Assessing giftedness in children: Comparing the accuracy of three shortened measures of Intelligence to the Stanford–Binet Intelligence Scales,Fifth Edition

This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K‐BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K‐BIT. Four scores (SB5 ABIQ, K‐BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K‐BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc.     

An examination of the CTONI utilizing Gc‐Gf theory: A comparison of the CTONI and WJ‐III

The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc.     

College student performance on the general ability measure for adults and the wechsler intelligence scale for adults‐third edition

This study examined the concurrent validity of the General Ability Measure for Adults (GAMA¹; Naglieri & Bardos, 1997) and the Wechsler Adult Intelligence Scale‐Third Edition (WAIS‐III; Wechsler, 1997). Sixty college students were administered both instruments in counterbalanced order. A comparison of the mean scores on the GAMA and WAIS‐III indicated that the sample obtained similar GAMA and WAIS‐III PIQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean FSIQ and VIQ scores. Although the GAMA IQ score was positively correlated with all WAIS‐III IQ and Index scores, this new instrument was more clearly associated with visual‐spatial reasoning, as defined by the WAIS‐III PIQ. The GAMA's accuracy in predicting performance on the WAIS‐III FSIQ and PIQ also was examined, with the GAMA underestimating WAIS‐III FSIQ and PIQ scores for participants falling within the Superior and Very Superior range of intellectual functioning. © 2001 John Wiley & Sons, Inc.     

Validity assessment of the Woodcock-Johnson Broad Cognitive Ability and Scholastic Aptitude cluster scores for behavior-disordered adolescents

Correlations between the WISC-R, the Woodcock-Johnson Achievement clusters, the Woodcock-Johnson Aptitude clusters, and the Broad Cognitive Ability Score were evaluated, using as a sample 60 BD male adolescents. Aptitude cluster scores were found to have insufficient validity to justify computation for such a population. The Broad Cognitive Ability Score was found to be significantly correlated to all W-J Achievement cluster scores. Implications were discussed of Hotelling's t-test analyses examining the correlations between the four W-J Achievement cluster scores and the WISC-R VIQ as compared to the four W-J Achievement cluster-Broad Cognitive Ability correlations.     

The comparability of the Test of Cognitive Skills with the Wechsler Intelligence Scale for Children-Revised and the Stanford-Binet: Fourth edition with gifted children

The comparability of the Test of Cognitive Skills (TCS) with the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) with 75 elementary- and middle-school-aged gifted students was investigated. Results indicated that the mean Cognitive Skills Index was about 6 points higher than the WISC-R FSIQ and about 9 points higher than the SBIV Composite score. Correlation coefficients between the TCS Cognitive Skills Index and the SBIV Composite score and the WISC-R FSIQ were.51 and.41, respectively. Absolute differences between individual scores revealed that 44% of the students' SBIV Composite scores were more than 10 points different than their Cognitive Skills Index, and 28% of the students' WISC-R FSIQ scores were more than 10 points different. The results indicated limited comparability between the TCS and WISC-R and SBIV. The implications of these findings and future research questions are discussed.     

A comparison of visual and auditory processing tests on the Woodcock-Johnson Tests of Cognitive Ability,Revised and the Learning Efficiency Test-II

A comparison of the visual and auditory processing factors of the WJR Tests of Cognitive Ability and the visual and auditory memory factors of the Learning Efficiency Test, II were examined for 120 undergraduate college students. Repeated measures ANOVAs revealed two significant performance differences: between the WJR COG and LET-II visual processing factors and between the WJR Broad Cognitive Ability index and the LET Global Memory score. Although there was no significant performance difference on the WJR COG and LET-II auditory processing factors, the two measures were independent, accounting for less than 4% shared variance. Similarly, WJR COG and LET-II visual processing factors also were independent. It was hypothesized that differing levels of task complexity, such as order vs. unordered memory retrieval requirements, semantic meaningfulness of the material presented, and rehearsal and/or presence of verbal interference components, represent distinct performance outcome measures of visual and auditory processing by the WJR COG and LET-II. © 1997 John Wiley & Sons, Inc.     

