The Diagnostic Validity of New Version of Tehran- Stanford- Binet Intelligence Scale in Students with Learning Disabilities

Abstract

Purpose: The present research is aimed at investigating the dignostic validity of new version of Tehran-Stanford-Binet Intelligence Scale (SB5) in students with learning disabilities. Method: In this psychometric study, the populatinwas consisted of all the students suspected to learning disabilities who were refrerred to learning disorder centers in provinces of Tehran such as Shahriyar, ShahreQods, Malard, EslamShahr and Shahre Rey. 150 of these students were selected based on purposive sampling and for gathering data new version of Tehran- Stanford- Binet intelligence scale was used. Results: After entering experimental data to SPSS software with emphasis on descriptive analysis and using specifityand sensivity coefficient, results were displayed and it became clear that the average of Working Meomry, Knowledge and Quantitative Reasoning IQ in students with learning disabilities is less than the others. Then with the use of Cronbach's Alpha and Spearman-Brown Correction it was indicated that this intelligence scale has a good reliability and validity. Conclusion: For diagnosing LD students it's a good way to use Working Meomry, Knowledge and Quantitative Reasoning subtests in both verbal and nonverbal parts of new version of Tehran- Stanford- Binet intelligence scale.