Статті в журналах: "Stanford-Binet Test"

1

Reinaldi, Eugenius Tintus, and Rahmat Hidayat. "Stanford-Binet Intelligence Scale Form L-M Predictive Power on Academic Achievement." Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) 10, no. 2 (October 31, 2021): 133–41. http://dx.doi.org/10.15408/jp3i.v10i2.20009.

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Stanford-Binet Intelligence Scale Form L-M test is widely used in Indonesia to assess the academic capacity of elementary school students. However, its predictive power upon academic achievements has not been examined. This research represents a preliminary attempt at closing this gap. Stanford-Binet scores obtained 1 to 3 years earlier were used to explain variations in three subject marks of 156 an Elementary School from the 3rd, 4th, and 5th Grades. Simple regression analysis shows that 4.3% to 25.4% of the variance can be explained by Stanford-Binet scores, indicating a low to moderate predictive power. The results suggest a limited predictive power of the Stanford-Binet Form L-M test for applications in the assessment of the academic capacity of elementary school children.

2

Karnes, Frances A., James E. Whorton, Billie Bob Currie, and Steven W. Cantrall. "Correlations of Scores on the WISC—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth." Psychological Reports 58, no. 3 (June 1986): 887–89. http://dx.doi.org/10.2466/pr0.1986.58.3.887.

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For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant.

3

Johnson, Dale L., V. M. Howie, Mary Owen, Constance D. Baldwin, and David Luttman. "Assessment of Three-Year-Olds with the Stanford-Binet Fourth Edition." Psychological Reports 73, no. 1 (August 1993): 51–57. http://dx.doi.org/10.2466/pr0.1993.73.1.51.

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The Stanford-Binet, Fourth Edition was normed for children 30 months of age and older, but its usefulness with young children (e.g., 36 months) has received little attention. This study of 121 three-year-old children examined possible administration problems, provided correlations with three environmental measures, and compared scores with those of the Peabody Picture Vocabulary Test—Revised. Problems of administration did arise on some subtests, correlations with environmental measures were moderate, and scores on the Stanford-Binet IV and PPVT—R were moderately correlated. The Stanford-Binet IV is a useful test in assessment of a broad range of intellectual abilities.

4

Carvajal, Howard, and Jon Gerber. "1986 Stanford-Binet Abbreviated Forms." Psychological Reports 61, no. 1 (August 1987): 285–86. http://dx.doi.org/10.2466/pr0.1987.61.1.285.

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Scores extracted for the Quick Screening Battery (4 subtests) and the General Purpose Abbreviated Battery (6 subtests) from the 1986 Stanford-Binet Intelligence Scale administered to 16 men and 16 women ( Mage: 18 yr., 11 mo.) gave means of 101.0 vs 100.6 (100.9 for the full test). SDs were 9 or 10. Mean times were 34 min. vs 52 min. (114 min. for full test); rs ranged from .907 to .942 for the overlapping scales.

5

Hodapp, Albert F. "Correlation between Stanford-Binet IV and PPVT—R Scores for Young Children." Psychological Reports 73, no. 3_suppl (December 1993): 1152–54. http://dx.doi.org/10.2466/pr0.1993.73.3f.1152.

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The Stanford-Binet IV and PPVT—R were given to 42 children ranging in age from 3 to 6 years. Correlations of .54, .60, and .50 were computed for Standard Age Scores on the Stanford-Binet IV Test Composite, Vocabulary, and Absurdities with the PPVT—R (Form M) standard score equivalent.

6

Lawson, Thomas T., and Larry D. Evans. "Stanford-Binet: Fourth Edition Short Forms with Underachieving and Learning Disabled Students." Psychological Reports 79, no. 1 (August 1996): 47–50. http://dx.doi.org/10.2466/pr0.1996.79.1.47.

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55 students referred to a Child Development Center for academic underachievement and suspected learning disabilities were administered the Stanford-Binet Intelligence Scale: Fourth Edition. Pearson product-moment correlation coefficients of .98, .95, and .90 were obtained for the Test Composite with those for 6-, 4-, and 2-test Partial Composites derived from this administration, respectively. These values are compared with coefficients reported for other populations, and the suitability of the Stanford-Binet Partial Composites for screening underachievement and learning disabilities is discussed.

7

CUNNINGHAM, ROBERT DANA. "Judging the Validity of Developmental Screening Tests." Pediatrics 87, no. 3 (March 1, 1991): 416. http://dx.doi.org/10.1542/peds.87.3.416.

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To the Editor.— In judging the validity of developmental screening tests, there is frequent difficulty in obtaining the ideal "gold standard" by which to judge the screening instrument. For example, while it is useful to know how the Denver Developmental Screening Test compares with the Stanford-Binet when attempting to identify children with mental retardation at 3 years of age, perhaps it is even more useful to know how the screening test compares with the Stanford-Binet in predicting which 3 year olds will go on to become labeled as mentally retarded at 6 years of age, a time when IQ scores are more stable and school systems are more likely to make special services available.

8

Rust, James O., and Alan Lindstrom. "Concurrent Validity of the Wisc-Iii and Stanford-Binet Iv." Psychological Reports 79, no. 2 (October 1996): 618–20. http://dx.doi.org/10.2466/pr0.1996.79.2.618.

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WISC-III and Stanford-Binet IV IQs were correlated for 57 volunteers (27 boys and 30 girls of ages 6 to 17 years) who were tested by 37 graduate students. Order of testing was not counterbalanced. Full Scale IQs on the WISC-III correlated .81 with the Test Composite Standard Age Scores of the Stanford-Binet IV. The average difference between the two tests was less than 2 IQ points. Although the average difference between the two tests was not significant, for some children it was large. Caution is urged when using these assessment instruments as if they provide similar scores.

9

Whorton, James E., and Frances A. Karnes. "Correlation of Stanford-Binet Intelligence Scale Scores with Various other Measures Used to Screen and Identify Intellectually Gifted Students." Perceptual and Motor Skills 64, no. 2 (April 1987): 461–62. http://dx.doi.org/10.2466/pms.1987.64.2.461.

