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Meimandi, Mahsa, Azad, Akram, Havaei, Naser, Zareiyan, Armin. (1399). The Persian Handwriting Assessment Tool for Primary School-Aged Children: Further Validation. سامانه مدیریت نشریات علمی, 45(3), 179-187. doi: 10.30476/ijms.2019.45786
Mahsa Meimandi; Akram Azad; Naser Havaei; Armin Zareiyan. "The Persian Handwriting Assessment Tool for Primary School-Aged Children: Further Validation". سامانه مدیریت نشریات علمی, 45, 3, 1399, 179-187. doi: 10.30476/ijms.2019.45786
Meimandi, Mahsa, Azad, Akram, Havaei, Naser, Zareiyan, Armin. (1399). 'The Persian Handwriting Assessment Tool for Primary School-Aged Children: Further Validation', سامانه مدیریت نشریات علمی, 45(3), pp. 179-187. doi: 10.30476/ijms.2019.45786
Meimandi, Mahsa, Azad, Akram, Havaei, Naser, Zareiyan, Armin. The Persian Handwriting Assessment Tool for Primary School-Aged Children: Further Validation. سامانه مدیریت نشریات علمی, 1399; 45(3): 179-187. doi: 10.30476/ijms.2019.45786

The Persian Handwriting Assessment Tool for Primary School-Aged Children: Further Validation

Iranian Journal of Medical Sciences
مقاله 4، دوره 45، شماره 3، مرداد 2020، صفحه 179-187    اصل مقاله (892.96 K)
نوع مقاله: Original Article(s)
شناسه دیجیتال (DOI): 10.30476/ijms.2019.45786
نویسندگان
Mahsa Meimandi1؛ Akram Azad* 1؛ Naser Havaei2؛ Armin Zareiyan3
1Rehabilitation Research Center, Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
2Department of Occupational Therapy, School of Rehabilitation, Tabriz University of Medical Sciences, Tabriz, Iran
3Department of Community and Public Health, Nursing Faculty, AJA University of Medical Science, Tehran, Iran
چکیده
Background: Handwriting problems are one of the common problems among students in the early years of education. The current study aimed to determine further validation aspects of the Persian Handwriting Assessment Tool (PHAT) in primary school-aged children.
Methods: The current methodological study was conducted on 452 healthy 8-10-year-old students in Tehran, Iran, selected via random cluster sampling method. Inclusion criteria were native Persian-speaking and no documented physical and mental impairments. Construct and structural validities were established by exploratory factor analysis (EFA) using principal axis factoring with Promax rotation and confirmatory factor analysis (CFA), respectively. Criterion validity was examined by expert opinion as the gold standard using Pearson correlation test. Internal consistency, test-retest, and inter-rater reliability were examined using Cronbach’s alpha and intra-class correlation (ICC). Test-retest had a seven-day interval.
Results: The EFA results indicated two separate factors in the copying and dictation domains. Speed and orthographic error and size were considered as separate items. The CFA confirmed the factor structure. Criterion validity revealed low to moderate correlation (formation: 0.548, p <0.001; 0.503, p <0.001, spacing: 0.553, p <0.001; 0.307, P=0.030, alignment: 0.442, p <0.001; 0.358, P=0.011, size: -0.376, P=0.007; -0.445, p <0.001, and slant: 0.360, P=0.010; 0.372, P=0.008) in copying and dictation domain, respectively. Acceptable internal consistency (Cronbach’s alpha: 0.72-0.99), excellent test-retest (ICC: 0.76-0.99), excellent inter-rater reliability between teachers (ICC: 0.86-0.95), and good to excellent inter-rater reliability between teachers and the occupational therapist (ICC: 0.60-0.95) were reported.
Conclusion: The results indicated that the PHAT was a valid and reliable tool for assessing handwriting in primary school-aged children.
کلیدواژه‌ها
Educational measurement؛ Handwriting؛ Schools؛ Validation studies
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