Psychometric properties of process assessment of the learner (second edition): Diagnostics for math among Iranian elementary school students.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2025-02-11 DOI:10.1080/21622965.2025.2461716

Hamid Khanipour, Masoud Geramipour, Mobina Radfar, Seyyedeh Samaneh Mirahadi

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引用次数: 0

Abstract

Purpose: Process Assessment of the Learner (Second Edition): Diagnostics for Math (PAL-II M) is a diagnostic tool for Math Learning Disability (MLD) with 14 subtests assessing specific math skills and math-related skills. This study examined the psychometric properties of PAL-II M and compared the performance of children with and without MLD.

Materials and methods: The PAL-II M and the Learning Disability Evaluation Scale (LDES) were used as assessment instruments. The sample included 404 primary school students from Tehran and 95 children diagnosed with MLD.

Results: The results confirmed the reliability of all subtests, except the Fingerprint Writing subtest. A three-factor model provided the best fit for the data, diverging from the original two-factor structure proposed for the test. Significant differences were found in PAL-II M scores between groups with and without MLD. Quantitative and spatial working memory were the strongest differentiators between the groups (χ² = 213.8, p < 0.001).

Conclusions: The PAL-II M demonstrated strong psychometric properties and a cohesive factor structure among Iranian students. The subscales in PAL-II M are better categorized based on specific neuropsychological functions, including processes related to calculation, visual-spatial processing, and numerical processing. Furthermore, the test effectively distinguished between children with and without MLD. The interrelationships among PAL-II M subtests align with the various subtypes of MLD. Conceptualizing mathematical competency as a cohesive process encompassing general neuropsychological functions and specific learned mathematical skills is advantageous.

查看原文本刊更多论文

学习者过程评估的心理计量特性（第二版）》：伊朗小学生数学诊断》。

目的：学习者过程评估（第二版）：数学诊断（PAL-II M）是一个数学学习障碍（MLD）的诊断工具，有14个子测试评估特定的数学技能和数学相关技能。本研究考察了PAL-II - M的心理测量特性，并比较了有和没有MLD的儿童的表现。材料与方法：采用PAL-II M和学习障碍评估量表（LDES）作为评估工具。样本包括来自德黑兰的404名小学生和95名被诊断为MLD的儿童。结果：结果证实了所有子测试的可靠性，除了指纹书写子测试。一个三因素模型提供了最好的拟合数据，偏离原来的两因素结构提出的检验。在有和没有MLD组之间PAL-II M评分有显著差异。定量和空间工作记忆是两组之间最显著的差异（χ2 = 213.8, p）。结论：PAL-II M在伊朗学生中表现出较强的心理测量特性和内聚因素结构。PAL-II M的子量表可以根据特定的神经心理功能进行分类，包括与计算、视觉空间处理和数值处理相关的过程。此外，该测试有效地区分了患有和没有MLD的儿童。PAL-II M亚型之间的相互关系与MLD的各种亚型一致。将数学能力概念化为一个包含一般神经心理功能和特定数学技能的内聚过程是有利的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.