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Stanford-Binet Intelligence Scale IQs were compared with California Achievement Test scaled scores, Otis-Lennon Mental Ability Test IQs, Short-Form Test of Academic Aptitude percentiles, Raven Standard Progressive Matrices percentiles, and the Wide Range Achievement Test scaled scores for 439 intellectually gifted students. Some statistically significant relationships were observed.

10

Carvajal, Howard, Jon Gerber, and Paul D. Smith. "Relationship between Scores of Young Adults on Stanford-Binet IV and Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 65, no. 3 (December 1987): 721–22. http://dx.doi.org/10.2466/pms.1987.65.3.721.

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The 1986 Stanford-Binet Intelligence Scale: Fourth Edition and the Peabody Picture Vocabulary Test—Revised were given to 32 students (16 men, 16 women) in general psychology. The statistically significant correlation of .69 between the two tests suggests the revised Peabody appears to be a satisfactory screening test of intelligence for use with young adults.

11

Karnes, Frances A., and Victor R. D'Ilio. "Correlations of Scores on Verbal and Nonverbal Measures of Intelligence for Intellectually Gifted Students." Perceptual and Motor Skills 64, no. 1 (February 1987): 101–2. http://dx.doi.org/10.2466/pms.1987.64.1.101.

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For 80 intellectually gifted students, intelligent quotients and percentiles from the WISC—R, Stanford-Binet, Standard Progressive Matrices, and the Culture-Fair Intelligence Test were correlated. Pearson correlations were larger among the nonverbal measures of intelligence than between the nonverbal and verbal measures.

12

Sturner, Raymond A., Sandra G. Funk, and James A. Green. "Simultaneous Technique for Acuity and Readiness Testing (START): Further Concurrent Validation of an Aid for Developmental Surveillance." Pediatrics 93, no. 1 (January 1, 1994): 82–88. http://dx.doi.org/10.1542/peds.93.1.82.

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Study objective. A brief (8-minute) procedure, now called Simultaneous Technique for Acuity and Readiness Testing or START, has been shown to be efficacious for predicting developmental outcomes and a cost-effective screen for visual acuity. The objective of the two studies reported here was to examine the ability of this procedure to predict concurrent developmental outcome by using a new simplified scoring system. Design. A prospective design was used. Subjects were screened using START, and then samples were stratified on the basis of developmental screening results (START in study 1 and the revised Denver Developmental Screening Test and a shortened version of the Minnesota Child Development Inventory in study 2) into subsamples (n = 118 and 120) which were administered the standard criterion test (McCarthy Scales of Children's Abilities in one cohort and the Stanford-Binet in the other). Setting. Prekindergarten registration for a rural school system in North Carolina. Subjects. Two county-wide cohorts of preschool children (n = 352 and 362). Measurements and main results. Results for prediction of the McCarthy outcomes were as follows: sensitivity, 0.76; specificity, 0.99; predictive value, 0.81; underreferral, 1.3%; overreferral, 1.0%; and percent agreement, 98%. Prediction of Stanford-Binet results was as follows: sensitivity, 0.94; specificity, 0.83; predictive value, 0.22; underreferral, 0.3%; overreferral, 16%; and percent agreement, 84%. Most of the overreferrals for the Stanford-Binet were in the clinically important borderline category. Conclusion. These results provide further support for the concurrent validity of START. The results illustrate how routine health procedures can be restructured to obtain clinically useful data on specific child developmental functioning.

13

Silverman, Linda Kreger, and Katheryn Kearney. "The case for the Stanford‐Binet L‐M as a supplemental test." Roeper Review 15, no. 1 (September 1992): 34–37. http://dx.doi.org/10.1080/02783199209553454.

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14

García, José E. "La introducción de la escala de inteligencia de Stanford-Binet en el Paraguay." Interacciones. Revista de Avances en Psicología 2, no. 1 (June 19, 2016): 65. http://dx.doi.org/10.24016/2016.v2n1.28.

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<p>Aunque las primeras estrategias para evaluar la habilidad intelectual encuentran antecedentes milenarios en la antigua China, los intentos de medición en el periodo moderno comienzan con el psicólogo inglés Francis Galton en la década de 1880, mediante la aplicación de medidas fisiológicas para estimar el talento humano. A comienzos del siglo XX, los psicólogos franceses Alfred Binet y Théodore Simon construyeron las primeras escalas métricas para estimar la inteligencia de los niños. Estas fueron modificadas posteriormente en los Estados Unidos por Lewis Terman, quien publicó la revisión más conocida e influyente. En América Latina y otras regiones las adaptaciones locales se dieron en la misma época. En Paraguay, el <em>test</em> Stanford-Binet fue introducido en el decenio de 1920 por el maestro Ramón Indalecio Cardozo. Este no se limitó a una reproducción acrítica, sino que realizó algunas modificaciones para adaptarlo a las condiciones locales y mejorar la confiabilidad cultural de las pruebas. Este artículo estudia la introducción del test Stanford-Binet al contexto general de la educación paraguaya y los ajustes que llevó a cabo Cardozo. Para conseguirlo, se procede a una revisión de fuentes primarias y secundarias, colocando las ideas y los conceptos en el debido contexto histórico. También contribuye a ampliar otros trabajos anteriores centrados en la obra de este autor y en la psicología durante el periodo pre-universitario paraguayo.</p>

15

Ozdemir, Hasan Hüseyin, Kaan Demiroren, Caner F. Demir, and Mine Hapsen Serin. "Auditory P300 Event-Related Potentials in Children with Sydenham?s Chorea." Arquivos de Neuro-Psiquiatria 72, no. 8 (June 4, 2014): 603–8. http://dx.doi.org/10.1590/0004-282x20140099.

