑ ﻪﻣﺎﻧﺮﺑ رد يراﻮﺷد ترﻮﺻ يدﺪـﻋ ﯽﯾﺎـﻧاﻮﺗ و نﺪﻧاﻮﺧ ،يﺰﯾر

هﻮﻠﺟ ﯽﻣ ﺮﮔ ) دﻮﺷ 13 ، 14 .(

نﻮﻣزآ ﺎﻫ

ﯽـﮔﮋﯾو ﻦﯿـﯿﻌﺗ و ﯽﺑﺎﯾرﺎﺠﻨﻫ ﻪﺑ ﯽﺼﯿﺨﺸﺗ ي يﺎـﻫ

ﻪﻌﻣﺎﺟ رد ﯽﺼﯿﺨﺸﺗ ﻦـﯾا اﺮـﯾز ،ﺪـﻧراد زﺎـﯿﻧ ﻪـﻌﻟﺎﻄﻣ درﻮـﻣ يﺎـﻫ

نﻮﻣزآ ﻪﻨﯿﻣز و نﺎﮑﻣ ﻪﺑ ﺎﻫ ﯽﻋﺎﻤﺘﺟا يﺎﻫ

- ﯽﻧدﻮﻣزآ يرﺎﺘﺧﺎﺳ ﺎﻫ

ﻪﺘﺴﺑاو

ﯽﺑﺎـﯾزرا ياﺮـﺑ يدﺎـﯾز ﯽـﺻﺎﺼﺘﺧا يﺎﻫراﺰﺑا ﻪﭼﺮﮔا .ﺪﻧا لﻼﺘﺧا دراﺪﻧﺎﺘـﺳا يراﺰـﺑا دﻮـﺒﻧ ،دراد دﻮـﺟو يﺮﯿﮔدﺎـﯾ يﺎـﻫ و

ﯽــﻠﮐ ﺺﯿﺨــﺸﺗ ياﺮــﺑ ﺺﺨــﺸﻣ ﯽــﮔﮋﯾو و ﺖﯿــﺳﺎﺴﺣ ياراد لﻼﺘﺧا ﺮﻠـﺴﮐو ﯽﺷﻮﻫ نﻮﻣزآ دﺮﺑرﺎﮐ تروﺮﺿ ،يﺮﯿﮔدﺎﯾ يﺎﻫ

لﻼﺘﺧا ﯽﺑﺎﯾزرا ياﺮﺑ

ﯽـﻣ ﻪﺘـﺴﺟﺮﺑ ار يﺮﯿﮔدﺎـﯾ يﺎـﻫ رد .دزﺎـﺳ

ﯽﺳرﺮﺑ ﻢﯿﻧ يﺪﻣآرﺎﮐ ﯽﺟرﺎﺧ يﺎﻫ خر

،ﻦﯾﺎـﺗﺎﻨﺑ يﺎـﻫ وSCAD

ﺪﯾﺪﺠﺗ نﻮﻣزآACID

ﺺﯿﺨـﺸﺗ رد نﺎـﮐدﻮﮐ ﺮﻠـﺴﮐو هﺪﺷﺮﻈﻧ

لﻼﺘﺧا ﯾ يﺎﻫ ﺶﻫوﮋـﭘ فﺪـﻫ .ﺖـﺳا هﺪـﺷ هداد نﺎـﺸﻧ يﺮﯿﮔدﺎ

كﻼﻣ ﻦﯿﯿﻌﺗ ،ﺮﺿﺎﺣ لﻼﺘـﺧا ﯽﺼﯿﺨﺸﺗ يﺎﻫ

ﺮـﺑ يﺮﯿﮔدﺎـﯾ يﺎـﻫ ﻪـــﯾﺎﭘ

WISC-R

شﺮـــﺑ طﺎـــﻘﻧ و ﯽـــﮔﮋﯾو ،ﺖﯿـــﺳﺎﺴﺣ) رد (9

ﺶﻧاد .دﻮﺑ نﺎﻨﻤﺳ نﺎﺘﺳا ﯽﯾاﺪﺘﺑا نازﻮﻣآ 1

شور ﯽﻔﯿـــﺻﻮﺗ ﺶﻫوﮋـــﭘ ﻪـــﻌﻣﺎﺟ -

ﯽﻣﺎـــﻤﺗ ،ﺮـــﺿﺎﺣ ﯽـــﻌﻄﻘﻣ

ﺶﻧاد ﻪﯾﺎﭘ نازﻮﻣآ ا ﻊﻄﻘﻣ ﻢﺠﻨﭘ و مرﺎﻬﭼ ،مﻮﺳ يﺎﻫ

نﺎﺘﺳا ﯽﯾاﺪﺘﺑ

ﯽﻠﯿﺼﺤﺗ لﺎﺳ رد نﺎﻨﻤﺳ 89

- 1388

ﺶـﻧاد ﻞـﮐ زا .دﻮﺑ نازﻮـﻣآ

) نﺎﺘـﺳا ﻦـﯾا ﯽﯾاﺪـﺘﺑا ﻊﻄﻘﻣ 40206

ﻞﻣﺎـﺷ ،ﺮـﻔﻧ 20710

و ﺮـﺴﭘ

19496 ،(ﺮــﺘﺧد 600 ) 313 و ﺮــﺘﺧد 287 ﺶــﻧاد (ﺮــﺴﭘ زﻮــﻣآ

ﻪﯾﺎﭘ زا ﻢﺠﻨﭘ و مرﺎﻬﭼ ،مﻮﺳ يﺎﻫ 20

) ﯽﯾاﺪﺘﺑا ﻪﺳرﺪﻣ 10

ﻪﺳرﺪﻣ

و ﻪﻧاﺮﺴﭘ 10 ﺷ و ﺮﻬﺷ (ﻪﻧاﺮﺘﺧد ﻪﺳرﺪﻣ نﺎﺘﺳﺮﻬ

نﺎﺘـﺳا ﻦـﯾا يﺎـﻫ

) دوﺮﻫﺎــﺷ ، نﺎﻨﻤــﺳ ، رﺎــﺴﻣﺮﮔ ، ﻤﻬــﺷ ﯿ دازﺮ ، نﺎــﻐﻣاد ، ﻪﺧﺮــﺳ و

ﻣ ﺪــﻬ ي ﻬــﺷ ﺮ ﻪــﺑ ( ﻪــﻧﻮﻤﻧ شور ﻪــﺷﻮﺧ يﺮــﯿﮔ

ﻪــﻠﺣﺮﻣﺪﻨﭼ يا يا

.ﺪﻧﺪﺷ بﺎﺨﺘﻧا

ﺶـﻧاد بﺎـﺨﺘﻧا ﻞﯿﻟد

نﺎﺘـﺳﺮﻬﺷ زا نازﻮـﻣآ يﺎـﻫ

ﯽــﺳرﺮﺑ رد يرﺎﺘﺧﺎــﺳ و ﯽــﮕﻨﻫﺮﻓ ﻞــﻣاﻮﻋ لﺮــﺘﻨﮐ ،ﻒــﻠﺘﺨﻣ كﻼﻣ ﺘﺧا ﺺﯿﺨﺸﺗ رد ﺮﻠﺴﮐو نﻮﻣزآ ﯽﺼﯿﺨﺸﺗ يﺎﻫ لﻼ

