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Iranian Journal of Pediatrics
Tehran University of Medical Sciences Press
ISSN: 1018-4406
EISSN: 2008-2150
Vol. 23, No. 2, 2013, pp. 183-188
Bioline Code: pe13033
Full paper language: English
Document type: Research Article
Document available free of charge

Iranian Journal of Pediatrics, Vol. 23, No. 2, 2013, pp. 183-188

 en Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children - Fourth Edition and Cognitive Assessment System in Patients with Learning Disorder
Rostami, Reza; Sadeghi, Vahid; Zarei, Jamileh; Haddadi, Parvaneh; Mohazzab-Torabi, Saman & Salamati, Payman


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.

Correlation of Data; Learning Disorders; Wechsler Scales; Intelligence Test; Cognitive Assessment

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