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P300 event-related potentials (ERPs), objective measures related to cognitive processing, have not been studied in Sydenham’s chorea (SC) patients. Purpose: To assess cognitive impairment with P300 ERPs. Method: Seventeen patients with SC and 20 unaffected healthy children were included. Stanford–Binet test was used for psychometric assessment, and odd-ball paradigm was used for auditory ERPs. Results: There was no significant difference in P300 latencies between the SC-pretreatment group, SC-posttreatment group and control group (p>0.05). Mean interpeak latencies in SC-pretreatment group and SC-posttreatment group showed significant prolongation compared with the control group (p<0.05). Mean interpeak latencies in SC-posttreatment group were significantly decreased compared with SC-pretreatment group (p<0.05). Compared to controls, patients did not show significant difference in Stanford-Binet intelligence examination. Conclusion: This report suggests that interpeak latencies and amplitudes of P300 ERPs could be useful for detecting and monitoring cognitive impairment in SC patients.

16

Boyle, Gregory J. "Reliability and Validity of the Stanford-Binet Intelligence Scale (Fourth Edition) in the Australian Context: A Review." Australian Educational and Developmental Psychologist 6, no. 1 (May 1989): 21–23. http://dx.doi.org/10.1017/s0816512200025980.

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The Stanford-Binet Intelligence Scale has a long history of successful usage as the foremost psychometric instrument for the assessment of cognitive ability. Early versions of the instrument were concerned primarily with the prediction of school achievement and academic learning on the basis of an overall IQ score. The present fourth edition of the Stanford-Binet Intelligence Scale (Thorndike, Hagen & Sattler, 1986) is greatly advanced in design and construction over the previous Form L-M. It is, in this regard, both exhaustively comprehensive and concomitantly rather tedious and slow to administer, particularly when a detailed assessment is required. While the test authors claim that the full range of subtests takes only 60–90 minutes (no more than 13 of the 15 subtests can be given to any one individual and in practice, probably only six or seven may beadministered in any particular testing situation), the actual testing time may be significantly greater than this, depending on individual circumstances.

17

Prewett, Peter N., and Maria M. Giannuli. "Correlations of the Wisc—R, Stanford-Binet Intelligence Scale: Fourth Edition, and the Reading Subtests of Three Popular Achievement Tests." Psychological Reports 69, no. 3_suppl (December 1991): 1232–34. http://dx.doi.org/10.2466/pr0.1991.69.3f.1232.

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The WISC—R Verbal, Performance, and Full Scale IQs of 66 referred students and the Stanford-Binet IV Test Composite scores of a different sample of 48 referred students correlated significantly with the reading subtests of the Woodcock-Johnson Revised, Kaufman Test of Educational Achievement, and the Peabody Individual Achievement Test—Revised. The WISC—R Full Scale IQ correlated similarly with each reading score. The Verbal IQ correlated significantly more strongly than the Performance IQ with the reading scores.

18

Hattie, John. "Patterns of usage and some psychometric properties of the stanford-binet intelligence test." Australian Psychologist 23, no. 1 (March 1988): 1–11. http://dx.doi.org/10.1080/00050068808255590.

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19

Rosenthal, Becky L., and Randy W. Kamphaus. "Interpretive Tables for Test Scatter On the Stanford-Binet Intelligence Scale: Fourth Edition." Journal of Psychoeducational Assessment 6, no. 4 (December 1988): 359–70. http://dx.doi.org/10.1177/073428298800600405.

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20

Mason, Elizabeth M. "Percent of Agreement among Raters and Rater Reliability of the Copying Subtest of the Stanford-Binet Intelligence Scale: Fourth Edition." Perceptual and Motor Skills 74, no. 2 (April 1992): 347–53. http://dx.doi.org/10.2466/pms.1992.74.2.347.

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The purpose of this study was to investigate the interrater reliability of the visual-motor portion of the Copying subtest of the Stanford-Binet Intelligence Scale: Fourth Edition. Eight raters independently scored 11 protocols completed by children aged 5 through 10 years, using the scoring criteria and guidelines in the manual. The raters marked each of 10 items pass or fail and computed a total raw score for each protocol. Interrater reliability coefficients were obtained for each child's protocol, and the Kappa coefficient was computed for each item. Significant raters' reliability coefficients ranged from .82 to .91, which were low in comparison to test-retest reliability and Kuder-Richardson-20 coefficients for this and other subtests of the Stanford-Binet in the technical manual. Percent agreement among 8 raters also indicated weak reliability. Although the obtained results suggested some interrater reliability coefficients within acceptable levels, questions were raised about the scoring criteria for individual items. Caution is warranted in the use of cognitive measures which include subjective judgement of the examiner in applying scoring criteria.

21

Hallinan, Peter. "Is That Turkey Australian? Cultural Questions Concerning the Stanford-Binet Intelligence Scale (4th Edition)." Australian Educational and Developmental Psychologist 4, no. 2 (November 1987): 23–25. http://dx.doi.org/10.1017/s0816512200025657.

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ABSTRACTThe fourth edition of the Stanford-Binet lntelligence Scale is now available for sale and use in this country, from the Australian Council of Educational Research. Many of the individual items appear culturally suspect. Use of the test is not recommended until some clear guidelines on this important issue are established. Comment on the many individual items of concern is included as a first step towards the establishment of such guidelines.

22

Grantham-McGregor, Sally, William Schofield, and Christine Powell. "Development of Severely Malnourished Children Who Received Psychosocial Stimulation: Six-Year Follow-up." Pediatrics 79, no. 2 (February 1, 1987): 247–54. http://dx.doi.org/10.1542/peds.79.2.247.