يﺎـﻫ

ﺶﻧاد يﺮﯿﮔدﺎﯾ نﺎﺘـﺳﺮﻬﺷ نازﻮﻣآ

نﺎﻨﻤـﺳ نﺎﺘـﺳا ﻒـﻠﺘﺨﻣ يﺎـﻫ

.دﻮــﺑ

ﺖــﺸﻫ ﻦﯿﮕﻧﺎــﯿﻣ ﻪــﯾﺎﭘ ﺮــﺑ ﻪــﻧﻮﻤﻧ رﺎﻤــﺷ يﺪــﺻرد

عﻮﯿــﺷ

لﻼﺘﺧا ) يﺮﯿﮔدﺎﯾ يﺎﻫ 15

) لﻮـﺒﻗدرﻮﻣ يﺎـﻄﺧ ﺢﻄﺳ و ( 05

/0 (

ﻪــﺑ ﻪــﯾﺎﭘ ﺮــﻫ زا نﺎﺘــﺴﺑد ﺮــﻫ رد .ﺪــﺷ ﻦﯿــﯿﻌﺗ ﻂــﺳﻮﺘﻣ رﻮــﻃ

10

ﺶﻧاد .ﺪـﺷ ﯽـﺳرﺮﺑ زﻮﻣآ ـﺑ

ﻦـﯾا بﺎـﺨﺘﻧا ياﺮ 10

ﯿـﻟوا زا ﺮـﻔﻧ ﻦ

ﺮﺑ ،ﻪﯾﺎﭘ ﺮﻫ سﻼﮐ ﻪﺑ ﯽﺳﻼﮐ ﺮﺘﻓد ﺖﺳﺮﻬﻓ سﺎﺳا

داﺮـﻓا ﺐـﯿﺗﺮﺗ

راﺮﻗ ﯽﺳرﺮﺑ درﻮﻣ ﯽـﻣ

ﻦﯾﺪـﺑ .ﺪـﻨﺘﻓﺮﮔ ﻪﺒﺣﺎـﺼﻣ ﻪـﯾﺎﭘ ﺮـﺑ ﺐـﯿﺗﺮﺗ

لﻼﺘﺧا ياﺮﺑ ﯽﺼﯿﺨﺸﺗ ﻪﻫﺎﯿﺳ ،ﯽﻨﯿﻟﺎﺑ ﺮـﺑ ﯽـﻨﺘﺒﻣ يﺮﯿﮔدﺎـﯾ يﺎـﻫ

DSM-IV-TR

)10

16 و (

WISC-R

ﺶـــﻧاد نﺎـــﯿﻣ زا ، نازﻮـــﻣآ

ﯽﺳرﺮﺑ ،هﺪﺷ 45 ﺮﻔﻧ ) 5/

7 لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ (ﺪﺻرد يﺮﯿﮔدﺎﯾ يﺎﻫ

.ﺪﻧدﻮﺑ 45 ﺮـﻈﻧ زا و ﺪﻧدﻮﺒﻧ يﺮﯿﮔدﺎﯾ لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ ﻪﮐ ﺰﯿﻧ ﺮﻔﻧ

ﯽﮔﮋﯾو ﺖﯿﻌﻤﺟ يﺎﻫ ،ﺪﻧﺪـﺷ يزﺎـﺳﺎﺘﻤﻫ ﻼﺘـﺒﻣ هوﺮﮔ ﺎﺑ ﯽﺘﺧﺎﻨﺷ

ﯽــﺳرﺮﺑ ﻦــﯾا .ﺪــﻧداد ﻞﯿﮑــﺸﺗ ار لﺮــﺘﻨﮐ هوﺮــﮔ ﻪــﺑ ﺎــﻫ

ود ﻪﻠﯿــﺳو

ناور مﺎـﺠﻧا (اﺮـﺘﮐد و ﺪﺷرا ﯽﺳﺎﻨﺷرﺎﮐ ﺢﻄﺳ رد) ﯽﻨﯿﻟﺎﺑ سﺎﻨﺷ

كﻼﻣ .ﺪﺷ ﺳرﺮﺑ زا جوﺮﺧ يﺎﻫ

ﯽﺷﻮﻫ ﺐﯾﺮﺿ زا دﻮﺑ ترﺎﺒﻋ ﯽ

زا ﺮﺘﻤﮐ 75 ،يدودﺮـﻣ ﻪﻘﺑﺎـﺳ ،ﺪﯾﺪـﺷ ﺎـﯾ ﻂـﺳﻮﺘﻣ ﯽﺴﺣ ﺺﻘﻧ ،

لﻼﺘﺧا ﺮﯾﺎﺳ دﻮﺟو و ﯽﮐدﻮـﮐ نارود ﯽﻧﺎـﺠﯿﻫ و يرﺎـﺘﻓر يﺎـﻫ

ﻪﯾﺎﭘ رد ﻞﯿﺼﺤﺗ ﺖـﺳا ﯽـﻨﺘﻔﮔ .ﯽﯾاﺪـﺘﺑا ﻊـﻄﻘﻣ مود و لوا يﺎـﻫ

_______________________________________

1- symbol search 2- information processing 3- Bannatyne 4- digit symbol

5- picture arrangement 6- object assembly 7- picture completion 8- block design 9- cut points

10- diagnostic checklist of DSM-IV-TR based learning disorders

(3)

ﻮﺑ نﺎﯿﻤﯿﺣر ﻖﺤﺳا ﯽﺒﯿﺒﺣ ﯽﺒﺘﺠﻣ و ﺮﮔ

197

لﺎﺳﻢﻫﺪﺠﻫرﺎﻤﺷ /ه 3 / ﺰﯿـﯾﺎﭘ1391 Vol. 18 / No. 3 / Fall 2012

ﯽﻧدﻮـﻣزآ ﻪـﻧﺎﻫﺎﮔآ ﺖﯾﺎﺿر ﻞﻣﺎﺷ ،ﺶﻫوﮋﭘ ﯽﻗﻼﺧا لﻮﺻا ،ﺎـﻫ

نآ هﺎﻓر ﻪﺑ ﻪﺟﻮﺗ و ماﺮﺘﺣا د ﺎﻫ

ﺖـﯾﺎﻋر ﺶﻫوﮋﭘ ﻞﺣاﺮﻣ ﯽﻣﺎﻤﺗ ر

.ﺪﺷ هداد يروآدﺮﮔ ياﺮﺑ ﻪﺑ ﺮﯾز يﺎﻫراﺰﺑا ،ﺎﻫ

:ﺖﻓر رﺎﮐ

ﺶﺳﺮﭘ هداد ﻪﻣﺎﻧ ﺖﯿﻌﻤﺟ يﺎﻫ ﯽﺘﺧﺎﻨﺷ

هداد هﺪﻧﺮﯿﮔﺮﺑ رد يﺎـﻫ

ﺖﯿﻌﻤﺟ ﻪﻘﺑﺎـﺳ ،ﯽﻠﯿـﺼﺤﺗ ﻪـﯾﺎﭘ ،ﺖﯿـﺴﻨﺟ ﺪﻨﻧﺎﻣ يروﺮﺿ ﯽﺘﺧﺎﻨﺷ

ﯽﻋﺎﻤﺘﺟا ﺖﯿﻌﺿو ،ﯽﻠﯿﺼﺤﺗ -

.دﻮﺑ ﻦﺳ و يدﺎﺼﺘﻗا

ــﺑ ﺮﻠــﺴﮐو ﯽــﺷﻮﻫ هﺪــﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎــﯿﻘﻣ نﺎــﮐدﻮﮐ ياﺮ

