University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 2 2015 02 20 The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability The comparison of diagnostic validity of new version of tehran- stanford binet intelligence scales (TSB-5) and wechsler intelligence scales for children- fourth edition (WISC-4) in children with learning disability 70 83 262 lkd-5 FA F Farid Corresponding Author: M. A in in psychology, Payame Noor University of Tehran K Kamkary Assistant professor of psychology, Islamic Azad University of Eslamshahr M Safarinia Assistant professor of psychology, Payame Noor University of Tehran S Afroz M. A in counseling , University of Social Welfare and Rehabilitation Sciences Journal Article 2012 09 22 The purpose of this study was to compare the diagnostic validity of new version of Tehran Stanford Binet Intelligence scales (TSB5) and Wechsler Intelligence scales for children- fourth edition (WISC-4) in children with learning disability. The statistical population includes all students with learning disability who referred to learning disability centers in Tehran. The study sample included 120 students with learning disability, who were selected based on purposive sampling.The data were obtained by Tehran Stanford Binet Intelligence scale (fifth-grade) that includes 10 subtests in verbal and nonverbal domains and Wechsler Intelligence scales for children- fourth edition, with 15 subtests and four indexes which are verbal comprehension, perceptual reasoning,working memory, and processing speed. To analyze the data the ROC curve was used to determine the cut point and calculated diagnostic validity with emphasize on Specificity coefficient and sensitivity coefficient. The findings indicated that working memory index is the main criterion to diagnose learning disability and vocabulary subtests or defining words are another criterion to assessment learning disability. The purpose of this study was to compare the diagnostic validity of new version of Tehran Stanford Binet Intelligence scales (TSB5) and Wechsler Intelligence scales for children- fourth edition (WISC-4) in children with learning disability. The statistical population includes all students with learning disability who referred to learning disability centers in Tehran. The study sample included 120 students with learning disability, who were selected based on purposive sampling.The data were obtained by Tehran Stanford Binet Intelligence scale (fifth-grade) that includes 10 subtests in verbal and nonverbal domains and Wechsler Intelligence scales for children- fourth edition, with 15 subtests and four indexes which are verbal comprehension, perceptual reasoning,working memory, and processing speed. To analyze the data the ROC curve was used to determine the cut point and calculated diagnostic validity with emphasize on Specificity coefficient and sensitivity coefficient. The findings indicated that working memory index is the main criterion to diagnose learning disability and vocabulary subtests or defining words are another criterion to assessment learning disability. https://jld.uma.ac.ir/article_262_9f4c4ac54d262a2cb2740a3d83925f72.pdf