WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanısı alan çocuklarda matematik başarısını belirleme gücü / Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHD

Abstract

Accuracy of WISC-R and Raven Standard Progressive Matrices Tests in mathematical success of children with ADHDThis study investigated whether Wechsler Intelligence Scale for Children -Revised Form (WISC-R) and Raven Standard Progressive Matrices (RSPM) tests can accurately predict the mathematical success of children in elementary school with Attention Deficit Hyperactivity Disorder (ADHD). Method: In this study, WISC-R and RSPM tests were performed on 150 elementary school children (25 attention deficit, 25 hyperactivity-impulsivity, 25 combined type, 75 Control) aged 6 to 10 years. In the evaluation process, children's attitude toward mathematics was determined and their scores were recorded. Results: Children in the control group scored higher in WISC-R subtests. Also there were significant differences in some WISC-R subtests (Vacobulary, Picture Arrangement, Picture Arrangement and Coding) scores between ADHD subtypes. When the relationship between WISC-R and RSPM tests was examined using Spearman's rank correlation coefficient, a weak but significant positive correlation was found. Conclusion: This study showed that WISC-R and RSPM tests did not predict mathematical success. Also it showed that there was no linear correlation between mathematical skills and cognitive activity speed of studied elementary school children with ADHD. Key words: WISC-R, attention deficit hyperactivity disorder, mathematics ÖZET WISC-R ve Raven Standart Progresif Matrisler Testinin DEHB tanisi alan çocukiarda matematik baçansini belirleme gücü Bu arajtirmada, Wechsler Çocukiar için Zeka Olçegi (WISC-R) ve Raven Standart Progresif Matrisler (RSPM) testlerinin Dikkat Eksikiigi Hiperaktivite Bozukiugu (DEHB) tanili ilkogretim ôgrencilerinin matematik baçansini ne kadar yordadigi incelenmiçtir.Yöntem: Arajtirmada, yaçlari 6-10 arasinda degiçen 150 erkek ilkogretim ôgrencisine (25 DEHB-DE, 25 DEHB-HD, 25 DEHB-B, 75 Saglikli) WISC-R ve RSMP uygulanmiçtir. Uygulamada çocukiann matematik dersine kar §i olan tutumlan belirlenmiç ve ders notlari kaydedilmiçtir. Bulgular: WISC-R aittestlerinden, kontrol grubunda yer alan çocukiann daha yûksek puanlar aldiklan belirlenmijtir. DEHB aittipleri arasinda ise, bazi WISC-R aittest (kelime dagarcigi, resim dûzenleme ve çifre) puanlarinda anlamli farkiiliklar bulunmujtur. WISC-R ile RSPM arasindaki iliçkiler. Spearman sira korelasyon katsayisi ile incelenmij, matematik notu ile RSPM toplam puan arasinda zayif ancak pozitif yônde anlamli bir iliçki oldugu belirlenmijtir. Sonuç: Çaliçmada, WISC-R ile RSPM'nin matematik baçansini yordamadigi belirlenmiçtir. DEHB tanisiyla izlenen ilkogretim ôgrencilerinin matematiksel içlem becerileri ile biliçsel faaiiyet hiziari arasinda dogrusal bir iliçkinin olmadigi ortaya konmuçtur.