) WISC-R

)(

17 هدﺮـﺧ ﺶﺷ ياراد ( شزادﺮـﭘ) ﯽـﻣﻼﮐ سﺎـﯿﻘﻣ

ﺖﻫﺎﺒـﺷ ،تﺎﻋﻼﻃا

1ﺎـﻫ

نﺎـﮔژاو ،ﯽـﺿﺎﯾر ، ﻢـﻬﻓ ،2

و3

يﺎـﻨﺧاﺮﻓ

مﺎــﻗرا هدﺮــﺧ ﺶــﺷ و ( ﻞــﯿﻤﮑﺗ) ﯽــﻠﻤﻋ ﺎــﯾ ﯽــﻣﻼﮐﺮﯿﻏ سﺎــﯿﻘﻣ

ﺐـﻌﮑﻣ ﯽـﺣاﺮﻃ ،ﺮﯾوﺎﺼﺗ ﻢﯿﻈﻨﺗ ،ﺮﯾوﺎﺼﺗ ،دﺎـﻤﻧ يﻮﺠﺘـﺴﺟ ،ﺎـﻫ

و ﺮﯾوﺎــﺼﺗ ﻢﯿــﻈﻨﺗ ﺎــﻫزﺎﻣ

هدﺮــﺧ ود .ﺖــﺳا (4

و ﺎــﻫزﺎﻣ سﺎــﯿﻘﻣ

مﺎﻗرا يﺎﻨﺧاﺮﻓ .ﺪﻧراد هﺮﯿﺧذ ﻪﺒﻨﺟ

ياﺮـﺟا ﺎﺑ ﻦﯾاﺮﺑﺎﻨﺑ

WISC-R

شﻮﻫ عﻮﻧ ﻪﺳ

ﻪـﺑ ﺮـﻬﺑ

ﯽـﻣ ﺖـﺳد

ﯽـﻠﮐ و ﯽـﻠﻤﻋ ،ﯽـﻣﻼﮐ :ﺪـﯾآ .