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The development of 16 children who were hospitalized for severe malnutrition and participated in a home-visiting program of psychosocial stimulation was compared with that of two other groups who were also hospitalized but received standard medical care only: severely malnourished group (n = 18) and an adequately nourished one (n = 20). All groups were assessed regularly on the Griffiths Mental Development Scales and the Stanford-Binet test. Both groups of malnourished children were markedly behind the adequately nourished group on admission to the hospital and the group that received no intervention showed little sign of catching up. The intervention group caught up to the adequately nourished group in 2 years. This report covers the third year of home-visiting and the 3 years following its cessation. The intervention group showed a decline in three of the five Griffiths subscales. However, they retained a marked advantage over the nonintervention group of malnourished children on the Stanford-Binet test until the end of follow-up, showing no further decline in the last year. For height, both malnourished groups failed to catch up to the adequately nourished group. It was concluded that a relatively simple intervention can benefit the development of severely malnourished children.

23

Ellzey, John, and Frances A. Karnes. "Comparison of Scores on the WISC-R and the Stanford-Binet, Fourth Edition, for Rural Gifted Students." Rural Special Education Quarterly 12, no. 2 (June 1993): 10–13. http://dx.doi.org/10.1177/875687059301200203.

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The WISC-R and Stanford-Binet, Fourth Edition scores of 40 gifted students were compared. The results indicate that the mean WISC-R Full Scale IQ was 13.52 points higher than the mean SB:FE composite score. The T-test between the two scores was significant at the .001 level. Eleven of the fifteen possible correlations were significant, with two at the .001 level, three at the .01 level, and six at the .05 level.

24

Keith, Timothy Z., Valerie A. Cool, Christine G. Novak, Lyle J. White, and Sheila M. Pottebaum. "Confirmatory factor analysis of the Stanford-Binet Fourth Edition: Testing the theory—Test match." Journal of School Psychology 26, no. 3 (September 1988): 253–74. http://dx.doi.org/10.1016/0022-4405(88)90005-2.

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25

Epir, Shirley, Feyiz O. Biyikli, Melda F. Gonul, and Aydan Sezgin. "The Stanford–Binet Intelligence Test for Turkish Primary School Blind Children: Variables Related to IQ." Journal of Visual Impairment & Blindness 80, no. 2 (February 1986): 586–87. http://dx.doi.org/10.1177/0145482x8608000206.

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In a normative study, the Stanford-Binet Test of Intelligence was administered to 142 blind, primary school children ages 7 to 11. The IQs obtained from this study was the dependent variable in a multiple regression analysis using several sets of predictor variables. Urban/rural background, and age at onset of blindness tended to be related to IQ in the expected direction but not significantly so. School, class placement, age, teachers’ ratings of auditory memory skills and self-help dressing skills accented for 62 percent of the IQ variance giving a multiple correlation of .78. Other variables did not add significantly to the equation. The findings of this study are remarkably similar to those generally found in research on intelligence tests in America and, more specifically, in research on the blind.

26

Couzens, Donna, Monica Cuskelly, and Michele Haynes. "Cognitive Development and Down Syndrome: Age-Related Change on the Stanford-Binet Test (Fourth Edition)." American Journal on Intellectual and Developmental Disabilities 116, no. 3 (May 1, 2011): 181–204. http://dx.doi.org/10.1352/1944-7558-116.3.181.

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Abstract Growth models for subtests of the Stanford-Binet Intelligence Scale, 4th edition (R. L. Thorndike, E. P. Hagen, & J. M. Sattler, 1986a, 1986b) were developed for individuals with Down syndrome. Models were based on the assessments of 208 individuals who participated in longitudinal and cross-sectional research between 1987 and 2004. Variation in performance among individuals was large and significant across all subtests except Memory for Sentences. Scores on the Memory for Sentences subtest remained low between ages 4 to 30 years. Greatest variation was found on the Pattern Analysis subtest, where scores continued to rise into adulthood. Turning points for scores on the Vocabulary and Comprehension subtests appeared premature relative to normative patterns of development. The authors discuss development at the subdomain level and analyze both individual and group trajectories.

27

Ment, Laura R., Betty Vohr, William Oh, David T. Scott, Walter C. Allan, Michael Westerveld, Charles C. Duncan, et al. "Neurodevelopmental Outcome at 36 Months' Corrected Age of Preterm Infants in the Multicenter Indomethacin Intraventricular Hemorrhage Prevention Trial." Pediatrics 98, no. 4 (October 1, 1996): 714–18. http://dx.doi.org/10.1542/peds.98.4.714.

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Objectives. Low-dose indomethacin has been shown to prevent intraventricular hemorrhage (IVH) in very low birth weight neonates, and long-term neurodevelomental follow-up data are needed to validate this intervention. We hypothesized that the early administration of low-dose indomethacin would not be associated with adverse cognitive outcome at 36 months' corrected age (CA). Methods. We enrolled 431 neonates of 600 to 1250 g birth weight with no IVH at 6 to 12 hours in a randomized, prospective trial to determine whether low-dose indomethacin would prevent IVH. A priori, neurodevelopmental follow-up examinations, including the Stanford-Binet Intelligence Scale and Peabody Picture Vocabulary Test-Revised, and standard neurologic examinations were planned at 36 months' CA. Results. Three hundred eighty-four of the 431 infants survived (192 [92%] of 209 infants receiving indomethacin versus 192 [86%] of 222 infants receiving saline), and 343 (89%) children were examined at 36 months' CA. Thirteen (8%) of the 166 infants who received indomethacin and 14 (8%) of 167 infants receiving the placebo were found to have cerebral palsy. There were no differences in the incidence of deafness or blindness between the two groups. For the 248 English-monolingual children for whom IQ data follow, the mean gestational age was significantly younger for the infants who received indomethacin than for those who received the placebo. None of the 115 infants who received indomethacin was found to have ventriculomegaly on cranial ultrasound at term, compared with 5 of 110 infants who received the placebo. The mean ± SD Stanford-Binet IQ score for the 126 English-monolingual children who had received indomethacin was 89.6 ± 18.92, compared with 85.0 ± 20.79 for the 122 English-monolingual children who had received the placebo. Although maternal education was strongly correlated with Stanford-Binet IQ at 36 months' CA, there was no difference in educational levels between mothers of the infants receiving indomethacin and the placebo. Conclusions. Indomethacin administered at 6 to 12 hours as prophylaxis against IVH in very low birth weight infants does not result in adverse cognitive or motor outcomes at 36 months' CA.

