Relationship between WISC-R subtests and psychiatric symptom groups in attention and learning disorders

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dc.authorwosidKarabekiroglu, Koray/G-4424-2011
dc.authorwosidTekin, Atilla/AAA-4800-2022
dc.authorwosidTekin, Atilla/AAD-3659-2022
dc.contributor.authorCeylan, Gülsum
dc.contributor.authorBaykal, Saliha
dc.contributor.authorKarabekiroğlu, Koray
dc.contributor.authorTekin, Atilla
dc.date.accessioned2022-05-11T14:37:17Z
dc.date.available2022-05-11T14:37:17Z
dc.date.issued2018
dc.departmentFakülteler, Tıp Fakültesi, Dahili Tıp Bilimleri Bölümü, Çocuk ve Ergen Ruh Sağlığı ve Hastalıkları Ana Bilim Dalı
dc.description.abstractPurpose: In this study, in children with attention deficit hyperactivity disorder (ADHD) and/or learning disorder (LD), we aimed to investigate the differentiating capacity of several instruments including Weschler Intelligence Tests (WISC-R) and Learning Disorder Battery. Materials and Methods: The children (72-131 mo.) that where diagnosed with ADHD and/or LD (total n: 81, boy n: 63 [77.8%]) were included. While the children were tested, active symptoms were remitted in a part of children (Clinical Global Impression below 3). Therefore, participants' active diagnoses were ADHD: 11, LD: 33, both: 15, or remitted: 22, and the children were grouped accordingly. Weschler Intelligence Scale for Children-Revised (WISC-R) and LD Battery were used. Results: The cases with LD (LD plus both) had significantly worse scores in all tests of LD Battery except for duration of reading and all subscores of WISC-R except for similarities compared to the cases without LD. The cases with ADHD (ADHD plus both) had significantly worse scores only in draw a clock of LD Battery and cipher of WISC-R compared to the cases without ADHD. Conclusion: WISC-R and LD Battery are valid and reliable instruments to differentiate several interrelated disorders (LD, ADHD, and/or both) and they have a good predictive validity to differentiate the cases that respond well to the treatments.
dc.identifier.doi10.17826/cumj.345012
dc.identifier.endpage791
dc.identifier.issn2602-3032
dc.identifier.issn2602-3040
dc.identifier.issue4en_US
dc.identifier.startpage785
dc.identifier.urihttps://doi.org/10.17826/cumj.345012
dc.identifier.urihttps://hdl.handle.net/20.500.11776/8646
dc.identifier.volume43
dc.identifier.wosWOS:000437951900002
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.institutionauthorBaykal, Saliha
dc.language.isotr
dc.publisherCukurova Univ, Fac Medicine
dc.relation.ispartofCukurova Medical Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectWISC-R
dc.subjectLD Battery
dc.subjectADHD
dc.subjectlearning disorder
dc.subjectpsychometrics
dc.subjectDyslexia
dc.subjectChildren
dc.subjectDisabilities
dc.subjectMathematics
dc.titleRelationship between WISC-R subtests and psychiatric symptom groups in attention and learning disorders
dc.typeArticle

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