WISC-R

ﻪﺑ ﻪـﺑ و يدﺮﻓ ترﻮﺻ و ﺺـﺼﺨﺘﻣ هﺪـﻨﯾﺎﻣزآ ﻪﻠﯿـﺳو

شزﻮﻣآ ﯽﻣ اﺮﺟا هﺪﯾد .دﻮﺷ

هدﺮﺧ ﺮﻫ رد ﻪﯾﻮﮔ اﺪﺘﺑا سﺎﯿﻘﻣ

يﺎـﻫ

ﻪﯾﻮﮔ ﺲﭙﺳ و نﺎﺳآ ﯽـﻣ اﺮﺟا راﻮﺷد يﺎﻫ

زا ﺲـﭘ .ﺪﻧﻮـﺷ ﻦﯿـﯿﻌﺗ

هﺮﻤﻧ هدﺮﺧ ﻪﻤﻫ مﺎﺧ يﺎﻫ سﺎﯿﻘﻣ

لوﺪـﺟ ﻪـﺑ ﻪـﻌﺟاﺮﻣ ﺎـﺑ ،ﺎﻫ يﺎـﻫ

هﺮﻤﻧ ،رﺎﺠﻨﻫ هﺮﻤﻧ ﻪﺑ مﺎﺧ يﺎﻫ

ﯽﻣ ﻞﯾﺪﺒﺗ رﺎﯿﻌﻣ يﺎﻫ ﻢﯿﻬـﺷ .ﺪﻧﻮﺷ

) 17 (

WISC-R

ﺶﺠﻨﺳ ياﺮﺑ ار نﺎﮐدﻮﮐ شﻮﻫ

13 - 6 رد ﻪﻟﺎـﺳ

ﻪــﻧﻮﻤﻧ ﮏــﯾ يور زاﺮﯿــﺷ ﺮﻬــﺷ 1400

.دﺮــﮐ ﯽﺑﺎــﯾرﺎﺠﻨﻫ يﺮــﻔﻧ

نﻮـــﻣزآ ﯽﯾﺎـــﯾﺎﭘ -

نﻮﻣزآزﺎـــﺑ ﻪـــﻤﯿﻧ ود و5

ندﺮـــﮐ

WISC-R6

ﻪﺑ ﺐﯿﺗﺮﺗ 94 /0 - 44 /0 و 98 /0 - 42 /0 ﯽﯾاور .ﺖﺳا هﺪﺷ شراﺰﮔ

ﻢﻫ

7نﺎﻣز هﺮـﻤﻧ ﯽﮕﺘﺴﺒﻤﻫ زا هدﺎﻔﺘﺳا ﺎﺑ

هﺮـﻤﻧ ﺎـﺑ ﺎـﻫ ﺶـﺨﺑ يﺎـﻫ

ﺶﯿـﭘ نﺎـﮐدﻮﮐ ياﺮﺑ ﺮﻠﺴﮐو سﺎﯿﻘﻣ ﯽﻠﻤﻋ ﯽﻧﺎﺘـﺴﺑد

74 /0 .دﻮـﺑ

شﻮﻫ نﺎﯿﻣ ﻪﻄﺑار يدﺎﺼﺘﻗا ﻪﻘﺒﻃ ،ﻦﺳ ﺎﺑ ﺮﻬﺑ

- لﺪـﻌﻣ و ﯽﻋﺎﻤﺘﺟا

شﻮﻫ ﯽﮕﺘﺴﺒﻤﻫ ﺐﯾاﺮﺿ ؛دﻮﺑ رادﺎﻨﻌﻣ ﺎﻫﺮﻬﺑ

و ﯽـﻠﻤﻋ ،ﯽﻣﻼﮐ ي

ﻪﺑ ﻦﺳ ﺎﺑ ﻞﮐ ﺐـﯿﺗﺮﺗ

84 /0 ، 76 /0 و 80 /0 ﯽﻠﯿـﺼﺤﺗ لﺪـﻌﻣ ﺎـﺑ و

ﻪﺑ ﺐﯿﺗﺮﺗ 52 /0 ، 40 /0 و 53 /0 ) دﻮﺑ 001 /0

<

(P

) 17 .(

لﻼﺘـﺧا ياﺮﺑ ﯽﺼﯿﺨﺸﺗ ﻪﻫﺎﯿﺳ ﺮـﺑ ﯽـﻨﺘﺒﻣ يﺮﯿﮔدﺎـﯾ يﺎـﻫ

DSM-IV-TR

) 16 ( و ﺺﯿﺨــﺸﺗ ﻪــﺑ ﺮﺘــﺸﯿﺑ ﯽــﺸﺨﺑرﺎﺒﺘﻋا ياﺮــﺑ

ﻖﯿﻗد ﯽﯾﺎﺳﺎﻨﺷ لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ نﺎﮐدﻮﮐ ﺮﺗ

ﺎـﯾ يﺎـﻫ ﺰـﯿﻧ و يﺮﯿﮔد

لﻼﺘﺧا ندﺮﮐدر ﻪﻨﯿﻣز يرﺎﺘﻓر يﺎﻫ

ﻪﺑ يا ﺖﺳﺮﻬﻓ ﻦﯾا .ﺖﻓر رﺎﮐ

ﻪﺑ رد .ﺪـﺷ اﺮـﺟا هﮋـﯾو يﺎـﻫزﺎﯿﻧ ﺎﺑ نﺎﮐدﻮﮐ ﺺﺼﺨﺘﻣ ود ﻪﻠﯿﺳو ﯽــﺼﯿﺨﺸﺗ ﻪﺒﺣﺎـﺼﻣ ﺐــﻟﺎﻗ رد ﺖـﺳﺮﻬﻓ ﻦــﯾا زا ﺮـﺿﺎﺣ ﯽـﺳرﺮﺑ

ﻪﻤﯿﻧ و ﻪﺘﻓﺎﯾرﺎﺘﺧﺎﺳ ﻞﻣﺎـﺷ ﺖـﺳﺮﻬﻓ ﻦﯾا .ﺪﺷ هدﺎﻔﺘﺳا ﻪﺘﻓﺎﯾرﺎﺘﺧﺎﺳ

كﻼــﻣ ﯽــﺼﯿﺨﺸﺗ يﺎــﻫ

DSM-IV-TR

ياﺮــﺑ لﻼﺘــﺧا يﺎــﻫ لﻼﺘــﺧا و يرﺎﺘــﺷﻮﻧ نﺎــﯿﺑ ،ﯽــﺿﺎﯾر ،نﺪــﻧاﻮﺧ

يﺮﯿﮔدﺎــﯾ يﺎــﻫ

ﺢﯾﺮﺼﺗ ﺮﮕﯾد يﺎﺟ رد هﺪﺸﻧ )8

.ﺖﺳا (NOS

هداد ﻞــﯿﻠﺤﺗ و ﻪــﯾﺰﺠﺗ ﺎــﻫ

راﺰــﻓا مﺮــﻧ ﮏــﻤﮐ ﺎــﺑ

9PASW

و

هرﺎــﻣآ فاﺮــﺤﻧا و ﻦﯿﮕﻧﺎــﯿﻣ) ﯽﻔﯿــﺻﻮﺗ يﺎــﻫ ﯽــﻨﺤﻨﻣ و (رﺎــﯿﻌﻣ

ﯽﺘﻓﺎــﯾرد ﻞــﻣﺎﻋ ﺺﺧﺎــﺷ )10

(ROC

و ﺖﯿــﺳﺎﺴﺣ ﻦﯿــﯿﻌﺗ ياﺮــﺑ

مﺎﺠﻧا سﺎﯿﻘﻣ ﯽﮔﮋﯾو .ﺪﺷ

ﻪﺘﻓﺎﯾ ﺎﻫ ﯽﻧدﻮﻣزآ ﯽﻨﺳ ﻪﻨﻣاد ﺎﻫ

11 - 9 ﯽﻨـﺳ ﻦﯿﮕﻧﺎـﯿﻣ ﺎـﺑ لﺎـﺳ 02

/ 10

.دﻮﺑ لﺎﺳ 44 ) ﺮـﻔﻧ 9/

48 و ﺮـﺴﭘ (ﺪـﺻرد 46

) ﺮـﻔﻧ 1/

51 (ﺪـﺻرد

.ﺪﻧدﻮﺑ ﺮﺘﺧد 26

) 9/

28 ،(ﺪﺻرد 32 ) 6/

35 و (ﺪـﺻرد 32

) 6/

35

ﻪﯾﺎﭘ رد ﺮﻔﻧ (ﺪﺻرد ﯽﻣ سرد ﻢﺠﻨﭘ و مرﺎﻬﭼ ،مﻮﺳ يﺎﻫ

.ﺪـﻧﺪﻧاﻮﺧ

ﯽﻧدﻮﻣزآ (ﺪﺻرد و) رﺎﻤﺷ ﺑ ﺎﻫ

زا ﺮـﺘﻤﮐ) ﻦﯿﯾﺎـﭘ ﺪﻣآرد ﻪﯾﺎﭘ ﺮ 700

) ﻂﺳﻮﺘﻣ ،(نﺎﻣﻮﺗ راﺰﻫ 1200000

- 700000 ﺮﺘـﺸﯿﺑ) ﻻﺎﺑ و (نﺎﻣﻮﺗ

ز ا 1200000 ﻪﺑ (نﺎﻣﻮﺗ

:زا دﻮﺑ ترﺎﺒﻋ ﺐﯿﺗﺮﺗ 16

) 8/

17 ،(ﺪﺻرد

50 ) 6/

55 و (ﺪﺻرد 24

) 7/

26 .ﺮﻔﻧ (ﺪﺻرد

فاﺮــﺤﻧا و ﻦﯿﮕﻧﺎــﯿﻣ ﯽﻧدﻮــﻣزآ رﺎــﯿﻌﻣ

ﻪــﺑ ﻼﺘــﺒﻣ ،ﻢﻟﺎــﺳ يﺎــﻫ

آ ﻞﮐ و يﺮﯿﮔدﺎﯾ لﻼﺘﺧا ﯽﻧدﻮﻣز

ﻪـﺑ ﺎﻫ ﻞـﮐ هﺮـﻤﻧ ياﺮـﺑ ﺐـﯿﺗﺮﺗ

ﺮﻠﺴﮐو 40 / 104 ) 91 / 12 ،(

71 / 83 ) 83 / 11 و ( 05 / 94 ) 11 / 16 ،(

ﯽــﻣﻼﮐ ﺶــﺨﺑ هﺮــﻤﻧ ياﺮــﺑ 04

/ 52 ) 33 /8 ،(

04 / 38 ) 93 /6 و (

04 / 45 ) 03 /2 ﯽـــﻠﻤﻋ ﺶــﺨﺑ هﺮــﻤﻧ ياﺮــﺑ و ( 35

/ 52 ) 53 /6 ،(

66 / 45 ) 23 /6 و ( 01 / 49 ) 18 /7 .دﻮﺑ ( 1

ﻦﯾﻮﻟ نﻮﻣزآ 11

ـﯿﻐﺘﻣ يﺎـﻄﺧ ﺲﻧﺎﯾراو داد نﺎﺸﻧ رد ﻪﺘـﺴﺑاو ﺮ

ﺲﻧﺎــﯾراو ﯽــﻨﮕﻤﻫ ضﺮــﻓ و يوﺎــﺴﻣ هوﺮــﮔ ود دﻮــﺑ راﺮــﻗﺮﺑ ﺎــﻫ

) 156 /0

= ،p

421 /1

=

16،73

.(F

شﺮﺑ ﻪﻄﻘﻧ 89

ﯽـﻨﺤﻨﻣ ﺮـﯾز ﺢﻄﺳ راﺪﻘﻣ ﺎﺑ )12

(AUC

88 /0

ﻦﯾﺮـﺘﻬﺑ رد ؛دﻮـﺑ ﻪـﻨﯿﻬﺑ ﻪﻄﻘﻧ ،ﻞﮐ هﺮﻤﻧ رد هوﺮﮔ ود ﺰﯾﺎﻤﺗ ياﺮﺑ ﺖﻟﺎﺣ 44 /4 و ﻢﻟﺎﺳ داﺮﻓا ﺪﺻرد 11