28

Coplan, James, and John R. Gleason. "Quantifying Language Development From Birth to 3 Years Using the Early Language Milestone Scale." Pediatrics 86, no. 6 (December 1, 1990): 963–71. http://dx.doi.org/10.1542/peds.86.6.963.

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A point-scoring technique for the Early Language Milestone Scale is described. Normative data based on the original 1982 cross-sectional sample and validation data based on a separate longitudinal sample are presented. Mean Early Language Milestone Scale point scores, standard deviations, and percentile equivalents for raw point scores are presented for all ages from birth to 36 months. Correlations between point scores on the Early Language Milestone Scale and scores on other standardized developmental tests such as the Stanford-Binet Intelligence Scale, the Peabody Picture Vocabulary Test, and the Illinois Test of Psycholinguistic Abilities are presented. The clinical and research advantages of this point-scoring technique are presented and compared with the original pass/fail scoring method.

29

Carvajal, Howard. "Relationship between Scores of Gifted Children on Stanford-Binet IV and Peabody Picture Vocabulary Test — Revised." Diagnostique 14, no. 1 (October 1988): 22–25. http://dx.doi.org/10.1177/153450848801400103.

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30

AKBAR, SUKMA NOOR. "TERAPI MODIFIKASI PERILAKU UNTUK PENANGANAN HIPERAKTIF PADA ANAK RETARDASI MENTAL RINGAN." Jurnal Ecopsy 4, no. 1 (May 2, 2017): 41. http://dx.doi.org/10.20527/ecopsy.v4i1.3414.

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ABSTRAK Tujuan dari penelitian ini adalah (1) faktor-faktor apakah yang menyebabkan hiperaktif anak pada anak retardasi mental ringan? (2) Intervensi apakah yang tepat untuk anak yang mengalami hiperaktif pada anak retardasi metal ringan?. Subyek dalam kasus ini bernama D, anak laki-laki berusia 12 tahun 3 bulan. D sekolah di SLB Bagian C. Berdasarkan hasil tes psikologi, Kapasitas intelektual D tergolong kurang dan masuk dalam kategori Mild mentally retarded (IQ=52, Stanford Binet), sedangkan berdasarkan hasil asessmen observasi, wawancara dan tes psikologi (tes Binet, Grafis, VSMS) menunjukkan adanya keterlambatan dalam bicara dan berjalan, hambatan dalam berperilaku yaitu perilaku D sangat aktif terutama dalam keadaan situasional seperti di sekolah khususnya di kelas dan sulit berkonsentrasi (mudah teralihkan perhatian oleh stimulus lain). Penyelesaian masalah ini adalah menggunakan modifikasi perilaku dengan menggunakan token ekonomi, untuk di sekolah bekerjasama dengan guru wali kelas D, reinforcement positif dan modelling untuk di rumah yang hasilnya ada sedikit pengurangan pada perilaku hiperaktif, D lebih mampu untuk memusatkan perhatian pada sesuatu yang sedang dilakukan dan lebih mampu untuk mengontrol perilakunya, serta D telah mampu melakukan keterampilan-keterampilan sederhana yang bermanfaat sehingga membantu D dalam aktivitas sehari-hari. Kata Kunci : Retardasi Mental. Token Ekonomi,Modifikasi Perilaku ABSTRACT The purpose of this study (1) How factors that cause child hyperactivity in children mild mental retardation? (2) How appropriate interventions for children who have hyperactivity in children light metal retardation ?. The subjects a child aged 12 years and 3 months. Based on the results of psychological tests, subjects classified as less intellectual capacity and in the category Mild mentally retarded (IQ = 52, Stanford Binet), while based on the results of asessmen observation, interviews and psychological tests (Binet test, Graphics, VSMS ) indicate a delay in speech and walk, obstacles in the act that is the behavior of the subjects are very active, especially in the situational circumstances such as in schools, especially in the classroom and difficulty concentrating (easily distracted attention by other stimulus). Completion of this problem is to use behavior modification using a token economy, positive reinforcement and modeling for the home which result there was a small reduction in hyperactive behavior. Keywords: mental retardation. token economy, behavior modification

31

Johnson, Dale L., Paul R. Swank, Constance D. Baldwin, and David McCormick. "Adult Smoking in the Home Environment and Children's IQ." Psychological Reports 84, no. 1 (February 1999): 149–54. http://dx.doi.org/10.2466/pr0.1999.84.1.149.

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In a sample of 3- and 5-yr.-old children, smoking in the home was found to be significantly and inversely related to IQ. Children of normal birth weight and without neurological impairment had been enrolled in a longitudinal study of child development. Analyses were conducted with sex, ethnicity, socioeconomic status, educational stimulation in the home, day care, and mother's intelligence controlled. Significant results were obtained for scores on the Peabody Picture Vocabulary Test–Revised at age three years and on the major Stanford-Binet Fourth Edition scales at ages three and five years. All effects were for the mother, not the father, smoking in the home.

32

Kamppi, Dorian, and Linda Gilmore. "Assessing Cognitive Development in Early Childhood: A Comparison of the Bayley-III and the Stanford-Binet, Fifth Edition." Australian Educational and Developmental Psychologist 27, no. 2 (December 1, 2010): 70–75. http://dx.doi.org/10.1375/aedp.27.2.70.

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AbstractThe Bayley Scales of Infant Development, Third Edition (Bayley-III) and Stanford-Binet Intelligence Scale, Fifth Edition (SB5) were administered in a sample of 26 typically developing children (12 males and 14 females) aged 24–42 months. Children completed the assessments in two separate sessions, counterbalanced for order of administration. Scores on the two instruments were not significantly related, with the exception of the SB5 Knowledge score, which was moderately correlated with the Language score on the Bayley-III (r = .41, p = .04). Despite no other significant correlations, for 22 of the 26 children, scores were very consistent across the two instruments. Implications for test selection are discussed.