Correlations between the Woodcock-Johnson and the WISC-R for a behavior disordered population

Correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were evaluated on a sample of 55 behavior disordered males, 28 of whom were also diagnosed as learning disabled. Concurrent validity for this sample was demonstrated by only a 2.33 point difference between the mean WJTCA Broad Cognitive score and the mean WISC-R Full Scale IQ score. Analysis of Pearson product-moment correlations between each WISC-R subtest and each Woodcock-Johnson cluster score substantiated previous assertions that the WJTCA is unduly weighted with Product-Dominant factors. Construct validity of some of the WJTCA clusters also was questioned. Implications of these results for behavior disordered populations were discussed.     

The intellectual profile of abused and neglected children in the Philippines: An analysis of SB5 IQ scores of sexually abused,physically abused and neglected children

Child abuse and neglect have been associated with cognitive deficits, among other effects on child development. This study explores the prediction that child abuse and neglect has an impact on Stanford-Binet Intelligence Scales 5th Edition (SB5) IQ scores, in relation to gender, age and type of abuse experienced. 300 children with experiences of abuse and neglect were included in the study, comprising 100 sexually abused, 100 physically abused and 100 neglected children. Overall, all scores on the SB5 were found to be significantly lower than the minimum average scores on the test. Verbal IQ (VIQ) scores were likewise found to be significantly lower than Nonverbal IQ (NVIQ) scores. Full Scale IQ (FSIQ) scores did not reveal heterogeneity when gender was factored in. Age and type of abuse (with a moderate effect size) on the other hand, showed significant differences among groups. Statistical analyses of SB5 Factor Index Scores revealed that abused children, in general, have significantly higher Visual-Spatial Processing (VS) and Quantitative Reasoning (QR) scores and lower scores in Knowledge (KN). There was a large effect size found in such an analysis. Age (with a large effect size), gender and type of abuse (with moderate effect sizes) give significant variations to this obtained profile.     

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

Using a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.     

Construct validity of the universal nonverbal intelligence test (UNIT)

Data from 104 public school children were analyzed to determine the psychometric and conceptual soundness of a new model-based measure of intellectual functioning: the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, in press). The UNIT was designed to assess the construct of intelligence for at-risk children who are limited English language proficient. The UNIT and subtests from the Woodcock-Johnson-Revised Tests of Cognitive Ability (WJ-R; Woodcock & Johnson, 1989) were administered in counterbalanced order using standardized procedures. Spearman-Brown reliability coefficients provided evidence of the UNIT'S reliability: Global score coefficients ranged from .86 (Reasoning Quotient) to .93 (Symbolic Quotient). Confirmatory factor analyses of the UNIT provided evidence for a two-factor structure. Exploratory factor analyses of the UNIT with the WJ-R yielded support for the UNIT'S measurement of memory and reasoning constructs, although the many subconstructs assessed by the WJ-R and the UNIT preclude a simple interpretation. Correlations among UNIT global scores with age and with composite scores of the WJ-R provide additional evidence of the UNIT'S construct validity.     

Concurrent validity of the Woodcock-Johnson tests of cognitive ability with the WISC-R: EMR children

The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three-year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8-0 to 12-5 years, with a mean of 10-6. The correlation coefficient between the WISC-R and WJTCA was observed to be .72. Significant mean differences were found between the WISC-R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC-R also are explored.     

Elevated picture completion scores: a possible indicator of hypervigilance in maltreated preschoolers

OBJECTIVE: The Picture Completion subtest of the Wechsler Preschool and Primary Scales of Intelligence-Revised (WPPSI-R) measures visual alertness and the ability to differentiate essential from nonessential details. In children who are hypervigilant as a result of maltreatment, these skills may be over-functioning. It was hypothesized that the Picture Completion subtest scores of these children would be significantly elevated in comparison to their other nonverbal scores and their overall intellectual functioning. METHOD: Fourteen children from a therapeutic day treatment preschool program for maltreated children were administered the WPPSI-R. Standardized discrepancy scores between Picture Completion scores and Performance mean scores (PC-Performance Discrepancy) and the mean of all subscale scores (PC-Overall IQ Discrepancy) were formed and then analyzed. RESULTS: The abused preschoolers scored significantly lower than the population mean on four of the five WPPSI-R Performance subscales. Only on Picture Completion did they score significantly higher. Average PC-Performance Discrepancy and PC-Overall IQ Discrepancy scores were greater than one, indicating that the mean difference of children's Picture Completion score from either their Performance mean score or all of their mean scores was more than one standard deviation. CONCLUSION: Elevated Picture Completion score may serve as a marker for hypervigilance and/or PTSD in children with histories of maltreatment.     