/ 71 ﺮﺗﻻﺎـﺑ نﺎـﯾﻼﺘﺒﻣ ﺪﺻرد

هﺮــﻤﻧ زا 89 ﺖﯿــﺳﺎﺴﺣ ناﺰــﯿﻣ ﺎــﺑ 11

/ 71 ) 6/

83 - 7/

55

=

13CI

95 ﯽﮔﮋﯾو و (%

56 / 95 ) 3/

99 - 8/

84

= 95CI

.ﺪـﻨﺘﻓﺮﮔ راﺮـﻗ (%

هﺮﻤﻧ ﻦﯾاﺮﺑﺎﻨﺑ 89

نﺎﯿﻣ ﺖﺴﻧاﻮﺗ رد هوﺮﮔ ود

1/

94 دراﻮـﻣ ﺪﺻرد

دﻮﺷ ﻞﺋﺎﻗ ﺰﯾﺎﻤﺗ )

1ﻞﮑﺷ

.(

_______________________________________

1- similarities 2- vocabulary 3- comprehension 4- mazes 5- test-retest reliability 6- split-half

7- concurrent validity 8- Not Otherwise Specified 9- Predictive Analytics Software

10-Receiver Operating Characteristic curve 11- Levene's test 12- Area Under Curve 13- Confidence Interval

(4)

198

Vol. 18 / No. 3 / Fall 2012

ﻞﮑﺷ 1 - ﺮﻠﺴﮐو سﺎﯿﻘﻣ ﻞﮐ هﺮﻤﻧ ﺖﯿﺳﺎﺴﺣ و ﯽﮔﮋﯾو ﯽﻨﺤﻨﻣ

ﺎﺑ 90AUC

/0 ﺶـﺨﺑ رد هوﺮـﮔ ود ﺰﯾﺎـﻤﺗ ياﺮﺑ

ﺖﻟﺎﺣ ﻦﯾﺮﺘﻬﺑ رد ؛دﻮﺑ ﻪﻨﯿﻬﺑ ﻪﻄﻘﻧ ،ﯽﻣﻼﮐ 33

/ 13 ﻢﻟﺎـﺳ داﺮﻓا ﺪﺻرد

و 44 / 84 هﺮــﻤﻧ زا ﺮﺗﻻﺎــﺑ نﺎــﯾﻼﺘﺒﻣ ﺪــﺻرد 44

ﺖﯿــﺳﺎﺴﺣ ناﺰــﯿﻣ ﺎــﺑ

44 / 84 ) 5/

93 - 5/

70

= 95CI

(%

ﺪــﺻرد ﯽــﮔﮋﯾو و 67

/ 86 ) 9/

94 -

2/

73

= 95CI

(%

ﺪﺻرد هﺮـﻤﻧ ﻦﯾاﺮﺑﺎـﻨﺑ .ﺪـﻨﺘﻓﺮﮔ راﺮـﻗ 44

ﺖـﺴﻧاﻮﺗ

ﯿﻣ رد هوﺮﮔ ود نﺎ 4/

86 ) دراﺬﮕﺑ ﺰﯿﻤﺗ دراﻮﻣ ﺪﺻرد

2ﻞﮑﺷ

.(

ﻞﮑﺷ 2 - ﺮﻠﺴﮐو سﺎﯿﻘﻣ ﯽﻣﻼﮐ ﺶﺨﺑ هﺮﻤﻧ ﺖﯿﺳﺎﺴﺣ و ﯽﮔﮋﯾو ﯽﻨﺤﻨﻣ

ﺎﺑ 77AUC

/0 هﺮـﻤﻧ رد هوﺮﮔ ود ﺰﯾﺎﻤﺗ ياﺮﺑ

ﺖـﻟﺎﺣ ﻦﯾﺮـﺘﻬﺑ رد ؛دﻮـﺑ ﻪﻨﯿﻬﺑ ﻪﻄﻘﻧ ،ﯽﻠﻤﻋ ﺶﺨﺑ 67

/6 ﺪـﺻرد

و ﻢﻟﺎﺳ داﺮﻓا 44

/ 44 ﺎﯾﻼﺘﺒﻣ ﺪﺻرد هﺮﻤﻧ زا ﺮﺗﻻﺎﺑ ن

44 ﺎـﺑ ناﺰـﯿﻣ

ﺖﯿــﺳﺎﺴﺣ 44

/ 44 ) 0/

60 - 7/

29

= 95CI

(%

ﺪــﺻرد ﯽــﮔﮋﯾو و

33 / 93 ) 5/

98 - 7/

81

= 95CI

(%

ﺪــﺻرد ﻦﯾاﺮﺑﺎــﻨﺑ .ﺪــﻨﺘﻓﺮﮔ راﺮــﻗ

هﺮﻤﻧ 44 هوﺮﮔ ود ﺖﺴﻧاﻮﺗ ار

رد 87 دراﻮﻣ ﺪﺻرد

ﺪـﻨﮐ ﺰﯾﺎـﻤﺘﻣ

)

3ﻞﮑﺷ

.(

ﻞﮑﺷ 3 - ﺮﻠﺴﮐو سﺎﯿﻘﻣ ﯽﻠﻤﻋ ﺶﺨﺑ ﺖﯿﺳﺎﺴﺣ و ﯽﮔﮋﯾو ﯽﻨﺤﻨﻣ

ﺑ ﺚﺤ ﻪﺘﻓﺎﯾ شﺮـﺑ ﻪـﻄﻘﻧ ،ﺮﻠـﺴﮐو سﺎﯿﻘﻣ ﯽﻠﮐ هﺮﻤﻧ رد داد نﺎﺸﻧ ﺎﻫ

89 ﯽﻣ رد ﺪﻧاﻮﺗ 1/

94 ﻼﺘـﺒﻣ و ﻢﻟﺎﺳ هوﺮﮔ ود نﺎﯿﻣ دراﻮﻣ ﺪﺻرد

ﺶﻫوﮋـﭘ ﺮـﮕﯾد ﺎﺑ ﻪﺘﻓﺎﯾ ﻦﯾا .دراﺬﮕﺑ ﺰﯿﻤﺗ ) ﺎـﻫ

8 ، 9 ، 20 - 18 رد (

لﻼﺘـﺧا ﺺﯿﺨﺸﺗ ﺖﯿﻠﺑﺎﻗ درﻮﻣ سﺎـﯿﻘﻣ ﻪـﯾﺎﭘ ﺮـﺑ يﺮﯿﮔدﺎـﯾ يﺎـﻫ

ﻢﻫ ﺮﻠﺴﮐو .ﺖﺳا ﻮﺳ

) نارﺎـﮑﻤﻫ و ﻪﻟﺎﻫ 18

( هﺮـﻤﻧ ﺪـﻧداد نﺎـﺸﻧ

ﻞـﻣاﻮﻋ ﺮـﮕﯾد و شﻮـﻫ ﻞـﻣﺎﻋ لﺮـﺘﻨﮐ ﺎـﺑ ،ﺮﻠـﺴﮐو سﺎـﯿﻘﻣ ﻞﮐ شوﺪﺨﻣ لﻼﺘـﺧا ﻪـﺑ ﻼﺘﺒﻣ و ﻢﻟﺎﺳ نﺎﮐدﻮﮐ هوﺮﮔ ود رد ،هﺪﻨﻨﮐ

