This paper describes the validation process of the final form of the Persian version of the Overall Assessment of the Speaker's Experience of Stuttering for Adults (OASES-A-P). The impact of stuttering on the Persian-speaking people who stutter was compared to other languages.Methods: This study with a cross-sectional design involved 92 Persian-speaking adults who stutter (24 females and 68 males; mean age=20.05±4.85 years). Face and content validity, internal consistency, test-retest reliability, and item analysis for discriminant validity were examined. The impact scores and impact ratings were calculated in total and for the sections separately.Results: Cronbach's alpha and ICC proved to be high (0.98; 0.95, P<0.001 respectively). Corrected item-total correlation revealed no negative score. Mean of total impact score was 2.56(±0.67). Impact ratings for the total impact scores were as follows: mild=8.7%, mildto-moderate=29.3%, moderate=43.5%, moderate-to-severe=15.2%, and severe=3.3%. The impact of separate sections in a high to low order were reactions to stuttering, quality of life, general information, and communication in daily situations. Discussion:The results of the current study offer a reliable and valid form of the OASES, which is applicable for Persian-speaking Iranian adults who stutter. The predominant impact rating of stuttering was shown to be mild-to-moderate and moderate.

Syntax has a high importance among linguistic parameters, and syntax-related problems are the most common in language disorders. Therefore, the present study aimed to design a Photographic Expressive Persian Grammar Test for Iranian children in the age group of 4–6 years and to determine its validity and reliability. First, the target morphosyntactic structures among Persian-speaking 4–6-year-old children were extracted, and items related to each structure were designed. After both content and face validity were determined and modifications were applied, the initial version of the test was performed on 100 children. The final version of the test was performed on 400 eligible, typically-developing children selected using the random (cluster) method. Psychometric properties investigated in this study include construct validity (convergent validity and age and gender discriminative validity) and reliability (test–retest, inter-rater, and internal consistency). Content validity of each item was between 0.8 and 1, and content validity of the whole scale was 0.86. Exploration of construct validity suggested that age and gender affect the test scores. Convergent validity was found to be significant. Results of test–retest, and inter-rater reliability were significantly correlated and the test was found to have high internal consistency. The Photographic Expressive Persian Grammar Test with 40 items is the first reliable and valid scale that exclusively and accurately evaluates morphosyntactic characteristics of 4–6-year-old Persian-speaking children.

Objective Language has three components: content, form and pragmatic. The content includes the semantic components. Semantic knowledge of word relationships requires awareness of the relationships between different words in the same field and other fields. One of the main components of the semantic is the mental lexicon that many of the semantic communications, including the organization and semantic representations of words, take shape in this network. The important issue is how to organize words in mind, linking the words together and their position in the semantic network. One task that helps to organize the meanings of the words in the mental lexicon is the word definition task. The ability to define words is reliant o several aspects of linguistic and metalinguistic development, literacy, and academic achievement. The aim of this investigation was to study the definitional style of nouns in typically developing school-aged children. Materials & Methods In this cross-sectional and descriptive-analytical study, 150 typically developing school-aged children, selected using multistage sampling method, studying in the second to sixth grades in 1, 7 and 17 municipal districts of Tehran were included. The definition skill was assessed with word definition task. The students were asked to define the words, and their answers were scored based on content. The reliability was assessed by two independent values, and the validity was determined by the content. The results were analyzed by the SPSS V. 22 software using the methods of independent-samples T test, univariate analysis of variance and Tukey's test. Results The findings showed that by increasing the age, the noun definitions were developed from functional and concrete responses into combination two and using of superordinate terms were increased. The mean score of the content in word definition was significantly increased by age (P<0.001). Also the performance of girl students was better as they earned higher scores than the boys (P=0.03). Conclusion On increasing the age, the content quality of word definitions improved significantly. The concepts were found to be organized into hierarchies of connections. Also, definitions were developed from functional and concrete responses into combination two and formal responses. And finally, the word definition task can be used by speech and language therapists in clinical and educational environments.

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