Clinimetric Properties of the Persian Handwriting Assessment Tool as a Screening Tool for Children with Specific Learning Disorder

Mahsa Meimandi; Akram Azad; Naser  Havaei; Armin Zareiyan

doi:10.18502/jimc.v5i4.11343

Mahsa Meimandi Rehabilitation Research Center, Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran
Akram Azad Rehabilitation Research Center, Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran
Naser Havaei Faculty of Rehabilitation Sciences, Tabriz University of Medical Sciences, Tabriz, Iran
Armin Zareiyan Department of Public Health Nursing, Nursing Faculty, AJA University of Medical Science, Tehran, Iran

DOI: https://doi.org/10.18502/jimc.v5i4.11343

Keywords: Educational measurement, Handwriting, Psychometric properties, Specific learning disorder, Validation studies

Abstract

Background: The Persian Handwriting Assessment Tool (PHAT) evaluates speed and legibility in copying and dictation domains. The aim of the present study was to determine psychometric validation and diagnostic accuracy features of the PHAT for students with specific learning disorder.

Methods: In this cross-sectional study, handwriting of 120 participants (typically developing students, N= 60; students with specific learning disorder, N= 60; mean age (SD): 9.23 ± 0.53 years and 9.13±0.56 years, respectively) were assessed with PHAT. Receiver Operating Characteristics (ROC) curve analysis was carried out to derive validity parameters and Area Under the Curve (AUC) for diagnostic accuracy. Discriminative validity, internal consistency, test-retest reliability and absolute reliability were examined.

Results: The PHAT had significant ability to discriminate typically developing students from students with specific learning disorder in formation, spacing and alignment (AUC= 0.78-0.95) and moderate accuracy (AUC= 0.61-0.66) in text slant in both domains. Acceptable discriminative validity (P< 0.01), internal consistency (copying: α= 0.80-0.98; dictation: α= 0.83-0.98), and test-retest reliability (copying: ICC2,1= 0.75-0.98; dictation: ICC2,1= 0.78-0.98) were also obtained.

Conclusion: The current study suggests that the PHAT has satisfactory reliability, validity and high to acceptable diagnostic accuracy for students with specific learning disorder.