.ﺖﺳا توﺎﻔﺘﻣ يﺮﯿﮔدﺎﯾ

شﺮـﺑ ﻪﻄﻘﻧ ،ﯽﻣﻼﮐ ﺶﺨﺑ رد داد نﺎﺸﻧ ﺶﻫوﮋﭘ ﺮﮕﯾد ﻪﺘﻓﺎﯾ 44 ﯽﻣ رد ﺪﻧاﻮﺗ 4/

86 ﻼﺘـﺒﻣ و ﻢﻟﺎﺳ هوﺮﮔ ود نﺎﯿﻣ دراﻮﻣ ﺪﺻرد

دراﺬﮕﺑ ﺰﯿﻤﺗ

ﺶﻫوﮋـﭘ ﺮـﮕﯾد ﺎـﺑ ﻪـﺘﻓﺎﯾ ﻦـﯾا . ﺎـﻫ

) 8 ، 9 ، 18 ، 21 (

ﻢﻫ ) ﺰﻨﯿﮑﺗاو .ﺖﺳا ﻮﺳ 8

سﺎـﯿﻘﻣ ﯽـﻣﻼﮐ ﺶﺨﺑ هﺮﻤﻧ داد نﺎﺸﻧ (

لﻼﺘـﺧا ﯽـﺼﯿﺨﺸﺗ يﺎـﻫراﺰﺑا ﺮـﮕﯾد ﺎـﺑ ﺮﻠﺴﮐو يﺮﯿﮔدﺎـﯾ يﺎـﻫ

ﻢﻫ ﯽﯾاور

1اﺮﮔ ﻦﯾا ﻦﯿﯿﺒﺗ رد .دراد ﻪﺘﻓﺎﯾ

) ﺮﻠـﺴﮐو ،ﺎﻫ 9

ﻦـﯾا ﺮـﺑ (

لﻼﺘــﺧا ﻪــﮐ ﺖــﺳا روﺎــﺑ لﻼﺘــﺧا ﯽــﺘﺣ ،يﺮﯿﮔدﺎــﯾ يﺎــﻫ

يﺎــﻫ

سﺎـﯿﻘﻣ رد دﺮـﮑﻠﻤﻋ ﺖـﻓا ﺎﺑ يﺮﯿﮔدﺎﯾ ﯽﻣﻼﮐﺮﯿﻏ ﯽـﻣﻼﮐ يﺎـﻫ

ﻦﯾاﺮﺑﺎﻨﺑ .ﺪﻨﺘﺴﻫ هاﺮﻤﻫ هوﺮـﮔ ود نﺎـﯿﻣ يدﺮـﮑﻠﻤﻋ زرﺎـﺑ توﺎﻔﺗ

ترﺎﻬﻣ رد يﺮﯿﮔدﺎﯾ لﻼﺘﺧا ﻪﺑ ﻼﺘﺒﻣ و ﻢﻟﺎﺳ ﺐﺒـﺳ ﯽـﻣﻼﮐ يﺎﻫ

ﯽﻣ ﯽﺑﻮـﻠﻄﻣ ﯽـﺼﯿﺨﺸﺗ ناﻮﺗ زا ﺮﻠﺴﮐو ﯽﻣﻼﮐ ﺶﺨﺑ هﺮﻤﻧ دﻮﺷ

لﻼﺘﺧا ياﺮﺑ .ﺪﺷﺎﺑ رادرﻮﺧﺮﺑ يﺮﯿﮔدﺎﯾ يﺎﻫ

ﺘﻓﺎﯾ شﺮـﺑ ﻪـﻄﻘﻧ ،ﯽﻠﻤﻋ ﺶﺨﺑ رد داد نﺎﺸﻧ ﺶﻫوﮋﭘ ﺮﮕﯾد ﻪ

44 ﯽﻣ رد ﺪﻧاﻮﺗ 87 ﻼﺘـﺒﻣ و ﻢﻟﺎـﺳ هوﺮـﮔ ود نﺎـﯿﻣ دراﻮﻣ ﺪﺻرد

ﺶﻫوﮋﭘ ﺮﮕﯾد ﺎﺑ ﻪﺘﻓﺎﯾ ﻦﯾا .دراﺬﮕﺑ ﺰﯿﻤﺗ ) ﺎـﻫ

8 ، 9

، 18 ، 19 ، 21 ،

22 ﻢـﻫ ( ) ﻦﻤﻓﺎـﮐ و نﻮـﺳﺮﺘﯾا ناو .ﺖـﺳا ﻮـﺳ 21

ﺪــﻧداد نﺎـﺸﻧ (

_______________________________________

1- convergent

100

80

60

40

20

0

ﺖﯿﺳﺎﺴﺣ

100 80 60 40 20 0

ﯽﮔﮋﯾو 100

80 60 40 20 0

ﯽﮔﮋﯾو 100

80

60

40

20

0

ﺖﯿﺳﺎﺴﺣ

100 80 60 40 20 0

ﯽﮔﮋﯾو 100

80

60

40

20

0

ﺖﯿﺳﺎﺴﺣ

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199

هدﺮﺧ سﺎﯿﻘﻣ ﺺﯿﺨـﺸﺗ ياﺮـﺑ ﺮﻠـﺴﮐو سﺎـﯿﻘﻣ ﯽﻠﻤﻋ ﺶﺨﺑ يﺎﻫ

لﻼﺘﺧا

ﻪـﺑ ،يﺮﯿﮔدﺎـﯾ يﺎﻫ ،ﻪـﺘﮑﯾد و ﻪﺒـﺳﺎﺤﻣ رد لﻼﺘـﺧا هﮋـﯾو

ﻢﻫ ﯽﯾاور ياراد و اﺮـﮔ

ﯽﯾﺎـﯾﺎﭘ ﻦﯿـﺑ نﺎـﺑﺎﯾزرا و ﺮﻠﺗﺎـﺳ .ﺪﻨﺘـﺴﻫ1

) ﺖﻧﻮﻣد 19

لﻼﺘـﺧا ﻪـﺑ ﻼﺘـﺒﻣ نﺎﮐدﻮﮐ ﻪﮐ ﺪﻧروﺎﺑ ﻦﯾا ﺮﺑ ( يﺎـﻫ

