A survey of 97 school psychologists found that the majority felt they needed additional training in administering, scoring, and interpreting the fourth edition of the Stanford-Binet Intelligence Scale. Thirty-four percent were using the fourth edition. Rank ordering of instruments of choice was: Wechsler scales, Kaufman Scale, old Stanford-Binet,…

FOUR COMMONLY USED INDIVIDUAL INTELLIGENCE TESTS ARE DESCRIBED. DESCRIPTIONS OF SUBTESTS ARE GIVEN, ALONG WITH EXPLANATION OF WHAT EACH TEST MEASURES. THIS INFORMATION IS PROVIDED TO ASSIST THE TEACHER IN IDENTIFYING SPECIFIC ABILITIES AND WEAKNESSES IN INDIVIDUAL CHILDREN. (JW)

WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Fifty-four percent of the children received different classifications using the two instruments. Different classifications of intellectual level may be derived for the same child depending upon which test is used.…

A study was conducted to determine if the observed changes in Head Start children were related to the practice effects inherent in a test-retest situation. The "control" group consisted of 64 children who had been eligible for a Head Start program. They roughly matched a group of Head Start (HS) children in IQ scores, age, and…

Tested with the Stanford-Binet Scale of Intelligence were 70 children, aged 3- to 5-years with IQ's from 75 to 145, to determine whether the test could serve as a diagnostic tool for identifying learning disabilities (LD) in preschool children. It was hypothesized that LD children would have a basal age no more than two levels below chronological…

Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)

Sattler's standard deviation technique for interpreting strengths and weaknesses on the Stanford-Binet Intelligence Scale has been simplified by Kaufman and Waterstreet in the form of an easy-to-use table. A refinement of their table is presented, with an example to demonstrate its use. (Author/CTM)

Administered the Stanford-Binet and Wechsler Intelligence Scale for Children (Revised) to 121 children with developmental problems. Results showed 28 children received absolute differences of 12 points or greater between the Binet and the WISC-R. There were 10 instances of complete incongruence between the Binet and all the WISC-R IQs. (JAC)

Investigated the validities of IQs obtained from independent administration Terman-Merrill (T-M) versus the rescoring method (SF) of the short form of the Stanford-Binet Form L-M. Results indicated that the T-M, depending on test sequence, correlated significantly different with the Full Scale Binet IQ than did the SF rescoring method. (Author)

In this analysis of intelligence testing of minority group children, the implications of inadequate testing practices are discussed. Several aspects of test design are examined: deficiencies in intelligence testing, cultural bias, construct validity, and diagnostic utility. A sample set of results derived from a Stanford-Binet test administered to…

The clinical inference process in test interpretation is described so that people can more easily communicate about it, teach it, and learn it. Chapter 1 compares different levels (concrete, mechanical, and individualized) of interpretation of the same test. Chapter 2 offers examples of an often-neglected kind of data necessary for individualized…

Compared the derived mental age (MA) of the Stanford-Binet to the test age (TA) of the Wechsler Intelligence Scale for Children (Revised) in 100 children. For subjects whose WISC-R scores fell within the TA table, the two were comparable. When extrapolated TAs were required, the scores were not comparable. (Author/JAC)

Intelligence tests, particularly the Stanford-Binet, have been much abused and unintelligently misused. If the results of such testing are used for the purpose for which they were designed and are interpreted carefully and accurately, then the results can be used to indicate what kind of teaching methods should be utilized; what kind of cognitive…

Finds further evidence of the close equivalence of scores derived from the Wechsler Intelligence Scale for Children (Revised) and the Stanford-Binet, but fails to support the practice of computing adjusted mental age scores. Subjects were (N=25) children in the bright normal range of intelligence. (JAC)

A general working model of cognitive development assumes that there are sets of orthogonal cognitive abilities, which remain fairly stable after age 7. This paper examines the long term predictive and diagnostic value of assessing specific cognitive abilities among preschool children. This model by empirical studies was defendable on the grounds…