�The First Intelligence Test�Alfred Binet, Theodore Simon -an instrument to differentiate MR from Non MR.�BINET-SIMON SCALE -thirty tasks of increasing complexity, standardization sample- consisting of 50 children who had been given the test under standard conditions that is with precisely the same instructions and format. � �Easiest - all children, even those who were severely retarded. Some of the simplest test items assessed whether or not a child could follow a lighted match with his eyes or shake hands with the examiner. Most normal children could do these things by age two (Fancher, 1985). �
Slightly harder tasks required children to point to various named body parts, repeat back a series of 3 digits, repeat simple sentences, and to define words like house, fork or mama. �These tasks were usually passed by normal five-year old children.
�More difficult test items required children to state the difference between pairs of things (such as paper and cardboard or a poppy and blood), reproduce drawings from memory or to construct sentences from three given words such as "Paris, river and fortune."
�There were also some social skills questions such as "When someone has offended you and asks you to excuse him, what ought you to do? Most normal children could pass these tasks by age eleven. The hardest test items included asking children to repeat back 7 random digits, find three rhymes for the French word obéisance and to answer questions such as "My neighbor has been receiving strange visitors. He has received in turn a doctor, a lawyer, and then a priest. What is taking place?" (Fancher, 1985).
�The measure of intelligence is one’s mental age. This is different from one’s chronological, or actual age.�
Key Terms�We Use today.
Intelligence—A general concept of an individual’s ability to function effectively within various settings.
IQ (Intelligence Quotient)—This is usually expressed as a standard score with a mean of 100.
Adaptive Behavior—One’s ability to function in various environments.
Innate Potential—Thought to be one’s ability or potential for development of abilities from birth.
Environmental Influence—The impact of the environment on the student’s learning ability.
Alternative Views of Intellectual Assessment
Howard Gardner’s Theory of Multiple Intelligences
Multiple Intelligence cont.
Dynamic Assessment—uses the assessment experience to measure the precise task of learning.
Tasks are those in which the learner is presented with interventions to determine how the learner responds to those strategies or interventions.
The learner begins a task and is assisted by the examiner rather than merely observed by the examiner.
Court Cases and IQ Assessment
Larry P. v. Riles (1984)
PASE v. Hannon (1980)—Issue: Item bias of specific items of IQ tests.
PASE v. Hannon (1980)—Issue: Item bias of specific items of IQ tests.
Larry P. v. Riles (1984)—Issue: The use of IQ tests to determine mental retardation in minorities
Diana v. State Board of Education (1970)—Issues: Use of native language, omission of biased items, creation of instruments standardized for Mexican American Students.
Lora v. New York City Board of Education (1984)—Issues: Referral and assessment bias; school monetary problems and placement.
Kaufman (1994) stated that intelligence tests should be used “as a helping agent, rather than an instrument for placement, labeling, or other types of academic oppression.”
One approach to discovering a more complete picture of a person’s true intellectual abilities is to use cross battery assessment, an assessment approach that borrows measures from multiple intelligence batteries.
Commonly Used Measures of Intelligence
Wechsler Intelligence Scale for Children-IV (WISC-IV)
Wechsler Adult Intelligence Scale-III (WAIS-III)
Wechsler Preschool Primary Scales of Intelligence (WPPSI)
Nonverbal Measures of Intelligence
Effect of Student Characteristics on Performance on Intelligence Tests
Acculturation
�Test items vary in their connection to culture
�
Schooling is an important factor that affects intelligence. By schooling, one can improve knowledge of specific facts for intelligence tests, familiarity with testing practices, concentration and attention span, and verbal problem-solving skills. Therefore, there is no doubt that schooling helps raise one's IQ.
On the other hand, research has indicated that children who do not attend school or who attend intermittently eventually have poorer scores on IQ tests than those who attend regularly. At the same time, children who move from low-quality schools to high-quality schools are more likely to show improvements in IQ scores. Besides transmitting information to students directly, schools teach problem solving, abstract thinking, and how to sustain attention, which are all skills required to score well on IQ tests.
A surprising truth about schooling and IQ (especially if you view it as a measure of innate intelligence): Although intelligence does influence the decision to stay in school, staying in school itself can raise IQ or prevent it from dropping.
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IQ is affected by delayed schooling. A drop in IQ is seen when schooling is delayed.
Each additional month a student remains in school may increase her/his IQ above what would have been expected had he dropped out.
IQ is affected by remaining in school longer. The longer a student stays in school, the higher her/his IQ. Dropping out of school can also decrease IQ.
IQ is affected by vacations. The longer the vacation, especially when the child's time is spent on least "mind-stimulating" activities, this decline is evident. (make sure a child's holidays are filled with learning experiences in a fun way; e.g., visiting places of interest, enrichment programs, family-bonding activities, etc.)