33

Janzen, Henry L., John E. Obrzut, and Christopher W. Marusiak. "Test Review: Roid, G. H. (2003). Stanford-Binet Intelligence Scales, Fifth Edition (SB:V). Itasca, IL: Riverside Publishing." Canadian Journal of School Psychology 19, no. 1-2 (December 2004): 235–44. http://dx.doi.org/10.1177/082957350401900113.

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34

Bicakci, M., M. S. Köksal, and M. Baloğlu. "A Savant Case from Turkey: Cognitive Functions and Calendar Calculation." Клиническая и специальная психология 10, no. 1 (2021): 1–14. http://dx.doi.org/10.17759/cpse.2021100101.

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The current study is the first detailed report on a savant case in Turkey. We collected data from a 25-year-old-male savant on attention span, short-term memory, working memory, autobiographical memory, overall intelligence, reading speed, text interpretation, and advanced calendar calculation. Data collection tools included the Test of Nonverbal Intelligence (4th edition), Wechsler Adult Intelligence Scale-Revised, Stanford-Binet 5 Working Memory Test and Raven's Colored Progressive Matrices for assessing general intellectual functioning; the Verbal Short-Term Memory Test for assessing memory assessment; d2 for assessing attention; a structured reading text; family interview protocols; and an individual interview protocol. The savant has a composite intellectual level of 85 and was recently diagnosed with pervasive developmental disorder when he was 25 years old. He evidenced limited attention span but excellent short-term memory, working memory, autobiographical memory and calendar calculation.

35

Carstens, Christian B., Eugenia Huskins, and Gail W. Hounshell. "Listening to Mozart May Not Enhance Performance on the Revised Minnesota Paper Form Board Test." Psychological Reports 77, no. 1 (August 1995): 111–14. http://dx.doi.org/10.2466/pr0.1995.77.1.111.

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Rauscher, Shaw, and Ky in 1993 found that listening to a Mozart sonata temporarily enhanced performance on the spatial reasoning task from the Stanford-Binet scale. The present study was designed to replicate those results using the Revised Minnesota Paper Form Board Test. 30 women and 21 men were randomly assigned to one of two conditions. In one condition, subjects listened to a Mozart sonata for 10 min., while in the control condition subjects meditated in silence for 10 min. Immediately following these manipulations all subjects worked on the spatial task, the Revised Minnesota Paper Form Board Test, for 10 minutes. After factoring out SAT scores and gender, there was no significant difference in the mean test scores for the two groups. The results are discussed in terms of Gustafsson's 1984 factor analysis of intellectual abilities in which he identified three separate visuospatial factors. The task used here may have had a substantially different factor loading than the dependent variable used by Rauscher and associates.

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DiPasquale, Glenn, David Rosehart, Linda Kempa, Claire Rooney, and Avrom Steinman. "Short Form Tests for Gifted Screening: Comparison of the WISC-R and the Stanford-Binet: Fourth Edition." Canadian Journal of School Psychology 8, no. 1 (September 1992): 120–25. http://dx.doi.org/10.1177/082957359200800113.

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The purpose of the present study was to compare short forms of the Wechsler Intelligence Scale for Children-Revised (WISC-R, Wechsler, 1974; 1989) and the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) as screening instruments for selecting children for gifted programs. A review of previous research suggested that the SB:IV, being considerably newer, yields lower scores than the WISC-R for high functioning children, but that research did not utilize short-form test batteries. In the present study, 51 subjects ranging in age from 8 years, 2 months to 9 years, 2 months, all of whom were being considered for placement in gifted programs, were administered short forms of the two tests. The results were consistent with previous findings using the complete test batteries, with over 80% of the subjects scoring lower on the SB:IV. In practical terms, the SB:IV identified only two subjects as scoring above the required cut-point, while the WISC-R identified 13. Implications for school systems are discussed in terms of the risk of possible overidentification of candidates for gifted programs when older test instruments are used.

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Farran, Dale C., and Lucy Ann Harber. "Responses to a Learning Task at 6 Months and I.Q. Test Performance During the Preschool Years." International Journal of Behavioral Development 12, no. 1 (March 1989): 101–14. http://dx.doi.org/10.1177/016502548901200106.

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This research focused on 45 6-month-olds who were at risk for developmental delay due to poor socioeconomic circumstances, their responses to a learning task, and the subsequent prediction to performance on standardised tests during the preschool years. A rank classification for qualitative differences in learning proved preferable to a more complex behavioural count system. Task Rank was used to predict subsequent test performance on the Stanford Binet at 24, 36, and 48 months. Half the infants had been randomly assigned at birth to a day care intervention programme. Both Task Rank and the Bayley MDI at 6 months were good predictors of later test scores for the control group but not the day care intervention group. Responses to the learning task added significantly to the predictions obtained from the Bayley. These results suggest that tasks measured in infancy involving information processing in a novel situation are related to later functioning on standard assessment tests for children reared in less than optimal circumstances.

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Carvajal, Howard, Kathleen Hardy, Kathy Harmon, Todd A. Sellers, and Cooper B. Holmes. "Relationships among scores on the Stanford-Binet IV, Peabody Picture Vocabulary Test-Revised, and Columbia Mental Maturity Scale." Bulletin of the Psychonomic Society 25, no. 4 (April 1987): 275–76. http://dx.doi.org/10.3758/bf03330354.

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39

Cody, M. Schelle, and Loreto R. Prieto. "Teaching Intelligence Testing in APA-Accredited Programs: A National Survey." Teaching of Psychology 27, no. 3 (July 2000): 190–94. http://dx.doi.org/10.1207/s15328023top2703_05.

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We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.

