Comparing the Performance of Individuals with Attention Deficit Hyperactivity Disorder and Normal people in Verbal Comprehension Components using the Wechsler Test: A Gender-based study in Elementary Students

Authors

1 Ph.D. student of Psychology , Semnan University

2 Associate Professor, Department of Psychology, Semnan University

3 Assistant Professor, Department of Psychology, Semnan University

4 Assistant Professor, Department of Electrical and Computer Engineering, Semnan University

10.22098/jsp.2019.800

Abstract

Students with attention deficit hyperactivity disorder suffer from a variety of cognitive and behavioral problems. Research shows that language plays a role as an intermediary in cognitive and behavioral control in this disorder. The present research aimed at comparing the verbal performance in different kinds of categories of this disorder and also comparing it with normal students. The sample of this research consists of 240 people. 180 individuals (90 girls and 90 boys) were selected from among the students with attention deficit hyperactivity disorder who had referred to the education department-affiliated clinic in the city of Shahriar in academic year 2017-2018 and the subjects of the control group were randomly selected from among the normal students (30 girls and 30 boys) and the data were collected using Wechsler's neuropsychological scale. The results showed that students with attention/ hyperactivity disorder generally have a lower verbal comprehension than normal students; moreover, it was found that from among the three categories of this disorder, the hyperactive-impulsive group showed the significantly lowest performance. Accordingly, it can be concluded that verbal comprehension plays an important role in the regulation of students' cognitive and behavior and should be emphasized in therapeutic interventio.

Keywords


افروز، غلامعلی؛ کامکاری، کامبیز و شکرزاده، شهره. (1392). راهنمای اجرا، نمره گذاری و تفسیر مقیاس های هوش وکسلر کودکان – نسخه چهارم. تهران، علم استادان.
علیزاده، حمید؛ اکبری، سارا و یادگاری، فریبا. (1389). نیمرخ رشد زبان دانش آموزان با و بدون اختلال نارسایی توجه­بیش فعالی. مجله  توانبخشی، 11(2)، 59-66.
علی­پور، احمد؛ برادران، مجید و ایمانی­فر، حمید­رضا. (1394). مقایسه‌ی کودکان مبتلا به بیش فعالی/ نارسایی توجه، ناتوانی یادگیری و کودکان بهنجار بر اساس مؤلفه های آزمون هوشی وکسلر کودکان(ویرایش جدید). مجله­ی ناتوانی­های یادگیری، 4(3)، 74-89.
فرید، فاطمه؛ کامکاری، کامبیز؛ صفاری نیا، مجید و افروز، ستوده. (1393). مقایسه‌ی روایی تشخیصی نسخه‌ی نوین هوش‌آزمای تهران ـ استانفورد بینه و نسخه‌ی چهارم مقیاس هوش وکسلر کودکان در ناتوانی یادگیری، مجله­ی ناتوانی یادگیری، 4(2)، 70-83.
کامکاری، کامبیز و شکرزاده، شهره. (1395). ارزیابی ناتوانی یادگیری. تهران: دانشگاه آزاد اسلامی.
کیومرثی، فیروز؛ شریفی درآمدی، پرویز و کامکاری، کامبیز. (1397). ویژگی‌های روان‌سنجی نسخه دوم مقیاس‌های سنجش هوش رینولدز در دانش‌آموزان مبتلا به ناتوانی های یادگیری. مجله­ی ناتوانی­های یادگیری، 8(2)، 76-98.
ممقانی، جعفر. (1395). تفسیر پیشرفته و بالینی وکسلر چهار برای گروه­های بالینی ویژه، تهران، نشر ساوالان.
Afrooz,Gh., Kamkary,K.., & SHokrzade, Sh.(2013). Implementation  guide, scoring and interpreting the Wechsler intelligence scales for children - Fourth Edition. Tehaan, Ostadan Prees.   (Persian)
Alipor, A., Baradaran, M., & Imanifar, H. R. (2015). The comparison of children with hyperactivity / attention deficit, learning disabilities and normal children based on Children Wechsler IQ test components (new edition). Journal of Learning Disabilities, 4(3),74-89. (Persian)
Alizadeh, H, Akbari, S., &Yadegari, F. (2010). Profile language development in students with and without attenion deficit hyperactivity disorder. Archivrs of Rehabilitation, 11(2), 59-66.  (Persian)
Al-Namlah, A. S., Meins, E., & Fernyhough, C. (2012). Self-regulatory private speech relates to   children's recall and organization of autobiographical memories. Early Childhood Research Quarterly, 27(3), 441-446.
Bakar, E. E., Soysal, A. Ş., Taner, Y. I., & Karakas, S. (2012). The neuropsychological profile of ADHD and relation to Wechsler intelligence scale performance. International Journal of Psychophysiology, 85(3).
Berk, L. (2014). Development through the lifespan. Pearson Education, Inc. , 6th.ed,
Bono, K. E., & Bizri, R. (2014). The role of language and private speech in preschoolers’ self-  regulation. Early Child Development and Care, 184(5), 658-670.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function   development in children 4 to 12 years old. Science, 333(6045), 959.
Farid, F, Kamkari, K., Safarian Nia, M. Afrooz, S. (2014). Comparison of diagnostic validity of New Version of Tehran's Intelligence Test Stanford Binate and the Fourth Wechsler Intelligence Scale in Learning Disability. Journal of Learning Disabilities, 4(2), 70-83. (Persian)
Kamkari., & Shokrzadeh, Sh. (2015). Assessment of learning disability. Islamic Azad University Publication. (Persian)
Kaplan, E.  (2012). A process approach toneuoropsychological assessment. Washington, DC: American  Psychological Association.
Kioumarsi, F., Sharifidaramdi, P., & Kamkari, K. (2019). Psychometric properties of second edition of Reynolds intelligence measures in students with learning disabilities. Journal of Learning Disabilities, 8(2),76-98. (Persian)
Lanfranchi, S. (2013). Is the WISC-IV General Ability Index a useful tool for identifying intellectual disability? Developmental Medicine & Child Neurology, 55(9), 782-783.
Loftiz, W.C. (2009). An ecological validity study of executive function measures in children with and without attention deficit hyperactivity disorder. Journal of Learning Disabilities, 34, 237-248.
Mamaghani, J. (2015). Advanced and clinical wechsler four interpretation for special clinical groups, Tehran, Savalan. (Persian)
Martinussen, R., & Mackenzie, G. (2015). Reading comprehension in adolescents with ADHD: exploring the poor comprehender profile and individual differences in vocabulary and executive functions. Research in Developmental Disabilities, 38, 329-337.
Palas, N. (2003). Linguistic abilities and EEG findings comparedto specific language impairment. Egyptian Journal of Ear, Nose, Throat and Allied Sciences, 23(12), 53-59.
Shalic, M. (2002). Executive function and verbal self-regulation in childhood: Developmental linkages between partially internalized private speech and cognitive flexibility. Early Childhood Research Quarterly, 29(2), 95–105.
Sohlberg, M. M. & Mateer, C. A. (2001). Cognitive rehabilitation: An integrative    neuropsychologicalapproach. New York: Guilford Press.
Winsler, A. (2009). Still talking to ourselves after all these years: A review of current research on private   speech.Cambridge University Press