OO
October 2024
WISC IV Sample Scores
Verbal Tests
VERBAL Tests
Information 8
Similarities 8
Arithmetic 6
Vocabulary 4
Comprehension 1
Digit Span
Performance Tests
Picture Completion 9
Coding 1
Picture Arrangement 6
Block Design 4
Object Assembly 5
5.2
Verbal IQ: 74 Performance IQ: 70
Full Scale IQ: 70
Index Scores (Summary of specific areas of cognitive ability)
Verbal-Comprehension 75
Perceptual-Organization: 77 Processing Speed
Adaptive Behavior�Why do we assess adaptive behavior?
Interpretive Descriptions of IQ Scores
>130 Very Superior, genius, gifted
120-130 Superior
90-110 Average
80-90 Low Average
70-80 Delayed, borderline
<70 Very Delayed, within range of
mental retardation, intellectually disabled`
110-120 Above average, high average
IQ Score Descriptions Used
IQ Scores and Normal Distribution
40 55 70 85 100 115 130 145 160
34.13% 34.13%
13.59%
13.59%
2.14%
2.14%
0.13%
0.13%
Look at the percentages. These represent the
percentages of scores in the normal distribution.
IQ Scores
40 55 70 85 100 115 130 145 160
34.13% 34.13%
13.59%
13.59%
2.14%
2.14%
0.13%
0.13%
Remember that the standard deviation is 15.
What percentage of persons in this distribution
would be within 1 standard deviation above and
below the mean IQ score?
IQ Scores
40 55 70 85 100 115 130 145 160
34.13% 34.13%
13.59%
13.59%
2.14%
2.14%
0.13%
0.13%
IQ Scores
We use an individuals’s scores on the WISC to determine classification, I.Q., and program.
If the individual’s I.Q. is 70, how many standard deviations is the score above or below the mean?
WISC IV Sample Scores
Verbal Tests
VERBAL Tests
Information 8
Similarities 8
Arithmetic 6
Vocabulary 4
Comprehension 1
Digit Span
Performance Tests
Picture Completion 9
Coding 1
Picture Arrangement 6
Block Design 4
Object Assembly 5
Total of subtests scores:
Individual’s average:
Verbal IQ: 74 Performance IQ: 70
Full Scale IQ: 70
Index Scores (Summary of specific areas of cognitive ability)
Verbal-Comprehension 75
Perceptual-Organization: 77 Processing Speed
40 55 70 85 100 115 130 145 160
34.13% 34.13%
13.59%
13.59%
2.14%
2.14%
0.13%
0.13%
What percentage of persons in this distribution would be within 2 standard deviations above and below the mean IQ score?
IQ Scores
Measuring Adaptive Behavior
Assessment of adaptive behavior is an assessment of the individual’s ability to function across various situations and environments.
Instruments designed to assess adaptive behavior are often questionnaires or rating scales. These may be completed by the teacher, parent, or other member of the IEP team.
We assess adaptive behavior in order to have a more holistic understanding of a student’s capacity for functional and academic learning.
Adaptive behavior scales provide information about functioning in the world in various environments.
The scales are used in a variety of clinical, educational, or research settings.
Perhaps the major clinical use to which an Adaptive Behavior Scale will be applied is as a major or ancillary diagnostic tool.
The Vineland is also recommended for use with individuals who have other disabilities, to determine levels of adaptive behavior and the extent to which the disabilities affect daily functioning.
An assessment of adaptive behavior is necessary to obtain a comprehensive picture of a person’s abilities when that person does not have a disability.
The Vineland Social Maturity Scale was developed by Edgar A. Doll (1935, 1965) for use in the evaluation of an individual who has an intellectual disability.
According to Doll, the primary focus of assessment of an individual who has an intellectual disability. should be on their capacity for maintaining themselves and their affairs.
Subsequently, legislation (e.g., Public Law 94-142) and the official manuals of the American Association on Mental Deficiency (Heber, 1959, 1961; Grossman, 1973, 1977, 1983) have stated that deficits in adaptive behavior, as well as in intelligence, must be substantiated before an individual is classified as having an intellectual disability.
Defining Adaptive Behavior
Physical Environment
Social and Cultural Expectations
Age and Adaptation
Performance Versus Ability
Maladaption
Context
Frequency and Amplitude
Vineland Adaptive Behavior Scales, Second Edition (VABS II)
1. Survey Interview Form assesses:
VABS II, cont.
2. The Parent/Caregiver Rating Form assesses:
Adaptive Behavior Items
For example, items may ask about a student’s ability to:
dress himself independently,
select clothing appropriate for the weather, or
button buttons independently.
Adaptive behavior scales include items that ask about a student’s ability to perform specific skills and behaviors independently.
Because the assessment is attempting to determine the student’s level of independence or mastery, the items may include a rating system to indicate degree of independence or mastery. Items may be rated as the following example indicates: