جستجوی مقالات مرتبط با کلیدواژه « Diagnostic » در نشریات گروه « روانشناسی »

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

The classification of mental disorders has long been the subject of controversy among mental health professionals. Despite a Significant expansion of knowledge about mental disorders during the past half century, understanding of their processes and components remains rudimentary. This article provides descriptions of three systems with different purposes relevant to understanding and classifying mental disorder: Two major diagnostic manuals -the Diagnostic and Statistical Manual of Mental Disorders (DSM), the International Classification of Diseases (ICD) and the National Institute of Mental Health's Research Domain Criteria (RDoC) that prepares a framework that emphasizes integration of basic behavioral and neuroscience research to deepen the understanding of mental disorders. It is identified four key issues that present challenges to understanding and classifying the mental disorder: etiology, including the multiple causality of mental disorder; Categories or dimensions, whether the relevant phenomena are discrete categories or dimensions; thresholds, which set the boundaries between disorder and nondisorder; and comorbidity, the fact that individuals with mental illness often meet diagnostic requirements for multiple conditions. Although the systems have varying degrees of overlap and distinguishing features, the common purpose of all three is reducing the burden of suffering due to mental disorder by better understanding and proper classification.