Document Type : Original Article
Authors
1
. M.A. Student in Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2
Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3
Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Abstract
The present study aimed to examine the effectiveness of the cognitive composite scores of the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), in differentiating among children with Attention-Deficit/Hyperactivity Disorder (ADHD), children with Specific Learning Disabilities (SLD), and typically developing children. The research method was descriptive and causal-comparative (ex post facto). The statistical population consisted of children aged 7 to 12 years in Tehran. From this population, 75 participants (43 boys and 32 girls) were purposefully selected and divided into three groups of 25, including children with ADHD, children with SLD, and typically developing children. The instruments used were the Stanford–Binet Intelligence Scales, Fifth Edition (SB5), the Integrated Visual and Auditory Continuous Performance Test–Second Edition (IVA-2), and the Child Behavior Checklist (CBCL). Data were analyzed using SPSS-26 software through multivariate analysis of variance (MANOVA) and discriminant analysis. The results indicated that the mean scores of the SB5 cognitive composites significantly differed among groups in certain domains, and these scores could effectively distinguish between typically developing children and those with disorders (ADHD and SLD), as well as between ADHD and SLD groups. Based on these findings, the use of SB5 cognitive composite scores, alongside other diagnostic tools and clinical assessments, can enhance the accuracy of identification and differential diagnosis of ADHD and SLD.
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