ﺢﻄـﺳ لﺮﺘﻨﮐ ﺎﺑ ،ﻢﻟﺎﺳ نﺎﮐدﻮﮐ ﺎﺑ ﻪﺴﯾﺎﻘﻣ رد يﺮﯿﮔدﺎﯾ و شﻮـﻫ

رﺎﺘﺧﺎﺳ ﯽﻋﺎﻤﺘﺟا - يدﺎﺼﺘﻗا ﻪﺑ2

ﺐـﺼﻋ ﻞﯾﻻد ﺖـﯿﻠﺑﺎﻗ ﯽﺘﺧﺎﻨـﺷ

هدﺮﺧ رد ﺐﺳﺎﻨﻣ دﺮﮑﻠﻤﻋ سﺎﯿﻘﻣ

ار ﺮﻠـﺴﮐو سﺎـﯿﻘﻣ ﯽـﻠﻤﻋ يﺎﻫ

هدﺮﺧ ﻦﯾاﺮﺑﺎﻨﺑ و ﺪﻧراﺪﻧ سﺎﯿﻘﻣ

ياﺮـﺑ ﺐـﺳﺎﻨﻣ ﯽﯾﺎـﻨﺒﻣ ﯽﻠﻤﻋ يﺎﻫ

لﻼﺘﺧا ﺺﯿﺨﺸﺗ .ﺪﻨﺘﺴﻫ يﺮﯿﮔدﺎﯾ يﺎﻫ

داد نﺎـﺸﻧ ﺮـﺿﺎﺣ ﺶﻫوﮋـﭘ ﻪـﺘﻓﺎﯾ ﻞﮐ رد

WISC-R

ياراد

ﺺﯿﺨـﺸﺗ ياﺮـﺑ بﻮـﻠﻄﻣ ﯽﺼﯿﺨﺸﺗ ناﻮﺗ و ﺺﺨﺸﻣ شﺮﺑ طﺎﻘﻧ لﻼﺘﺧا يﺎﻫ .ﺖﺳا يﺮﯿﮔدﺎﯾ

دوﺪﺤﻣ

ﺶﻫوﮋـﭘ دﻮـﺒﻤﮐ ،ﻪـﻧﻮﻤﻧ ندﻮﺑ ﻦـﯾا رد ﻪﺑﺎـﺸﻣ يﺎـﻫ

ﯽﺳرﺮﺑ و ﯽﻟﻮﻃ حﺮﻃ دﺮﺑرﺎﮐ رد ﯽﻧاﻮﺗﺎﻧ ،ﻪﻨﯿﻣز يﺎـﻫﺮﯿﻐﺘﻣ نﺪﺸﻧ

ﺖﯾدوﺪﺤﻣ زا راﺬﮔﺮﯿﺛﺄﺗ و ﻢﻬﻣ توﺎﻔﺗ .دﻮﺑ ﺮﺿﺎﺣ ﺶﻫوﮋﭘ يﺎﻫ

ﯽﻧدﻮﻣزآ زا نﻮﻣزآ ﺎﺑ ﻦﯿﺸﯿﭘ ﯽﯾﺎﻨﺷآ و ﻦﯿﺸﯿﭘ ﺶﻧاد ﺢﻄﺳ رد ﺎﻫ

شوﺪﺨﻣ ﻞﻣاﻮﻋ مزﻻ ﻪﮐ دﻮﺑ هﺪﻨﻨﮐ

ﺶﻫوﮋﭘ رد ﺖﺳا ﯽـﺗآ يﺎﻫ

ﺶﻫوﮋﭘ ياﺮﺟا .ﺪﻧﻮﺷ لﺮﺘﻨﮐ

ﻪـﻧﻮﻤﻧ ﺮـﮕﯾد يور ﻪﺑﺎﺸﻣ يﺎﻫ ،ﺎـﻫ

ﯽﯾاور ﯽﺳرﺮﺑ و (ﯽﻔﯿﮐ و ﯽﻤﮐ) ﻪﺘﺨﯿﻣآ ﯽﺸﻫوﮋﭘ حﺮﻃ دﺮﺑرﺎﮐ ﻢﻫ ﻦﯿﺑ و اﺮﮔ ﺶﻫوﮋـﭘ ﻦـﯾا زا ﻪﺘـﺳﺎﺧﺮﺑ يﺎﻫدﺎﻬﻨﺸﯿﭘ زا نﺎﺑﺎﯾزرا

ﯽـــﺳرﺮﺑ ياﺮـــﺑ ﻢﯿـــﻧ ﻪـــﯿﻬﺗ .ﺖـــﺳا ﯽـــﺗآ يﺎـــﻫ

خر زا ﯽﯾﺎـــﻫ

هدﺮﺧ سﺎﯿﻘﻣ لﻼﺘﺧا ﻪﺑ سﺎﺴﺣ يﺎﻫ ﻦﯾا ﺐﯿﮐﺮﺗ و يﺮﯿﮔدﺎﯾ يﺎﻫ

ﻢﯿﻧ خر ﻪﺘﻓﺎﯾ ﺎﺑ ﺎﻫ ﺶﻫوﮋﭘ يﺎﻫ ﻪـﯿﻬﺗ ياﺮـﺑ ناﺮـﯾا رد ﻪﺑﺎـﺸﻣ يﺎـﻫ

.ﺖﺳا ﺮﮕﯾد يدﺎﻬﻨﺸﯿﭘ ﯽﻣﻮﺑ ﯽﺼﯿﺨﺸﺗ راﺰﺑا ﮏﯾ

يراﺰﮕﺳﺎﭙﺳ

ﺶﻫوﮋﭘ ﺮﺿﺎﺣ نﺎﻣزﺎـﺳ تﺎـﻘﯿﻘﺤﺗ يارﻮﺷ ﯽﻟﺎﻣ ﺖﯾﺎﻤﺣ ﺎﺑ

مﺎﺠﻧا نﺎﻨﻤﺳ نﺎﺘﺳا شروﺮﭘ و شزﻮﻣآ ﺪﺷ

. ﻻﻮﺌـﺴﻣ زا مﺮـﺘﺤﻣ ن

،نﺎﻤﻠﻌﻣ ،تﺎﻘﯿﻘﺤﺗ يارﻮﺷ ﺪﻣ

و ناﺮﯾ ﺶﻧاد ﻪـﮐ يﺰﯾﺰﻋ نازﻮﻣآ

ﺎﻣ ار مﺎﺠﻧا رد ﯽـﺳرﺮﺑ ﻦـﯾا ،ﺪـﻧدﺮﮐ يرﺎـﯾ

ﻪﻧﺎﻤﯿﻤـﺻ ـﻗ ﯽﻧادرﺪ

ﯽﻣ دﻮﺷ . ﻢﻫ ﯾﺎﻗآ بﺎﻨﺟ زا ،ﻦﯿﻨﭼ نﺎ

مﺎـﯿﭘ و ﯽـﺘﻤﻫ ﺪـﯿﻣُا زوﺮﻬـﺷ

ﺑ ياﺮ ياﺮﺟا » لﻼﺘﺧا ياﺮﺑ ﯽﺼﯿﺨﺸﺗ ﻪﻫﺎﯿﺳ ﯽﻨﺘﺒﻣ يﺮﯿﮔدﺎﯾ يﺎﻫ

ﺮﺑ

DSM-IV-TR

« ﺮﮑﺸﺗ ﯽﻣ دﻮﺷ .