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Lezak, Muriel D. "More Practice Effect Tables for More Effective Practice: Practitioner's Guide to Evaluating Change with Intellectual Assessment Instruments, R.J. McCaffrey, K. Duff, and H.J. Westervelt (Eds.). 2001. New York: Kluwer Academic/Plenum. 280 pp., $69.95 (PB)." Journal of the International Neuropsychological Society 8, no. 6 (September 2002): 870. http://dx.doi.org/10.1017/s1355617702246160.

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Clinicians owe a debt of gratitude to McCaffrey and his team for developing not just one (McCaffrey et al., 2000) but now a second set of tables providing an extensive compilation of test–retest data for tests commonly used in neuropsychological assessment. The newest Practitioner's Guide presents the retest findings for all four versions of the adult Wechsler Intelligence Scale [Wechsler-Bellevue, the original Wechsler Adult Intelligence Scale (WAIS), and its variants: WAIS–R, WAIS–III, WAIS–RNI], plus the Wechsler Intelligence Scale for Children (WISC) with its variants (WISC–R, WISC–III) and the Wechsler Preschool and Primary Scale of Intelligence. For each of Wechsler's batteries this guide provides retest data for the scores in common use (e.g., IQ, VIQ, PIQ, each individual test, and WAIS–III index scores). In addition retest findings are given for the North American Reading Test, Raven's Progressive Matrices, Shipley-Hartford Institute of Living Scale, and for 13 Stanford-Binet studies (form L-M, judging from study dates; all but five are IQ scores).

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Lamônica, Dionísia Aparecida Cusin, Cora Sofia Takaya Paiva, Dagma Venturini Marques Abramides, and Jamile Lozano Biazon. "Communication skills in individuals with spastic diplegia." CoDAS 27, no. 2 (April 2015): 135–41. http://dx.doi.org/10.1590/2317-1782/20152013060.

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Purpose: To assess communication skills in children with spastic diplegia. Methods : The study included 20 subjects, 10 preschool children with spastic diplegia and 10 typical matched according to gender, mental age, and socioeconomic status. Assessment procedures were the following: interviews with parents, Stanford - Binet method, Gross Motor Function Classification System, Observing the Communicative Behavior, Vocabulary Test by Peabody Picture, Denver Developmental Screening Test II, MacArthur Development Inventory on Communicative Skills. Statistical analysis was performed using the values of mean, median, minimum and maximum value, and using Student's t-test, Mann-Whitney test, and Paired t-test. Results : Individuals with spastic diplegia, when compared to their peers of the same mental age, presented no significant difference in relation to receptive and expressive vocabulary, fine motor skills, adaptive, personal-social, and language. The most affected area was the gross motor skills in individuals with spastic cerebral palsy. The participation in intervention procedures and the pairing of participants according to mental age may have approximated the performance between groups. Conclusion : There was no statistically significant difference in the comparison between groups, showing appropriate communication skills, although the experimental group has not behaved homogeneously.

42

Hunter, Maxwell W., and Joan B. Ballash. "Comparison of the Slosson Intelligence Test and the Stanford-Binet Intelligence Scale, Fourth Edition, with Children Referred for Psychoeducational Assessment." Diagnostique 16, no. 1 (October 1990): 10–14. http://dx.doi.org/10.1177/153450849001600102.

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43

Oraby, Azza M., Ehab R. Abdol Raouf, Mostafa M. El-Saied, Maha K. Abou-Khadra, Suzette I. Helal, and Adel F. Hashish. "Cognitive Function and Heat Shock Protein 70 in Children With Temporal Lobe Epilepsy." Journal of Child Neurology 32, no. 1 (September 29, 2016): 41–45. http://dx.doi.org/10.1177/0883073816668111.

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We conducted the present study to examine cognitive function and serum heat shock protein 70 levels among children with temporal lobe epilepsy. The Stanford-Binet Intelligence Test was carried out to examine cognitive function in 30 children with temporal lobe epilepsy and 30 controls. Serum heat shock protein 70 levels were determined with an enzyme-linked immunosorbent assay. The epilepsy group had significantly lower cognitive function testing scores and significantly higher serum heat shock protein 70 levels than the control group; there were significant negative correlations between serum heat shock protein 70 levels and short-term memory and composite scores. Children with uncontrolled seizures had significantly lower verbal reasoning scores and significantly higher serum heat shock protein 70 levels than children with controlled seizures. Children with temporal lobe epilepsy have cognitive dysfunction and elevated levels of serum heat shock protein 70, which may be considered a stress biomarker.

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Suarca, Kadek, Soetjiningsih Soetjiningsih, and IGA Endah Ardjana. "Kecerdasan Majemuk pada Anak." Sari Pediatri 7, no. 2 (December 5, 2016): 85. http://dx.doi.org/10.14238/sp7.2.2005.85-92.

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Kecerdasan majemuk pertama kali diperkenalkan tahun 1983 oleh Howard Gardner diHarvard School of Education and Harvard Project Zero. Teori ini membantah tes seperticontoh Stanford Binet Test yang dikatakan sebagai hitungan tradisional yang tidakadekuat menilai kecerdasan. Menurut Gardner, kecerdasan melebihi dari hanya sekedarIQ (Intelligence Quotient) karena IQ yang tinggi tanpa ada produktifitas bukanmerupakan kecerdasan yang baik. Anak harus dinilai berdasarkan apa yang merekadapat kerjakan bukan apa yang tidak dapat mereka kerjakan. Kecerdasan didefinisikansebagai kemampuan untuk memecahkan masalah dan memiliki nilai lebih dalam sebuahkultur masyarakat. Kecerdasan adalah potensi biopsikologikal untuk mengolah informasisehingga dapat memecahkan masalah, menciptakan hasil baru yang menambah nilainilaibudaya setempat. Pandangan baru ini sangat berbeda dengan pandangan lamayang selalu mengandalkan dua penilaian yaitu verbal dan komputasional. Delapan macamkecerdasan itu antara lain, (1) Kecerdasan linguistik, (2) Kecerdasan logika-matematika,(3) Kecerdasan gerak tubuh, (4) Kecerdasan musikal, (5) Kecerdasan visual-spasial, (6)Kecerdasan interpersonal, (7) Kecerdasan intrapersonal, dan (8) Kecerdasan naturalis.

