Development and psychometric properties of DSM-5 based diagnostic questionnaire for specific learning disorder with specifiers: Reading, writing and mathematics (Teacher Form).

Document Type : Research Paper

Authors

1 Professor of Psychology and education of exceptional children, Allameh Tabataba'i University.

2 Professor, Department of Assessment and Measurement, Allameh Tabataba'i University, Tehran, Iran

3 master in assessment and evaluation, Allameh Tabataba'i, Iran, tehran

4 assistant Professor, Department of Psychology and Education of children with Special Needs, Faculty of education and psychology, university of Isfahan, Isfahan. Iran

Abstract

Objective: The present study aimed to build, validate, and examine the instrumental psychometric characteristics for diagnosing Specific Learning Disorders (Teacher Form).
Methods: Sampling was done using the multistage cluster method. The sample consisted of 304 students from grades one to five of Tehran’s primary schools. Students had already received a diagnosis of learning disorders in learning disability centers. The following steps were taken to make this questionnaire: 1. Reviewal of theoretical foundations. 2. Preparation of the statements repository according to DSM-5. 3.Initial test implementation, 4. Creation of a 42 item questionnaire consisting of two sections (a) SLD Questionnaire ( 9 items) (b) reading, writing, and Math specifier Questionnaire (33 items) 5.Two stages of implementation; concurrently with determining the statistical characteristics and the validity of preliminary implementation on 50 people to determine the initial reliability and subsequent implementation on 304 people, 6.Calculation of the credit coefficient (Cronbach alpha) of the questionnaire.
Results: The results showed that in the primary section, the credit coefficient of the specific learning disorder questionnaire was 72% and the credit coefficient (Cronbach alpha) calculated in the second part (specifiers of reading, writing, and math) was 3/87. The final statistical results led to the removal of 3 items in the specifier section. Eventually, the main questionnaire with 39 items remained intact.
Conclusion: The general results showed that the high average of the components was acceptable due to the implementation of the questionnaire for students with learning disorders, and are capable of initially identifying and diagnosing the disorder.

Keywords

References

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Journal of Learning Disabilities
Volume 12, Issue 2
February 2023
Pages 63-79

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