ﻪﻟﺎﻘﻣ لﻮﺌﺴﻣ هﺪﻨﺴﯾﻮﻧ رﺎﻬﻇا ﻪﺑ ﺎﻨﺑ]

، .[ﺖﺳا ﻪﺘﺷاﺪﻧ دﻮﺟو ﻊﻓﺎﻨﻣ ضرﺎﻌﺗ

ﻊﺑﺎﻨﻣ

1. Berninger V, O’Donnell L. Research-supported differential diagnosis of specific learning disabilities.

In Prifitera A, Saklofske D, Weiss L, Rolfhus E, editors. WISC-IV clinical use and interpretation. San

Diego, CA: Academic Press; 2004. P. 189-233.

2. Sadock bJ, Sadock VA. Kaplan and Sadock's synopsis of psychiatry. 9^th ed. Philadelphia: Lippincott Williams and Wilkins; 2003.

3. Rahimian boogar I, Sadeghi A. Prevalence of reading disorder in primary school students. J Psychiatry Clin Psychol. 2007; 12(4):396-402. (Persian).

4. Mc Nulty MA. Dyslexia and the life cours. J Learn Disabil. 2003; 36(4):363-81.

5. Muter V. Early reading development and dyslexia.

London: Whirr publishers; 2003.

6. Kulkarin M, Kalantre S, Upadhye S, Kavande S, Ahuja S. Approach to learning disability. Indian J Pediatr.

2001; 68(6):534-46.

7. Meisinger EB, Bloom JS, Hynd GW. Reading fluency:

Implications for the assessment of students with reading disabilities. Annals of Dyslexia. 2010; 60:1-17.

8. Watkins MW. Structure of the Wechsler intelligence scale for children (4^th ed.) among a national sample of referred students . Psychol Assess. 2010; 22(4):782-7.

9. Wechsler D. Wechsler intelligence scale for children, 4^th ed. San Antonio: The Psychological Corporation; 2004.

10. O'Jile JR, Schrimsher GW, O'Bryant SE. the california verbal learning test-children's version: Relation to factor indices of the Wechsler intelligence scale for children, 3^rd ed. J Clin Exp Neuropsychol. 2005;

27(7):815-22. ¹

11. Brooks BL. Seeing the forest for the trees: Prevalence of low scores on the Wechsler intelligence scale for children, 4^th ed. Psychol Assess. 2010; 22(3):650-6.

12. Keith TZ, Fine JG, Taub GE, Reynolds MR, Krauzler JH. Higher order, multisample, confirmatory factor analysis of the Wechsler intelligence scale for children (4^th ed.): What does it measure? SPR. 2006; 35(1):108- 27.

13. Groth-Marnat G. Wechsler intelligence scales. In:

Groth-Marnat G, editor. Handbook of psychological assessment. New York: Wiley; 2003. P. 129-95.

14. Koyama T, Inada N, Tsujii H, Kurita H. Predicting children with pervasive developmental disorders using the Wechsler intelligence scale for children, 3^rd ed.

Psychiatry Clin Neurosci. 2008; 62(4):476-8.

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1- interrator

2- socioeconomic structure

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15. Karande, S. Specific learning disability: The invisible handicap. Indian Pediatr. 2005; 42:315-9.

16. Kashner TM, Rush AJ, Surís A, Biggs MM, Gajewski VL, Hooker DJ, et al. Impact of structured clinical interviews on physicians’ practices in community mental health settings. Psychiatr Serv. 2003; 54:712-8.

17. Shahim S. Wechsler intelligence scale for children, 4^th ed. revised. Procedures and norms. Shiraz: Shiraz University Publication; 2007. (Persian)

18. Hale JB, Fiorello CA, Kavanagh JA, Hoeppner JB, Gaither RA. WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable? School Psychology Quarterly. 2001; 16(1):31-55.

19. Sattler JM, Dumont R. Assessment of Children: WISC- IV and WPPSI-III supplement. La Mesa, CA: Jerome

M. Sattler; 2004.

20. D'Angiulli A, Siegel LS. Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? J Learn Disabil. 2003; 36(1):48-58.

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22. Phelps L. Using the Woodcock-Johnson III tests of achievement with the WISC-III and WAIS-III to determine a specific learning disability. In: Flanagan D, Schrank FA, editors. Woodcock-Johnson III clinical use and interpretation. San Diego, CA: Academic Press; 2003. P. 229-41.

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Sensitivity, Specificity and Cutoff Point of the Wechsler Intelligence Scale for Children-Revised in Diagnosis of Learning Disorders

Abstract

Objectives: This research aimed to determine the sensitivity, specificity and cutoff point of the revised version of Wechsler Intelligence Scale for Children (WISC-R) in diagnosis of learning disorders. Method: Using a cross-sectional descriptive design and multistage cluster sampling, 45 students with learning disorders and 45 students without learning disorders completed a demographical data questionnaire and WISC-R. The data was analysed by Receiver Operating Characteristic (ROC) curve. Results: The cut point 89 can differentiate children with learning disorders in 94.1% of cases with sensitivity of 71.1%

and specificity of 95.6% (p<0.05). Likewise, a score of 44 in Verbal subscale, was differential in 86.7% of cases with sensitivity of 84.4% and specificity of 86.7% (p<0.05). A Performance subscale score of 44 was differential in 87%

of cases with a sensitivity of 44.4% and specificity of 93.3% (p<0.05).

Conclusion: WISC-R can be used to devise diagnostic checklists for learning disorders in children.

Key words: learning disorders; intelligence test; sensitivity; specificity; students [Received: 25 September 2011; Accepted: 29 January 2012]

Isaac Rahimian Boogar *, Mojtaba Habibi ^a

* Corresponding author: Faculty of Psychological and Educational Sciences, Semnan University, Semnan, Iran, IR.

Fax: +98232-3626888

E-mail: [email protected]

a Shahid Beheshti University, Tehran, Iran.

Downloaded from ijpcp.iums.ac.ir at 12:26 CEST on Monday October 6th 2014

نﺎﮐدﻮﮐ ﺮﻠﺴﮐو ﯽﺷﻮﻫ هﺪﺷﺮﻈﻧﺪﯾﺪﺠﺗ سﺎﯿﻘﻣ شﺮﺑ ﻪﻄﻘﻧ و ﯽﮔﮋﯾو ،ﺖﯿﺳﺎﺴﺣ

لﻼﺘﺧا ﺺﯿﺨﺸﺗ رد يﺮﯿﮔدﺎﯾ يﺎﻫ

هﺪﯿﮑﭼ

Sensitivity, Specificity and Cutoff Point of the Wechsler Intelligence Scale for Children-Revised in Diagnosis of Learning Disorders

Original Article