diagnostic validity of the third versionof the WoodcockJohnson cognitive ability scale in students with learning disabilities in Hamedan city

Subject Areas :

Kambiz Kamkary ¹ (Educational science and psychology Faculty. Associate Professor of Azad University. Islamshahr. Iran)
saed hasanzadeh ² (Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran)
roya kaveh ³ (university of tehran)

Received: 2022-07-25 Accepted : 2022-11-26 Published : 2024-06-25

Keywords: &quot, diagnostic validity&quot, , &quot, third version&quot, , &quot, Woodcock Johnson&quot, , &quot, cognitive ability Scal&quot, , &quot, learning disabilities&quot, ,

Abstract :

In this research, the "diagnostic validity of the third version of the Woodcock Johnson cognitive ability scale in students with learning disabilities in Hamedan city" has been discussed. The main question of the research was formulated as follows: Does the third version of Woodcock Johnson's cognitive ability scale have diagnostic validity in students with learning disabilities in Hamedan city? The current research method is in the field of psychometric studies, which is a subset of the methodological research method. The population of this research consists of all the male and female students with learning disabilities who received special educational and therapeutic services in the fifth and sixth grades of non-governmental centers for special learning difficulties in Hamedan city in the academic year of 2013-2013. By using the purposeful sampling method and using the simple random sampling method, 60 students were selected as a sample. The measurement tool in this research is the new third version of Woodcock-Johnson's cognitive abilities, which have good validity and reliability. The statistical model used in the current research to determine the diagnostic validity is the scatter plot method (Davis method) and the confidence interval method. The results of the research showed that with the method of scatter plot points, verbal comprehension tests, spatial relations, sound composition, concept formation, visual adaptation, number inversion, incomplete words and active listening memory and with the confidence interval method of tests Verbal comprehension, visual-auditory learning, visual adaptation and incomplete words have diagnostic validity. Finally, it can be concluded considering that the tests of verbal comprehension, visual adaptation and incomplete words have been shown to have diagnostic validity by both methods, therefore, from the three mentioned tests, He used normal students to identify learning disabled students.