45

Johnson, Dale L., Paul R. Swank, Virgil M. Howie, Constance D. Baldwin, and Mary Owen. "Breast Feeding and Children's Intelligence." Psychological Reports 79, no. 3_suppl (December 1996): 1179–85. http://dx.doi.org/10.2466/pr0.1996.79.3f.1179.

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Breast feeding was reported in 1992 by Lucas, et al. to provide advantages for the development of intelligence in children of low birth weight, possibly through nutrients or other biological factors found in human breast milk but not cow's milk. Research on breast feeding and intelligence in children of normal birth weight has yielded mixed results, probably because measurement of environmental influences has not been thorough and the range of intelligence components measured has been limited. Our research with 204 3-year-old children of normal birth weight included control measures for the environment and maternal intelligence (Hollings-head socioeconomic status, Home Observation for the Measured Environment, Shipley) and two measures of childhood intelligence (Stanford-Binet Fourth Edition and Peabody Picture Vocabulary Test-Revised). Controlling for environmental variables and maternal intelligence, initiation of breast feeding predicted scores on intelligence tests at age three. Breast feeding was associated with 4.6-point higher mean in children's intelligence.

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Pereira, Conceição Campanario da Silva, Beatriz Hitomi Kiyomoto, Ricardo Cardoso, and Acary Souza Bulle Oliveira. "Duchenne muscular dystrophy: alpha-dystroglycan immunoexpression in skeletal muscle and cognitive performance." Arquivos de Neuro-Psiquiatria 63, no. 4 (December 2005): 984–89. http://dx.doi.org/10.1590/s0004-282x2005000600015.

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The Duchenne muscular systrophy (DMD) is a muscular dystrophy with cognitive impairment present in 20-30% of the cases. In the present study, in order to study the relationship between the alpha-dystroglycan (alpha-DG) immunostaining in skeletal muscle and cognitive performance in DMD patients, 19 were assessed. Twelve patients performed the intelligence quotient (IQ) below the average. Among the 19 patients, two were assessed by the Stanford-Binet test and 17 by Wechsler Intelligence Scale for Children-III (WISC-III). Nine patients performed a verbal IQ below the average, only three patients performed an average verbal IQ. The muscle biopsies immunostained with antibodies to alpha-DG showed that 17 patients presented a low expression, below 25% of the total fibers. Two patients presented alpha-DG immunostaining above 40% and an IQ within the average. No significant statistical relationship was demonstrated among total IQ, verbal IQ and execution IQ and alpha-DG immunostaining at these patients muscle samples.

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Berman, Jeanette, and Ian Price. "A Comparison of the SB5 and the CAS in Educational Psychology Practice." Australian Journal of Guidance and Counselling 23, no. 1 (November 22, 2012): 18–33. http://dx.doi.org/10.1017/jgc.2012.18.

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Two tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of their learning. Full-scale, Composite, and Factor scores from The Stanford Binet Intelligence Scales — Fifth Edition (SB5) and the Das Naglieri Cognitive Assessment System (CAS) were compared and individual profiles were examined. The SB5 is the latest version of a traditional test referenced to the Cattell-Horn-Carroll factor model of intelligence, while the CAS was developed from an information processing theory of intelligence. Full-scale measures of intellectual ability were found to differ significantly, with the SB5 approximately 8 points higher than the CAS. Analysis of the profiles assisted in understanding specific learning abilities and guided interventions. The implications of this for the relative utility of the two instruments, their interchangeablity, the meaningful interpretation of results, and their complementary contribution to practice are discussed.

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Kline, Rex B. "Is the Fourth Edition Stanford-Binet a Four-Factor Test? Confirmatory Factor Analyses of Alternative Models for Ages 2 Through 23." Journal of Psychoeducational Assessment 7, no. 1 (March 1989): 4–13. http://dx.doi.org/10.1177/073428298900700101.

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49

Prewett, Peter N., and Melissa R. Farhney. "The concurrent validity of the matrix analogies test-short form with the stanford-binet: Fourth edition and KTEA-BF (academic achievement)." Psychology in the Schools 31, no. 1 (January 1994): 20–25. http://dx.doi.org/10.1002/1520-6807(199401)31:1<20::aid-pits2310310104>3.0.co;2-j.

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50

Sansavini, Alessandra, Mario Rizzardi, Rosina Alessandroni, and Giuliana Giovanelli. "The Development of Italian Low- and Very-low-birthweight Infants from Birth to 5 Years: The Role of Biological and Social Risks." International Journal of Behavioral Development 19, no. 3 (September 1996): 533–47. http://dx.doi.org/10.1177/016502549601900305.

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This study attempted to determine how cognitive, motor, linguistic, and social competencies of preterm children develop from birth to five years in comparison with a group of fullterm children. The interaction between biological and social risks was considered in evaluating short- and long-term delays in development. The study was also designed to ascertain whether infant test scores of the first two years are predictive of later IQ scores. A total of 195 healthy Italian preterms (birthweight ≤ 2000 grams, without severe neonatal complications) were administered the Brunet-Lezine test at 6,12, and 24 months (corrected age), and 149 of them the Stanford-Binet test at 3,4, and 5 years (chronological age). The preterm group showed motor, cognitive, and social delays in the first year, linguistic delays until 24 months, and general cognitive delays until 5 years in comparison with the fullterm group. However, preterms' mean infant test scores and IQ scores fell within the normal range. The probability of delays in development was increased by the conditions of intra-uterine growth retardation and very-low-birthweight, and, after the first year of life, by a low level of paternal education. Brunet-Lezine test scores were predictive of later IQ scores, as were sex and parental education. In conclusion, preterm birth is correlated with delays in development, especially when it is associated with other biological and/or social risk factors.

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