A study on the distinctiveness validity of the Anadolu-Sak Intelligence Scale (ASİSİ) among groups of special education

In this study, the discriminative validity of the Anadolu-Sak Intelligence Scale (ASIS), Turkey's first national intelligence scale, for clinical and special education goups was investigated. ASIS provides measures of general intelligence, verbal intelligence, nonverbal intelligence and memory capacity. It can be used both in clinical and educational settings for making decisions about a child's intellectual capacities. ASIS was developed from current intelligence theories based on the Cattell-Horn-Caroll intelligence model and it can be applied to children aged 4-12 years. ASIS assessments can be used both in training environments and in clinical settings for intervention purposes. In the study, ASIS was administered to children who identified special education needs. These included children with high ability, intellectual disability, attention deficit and hyperactivity disorder (ADHD), specific learning disability (SLD), and autism spectrum disorder (ASD). Children's scores were compared with norm data. The ASİS scores of the spcial education groups were found to ve as follow: The mean IQ of the children with high ability was 137.90, 47.18 for intellectual disability, 81.86 for ADHD, 86.76 for SLD, and 63.09 for ASD. Participants' ASIS total test and sub-test scores were found to be within the score range of special education groups for which they were idetified. The results show strong support fort he discriminative validity of the ASİS. Key Words: Anadolu Sak Intelligence Scale, ASIS, Distinctiveness, Special education