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Validation of Stanford-Binet Intelligence Scale: Fourth Edition Abbreviated Batteries with College Students.
Peer reviewed Peer reviewed
Nagle, Richard J.; Bell, Nancy L. – Psychology in the Schools, 1993
Investigated relationship between Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) abbreviated batteries and complete battery among 38 college students. Findings suggest that school psychologists who use abbreviated versions of SB:IV with older adolescents and young adults should be aware that these short forms may underestimate students'…
Descriptors: Ability, College Students, Higher Education, Intelligence Tests
A Comparison of the Kaufman Brief Intelligence Test (K-BIT) with the Stanford-Binet, a Two-Subtest Short Form, and the Kaufman Test of Educational Achievement (K-TEA) Brief Form.
Peer reviewed Peer reviewed
Prewett, Peter N.; McCaffery, Lucy K. – Psychology in the Schools, 1993
Examined relationship between Kaufman Brief Intelligence Test (K-BIT), Stanford-Binet, two-subtests short form, and Kaufman Test of Educational Achievement (K-TEA) with population of 75 academically referred students. K-BIT correlated significantly with Stanford-Binet and K-TEA Math, Reading, and Spelling scores. Results support use of K-BIT as…
Descriptors: Elementary School Students, Elementary Secondary Education, Intelligence Tests, Screening Tests
Comparison of the Minnesota Percepto-Diagnostic Test-Revised and Bender-Gestalt in Predicting Achievement.
Peer reviewed Peer reviewed
Fuller, Gerald B.; Vance, Booney – Psychology in the Schools, 1993
Investigated whether Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or Bender-Gestalt Test (BG) would more accurately predict achievement at first-, third-, and fifth-grade levels. Administered both tests to 84 children in counterbalanced order. Results indicated that MPD-R was better predictor of achievement than BG, especially at first- and…
Descriptors: Academic Achievement, Elementary Education, Elementary School Students, Grade 1
Assessment Practices in Model Early Childhood Special Education Programs.
Peer reviewed Peer reviewed
Lehr, Camilla A.; And Others – Psychology in the Schools, 1987
Examined assessment practices in 54 model programs for early education of handicapped children (ages prenatal through six years). Results showed only 19 tests were used by at least five programs; only one device was used by over one-half. Although technical adequacy was reportedly an important factor in selection, analysis revealed only three…
Descriptors: Children, Diagnostic Tests, Disabilities, Early Childhood Education