Approximately 30% of autistic children are considered minimally verbal. The field lacks an efficient and reliable measure of communicative capacity among minimally verbal autistic children. Improved methods are needed to determine which children are at greatest risk for minimally verbal outcomes to better target interventions. Here, we present the…

Schools regularly screen students for hearing and vision impairments because they present impediments to academic progress. For the same reason, schools should consider adding a universal screening for social challenges, which may also impede the learning process. This study reports on the development of the Social Challenges Screening…

This study examined the underlying constructs measured by the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG) and the Stanford-Binet Intelligence Scales, Fifth Edition (SB5), based on the Cattell-Horn-Carrol (CHC) theory of cognitive abilities. This study reports the results of the first joint confirmatory factor analysis…

This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…

Purpose of this study was to test a short version of the Stanford-Binet, Form L-M using a group covering a wide age and ability level in an attempt to reduce the time factor involved in administration of some of the S-B tests, without sacrificing the reported accuracy. (Author/CB)

The study examined the effect of test modifications on the performance of 10 handicapped preschoolers on the Stanford-Binet Intelligence Scale (Form L-M). Adaptations of both stimulus and response modes were designed and constructed for subtests at the preschool levels on the Stanford-Binet. Attempts were made to maintain the functional…

The fifth edition of the Stanford-Binet test went through significant reformulation of its item content, administration format, standardization procedures, and theoretical structure. Additionally, the test was revised to measure five factors important to intelligence across both verbal and nonverbal domains. To better understand these substantial…

Requirements for adaptive testing are reviewed, and the reasons implementation has taken so long are explored. The adaptive test is illustrated through the Stanford-Binet Intelligence Scale of L. M. Terman and M. A. Merrill (1960). Current adaptive testing is tied to the development of item response theory. (SLD)

The purpose of this research was to expand the criteria for the efficacy of the three short forms of the Standford-Binet Intelligence Scale to a consideration of individual differences in intelligence classification. (Author/RK)

Tailored testing by Cliff's method of implied orders was simulated through the use of responses gathered during conventional administration of the Stanford-Binet Intelligence Scale. Tailoring eliminated approximately half the responses with only modest decreases in score reliability. (Author/BW)

This paper presents a rationale for adopting the new form of the Stanford-Binet Intelligence Scales for use with gifted children, based on its more recent norms, its factorial structure, its less restrictive emphasis on g-factor intelligence and verbal reasoning, and its evenness in content from one age to another. (JDD)

Three new tests presented as alternatives to the Wechsler tests for children were described in earlier papers of this session. This discussion reviews the earlier papers and comments on the developed tests: (1) the Woodcock-Johnson test; (2) the new Stanford-Binet; and (3) the K-ABC. The Woodcock-Johnson battery, state-of-the-art applications of…

The Stanford-Binet IV is compared to the original version and criticized for having less power to measure the high end of intelligence and for having norms that discriminate against gifted students. Strengths of the Stanford-Binet L-M are pointed out, and use of both scales for different purposes is recommended. (JDD)

The 1972 re-norming of the Stanford-Binet Intelligence Scale for children from three to six years of age produced unusually high scores. When these children were retested three years later, some drop in scores was noted. Reasons for the initial scores and the score decline are discussed. (Author/JKS)

The association between Lewis M. Terman and the World Book Company is traced in order to gain insight about the role of test publishing in the testing movement. The test publisher assumes the position of an intermediary between the test developer and the educational administrator responsible for making decisions about test adoption. Terman began…