Ceylan, GülsumBaykal, SalihaKarabekiroğlu, KorayTekin, Atilla2022-05-112022-05-1120182602-30322602-3040https://doi.org/10.17826/cumj.345012https://hdl.handle.net/20.500.11776/8646Purpose: 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.tr10.17826/cumj.345012info:eu-repo/semantics/openAccessWISC-RLD BatteryADHDlearning disorderpsychometricsDyslexiaChildrenDisabilitiesMathematicsArticle434785791N/AWOS:000437951900002