Diagnostic Validity of the Brown Executive Function/Attention Scales in Elementary School Students with Learning Disabilities in Abyek, Qazvin
Keywords:
diagnostic validity, Brown's executive functions, elementary school, learning disorder, studentAbstract
Objective: The objective of this study is to evaluate the diagnostic validity of the Brown Executive Function/Attention Scales in identifying learning disabilities among elementary school students in Abyek, Qazvin.
Methodology: This research is psychometric and falls under the category of methodological studies. The statistical population consisted of all elementary school students diagnosed with learning disabilities. A total of 120 students with learning disabilities were selected using purposive sampling, and 120 normative students were selected using convenience sampling. The research instrument was the second edition of the Brown Executive Function/Attention Scales. Data analysis for diagnostic validity was conducted using scatter plot analysis (Davis method), confidence intervals, and sensitivity coefficients.
Findings: The findings revealed that two dimensions of the Brown Executive Function/Attention Scales, namely focus shifting and memory enhancement, demonstrated satisfactory diagnostic validity for identifying learning disabilities in students. These dimensions effectively differentiated students with learning disabilities from normative students. Moreover, the sensitivity of this tool in detecting learning disabilities was notable, suggesting its applicability for precise diagnostic purposes.
Conclusion: The results of this study indicate that the Brown Executive Function/Attention Scales are a reliable tool for identifying learning disabilities in elementary school students. Therefore, this scale can be used as a diagnostic tool in schools and educational centers to enhance the identification process and provide specialized services to students with learning disabilities.
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