دانلود مقاله ISI انگلیسی شماره 73151
عنوان فارسی مقاله

مقایسه دو آزمون هوش غیرکلامی میان کودکان ناشنوا یا کم شنوا

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73151 2014 9 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Comparison of two nonverbal intelligence tests among children who are deaf or hard-of-hearing
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Research in Developmental Disabilities, Volume 35, Issue 2, February 2014, Pages 463–471

کلمات کلیدی
از دست دادن شنوایی؛ ناشنوا یا کم شنوا؛ ارزیابی شناختی غیرکلامی - آزمون های هوش
پیش نمایش مقاله
پیش نمایش مقاله مقایسه دو آزمون هوش غیرکلامی میان کودکان ناشنوا یا کم شنوا

چکیده انگلیسی

The primary goal of the current study is to evaluate the concurrent validity of the Leiter International Performance Scale-Revised (Leiter-R Brief IQ) and Differential Ability Scales – Second Edition (DAS-II Nonverbal Reasoning Index) in a group of children who are deaf or hard-of-hearing. Knowing the breadth of cognitive tools appropriate for use in children who are deaf or hard-of-hearing is highly beneficial, given that clinical and school psychologists are often challenged to reliably assess cognitive functions in the context of hearing loss. Participants included 54 children between three and six years of age with permanent bilateral hearing loss. As part of the study, neurocognitive assessments were conducted by a pediatric neuropsychologist or licensed clinical psychologist with extensive experience administering assessments to children with developmental disabilities, including children with hearing loss. The Leiter-R Brief IQ score was similar to the DAS-II nonverbal reasoning index, with no significant difference in the mean scores across the two assessments. The severity of hearing loss was not correlated to either the Leiter-R or the DAS-II nonverbal IQ. Nearly a quarter of the children evaluated had meaningful intra-individual differences between scores on the Leiter-R and DAS-II that were more than one standard deviation from one another. Conducting accurate intellectual assessments in children who are deaf and hard-of-hearing is fundamental in determining and designing interventions and educational services. More comprehensive neuropsychological test batteries utilizing several tasks to assess a single domain (such as nonverbal reasoning) may be warranted for children who are deaf or hard-of-hearing.

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