نسخه فارسي آزمون واجي از مجموعه ارزيابي تشخيصي آوايي و واجي و بررسي روايي و پايايي آن در كودكان فارسي‏زبان

The Persian version of phonological test of diagnostic evaluation articulation and phonology for Persian speaking children and investigating its validity and reliability

زمينه و هدف: داده‏هاي حاصل از ارزيابي واجي بخشي از پروتكلي است كه آسيب‏شناسان گفتار و زبان اغلب براي بررسي مهارت‏هاي ارتباطي كودكان به آن رجوع مي‏كنند. هدف پژوهش حاضر انطباق نسخه فارسي آزمون ارزيابي تشخيصي واجي در كودكان فارسي‏زبان و بررسي روايي و پايايي آن بود. روش بررسي: نسخه فارسي آزمون واجي روي 387 كودك سه تا شش ساله تك‏زبانه فارسي‏زبان كه از مهدكودك‏هاي شمال غرب تهران انتخاب شده بودند، اجرا شد. روايي محتوايي و شاخص روايي محتوايي نسخه فارسي آزمون واجي توسط آسيب‏شناسان گفتار و زبان و زبان‏شناسان بررسي شد. روايي سازه از طريق بررسي همگرايي آرا آسيب‏شناسان گفتار و زبان و نتايج آزمون واجي در تشخيص كودكان با و بدون اختلال واجي و پايايي آزمون از طريق آزمون‏ـ‏بازآزمون و دوبار نمره‏گذاري توسط دو ارزياب مستقل ارزيابي شد. يافته‏ها: روايي محتوايي گويه‏ها و شاخص روايي محتوايي كل آزمون در حد مطلوب برآورد شد (به‏ترتيب 71/94 و 35/97). مقايسه نتايج حاصل از آزمون واجي و نظر متخصصان در تشخيص دو گروه با و بدون اختلال واجي از همگرايي مطلوبي برخوردار بود (ضريب هبستگي اسپيرمن 76/0 و ضريب توافق كاپا 73/0). درصد توافق آوانگاري و تحليل الگوهاي خطا در آزمون‏ـ‏بازآزمون بين 27/86 تا 100 درصد و براي دوبار نمره‏دهي توسط دو ارزياب مستقل بين 28/94 تا 100 درصد بود. نتيجه‏گيري: مبتني بر نتايج مطالعه حاضر به نظر مي‏رسد نسخه فارسي آزمون واجي مي‏تواند به‏عنوان يك ابزار روا و قابل قبول در بررسي مهارت‏هاي واجي كودكان فارسي‏زبان به‏كار گرفته شود.

Background and Aim: Speech and language pathologists (SLP) often refer to phonological data as part of their assessment protocols in evaluating the communication skills of children. The aim of this study was to develop the Persian version of the phonological test in evaluating and diagnosing communication skills in Persian speaking children and to evaluate its validity and reliability. Methods: The Persian phonological test (PPT) was conducted on 387 monolingual Persian speaking boys and girls (3-6 years of age) who were selected from 12 nurseries in the northwest region of Tehran. Content validity ratio (CVR) and content validity index (CVI) were assessed by speechtherapists and linguists. Correlation between speech and language pathologists expertsʹ opinions and Persian phonological test results in children with and without phonological disorders was evaluated to investigate the Persian phonological test validity. In addition, the Persian phonological test test-retest reliability was investigated. Results: Both content validity ratio and content validity index were found to be acceptable (CVR?94.71 and CVI=97.35). The PPT validity was confirmed by finding a good correlation between speech and language pathologists expertsʹ opinions and Persian phonological test results (r Kappa=0.73 and r Spearman=0.76). The percent of agreement between transcription and analyzing error patterns in test-retest (ranging from 86.27%-100%) and score-rescore (ranging from 94.28%-100%) showed that Persian phonological test had a very high reliability. Conclusion: The results of this study show that the Persian phonological test seems to be a suitable tool in evaluating phonological skills of Persian speaking children in clinical settings and research projects.