ADHD and reading disabilities: a cluster analytic approach for distinguishing subgroups

Data suggest that children with reading disability (RD) and non-RD children with attention-deficit/hyperactivity disorder (ADHD) may comprise distinct subgroups. Research has been hampered by variance in definitional criteria, which results in the study of different subgroups of children. Using cluster analysis, this study empirically divided children with ADHD (N = 54), based on their Full Scale IQ (FSIQ) and reading ability. Four distinct subgroups emerged in which cognitive, behavioral, and neurochemical function was compared. Cluster 1 was of average FSIQ and reading scores; Cluster 2 was of average FSIQ but showed impairment in reading; Cluster 3 had high FSIQ and reading scores; and Cluster 4 had low scores in both domains. The groups had different patterns of cognitive, behavioral, and neurochemical function, as determined by discrepancies in Verbal-Performance IQ, academic achievement scores, parent aggression ratings, and a measure of noradrenergic function. These distinctions are discussed with regard to etiology, treatment, and long-term outcome.     

Suitability of the California Abbreviated WISC for WISC-R subtests with mentally retarded and slow learner children

This study was undertaken to determine the suitability of the California Abbreviated WISC—Form 1 (CAW-1) for use with WISC-R subtests. Subjects were drawn from the files of previously evaluated students from two southern mountain communities. Examination of WISC records within the age and IQ ranges of the CAW-1 (CA 8-0 to 13-6, IQ 50 to 80) indicated that our sample was not significantly different from the CAW-1 noim group (N = 148, r = .85 between CAW-1 & WISC Full Scale IQ). WISC-R recods (N = 178) for the same ranges were examined and were found to be more highly predictive of Full Scale IQs (r = .91, FSIQ = .98 CAWIQ + 2.2). Extensions of the age range from 6-0 to 16-11 and of the IQ range from 40 to 100 were attempted. Final results (N = 284) indicated the CAW-1 could be used with the WISC-R over the full age range and for IQs ⩽ 100 with minor alteration (r = .96, FSIQ = 1.09 CAWIQ - 5.4). The second sample served for cross validation of these results. Using the alteration, results were consistent with original findings (N = 202, r = .93, FSIQ = .98 CAWIQ + 2.2). It was concluded that the CAW-1 was suitable for use with WISC-R subtests with minor alterations.     

Predictive validity of the WPPSI-R: A four year follow-up study

Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) scores obtained prior to enrollment in kindergarten are used to predict academic achievement scores on the Comprehensive Testing Program III at the end of grades 1, 2, and 3. Correlations between achievement and Verbal IQ are significant at all three grade levels, with measures of vocabulary, general knowledge, and verbal concept formation (Similarities) being the most consistent verbal predictors of academic achievement. Performance IQ is a poor predictor of academic achievement, with only 3 out of 16 correlations with achievement reaching significance. The Full Scale IQ's correlations with achievement appear to be due to the contributions of the verbal scale. Results are discussed in terms of their generalizability for this middle- and upper-middle-class sample engaged in a demanding academically-oriented curriculum.     

An abbreviated form of the WISC-R for use with emotionally disturbed children

Two sets of transformations were made in scoring WISC-R Information, Block Design, Comprehension, Picture Arrangement, and Coding subscales in order to estimate the FSIQ of 100 ED children beginning day psychiatric treatment. One set was derived by Kennedy and Elder (1982) (FSIQ-KE) from a sample of 400 children referred for psychological evaluation by a large, urban southern public school district. The other set was developed from the same five subscale scores of the present ED sample (FSIQ-ED). FSIQ-KE scores and FSIQ-ED scores were then compared to FSIQ scores computed according to the standard procedure including all 10 subscales, using paired t-tests and Pearson product-moment correlation coefficients. No significant differences were found between the mean FSIQ scores on the short and long forms of the WISC-R. Correlation coefficients were highly significant, ranging from .958 to .997. Furthermore, only one child shifted IQ classifications when using the short forms. Thus, both FSIQ-KE and FSIQ-ED formulations provided cost-effective, time-saving estimates of the general intellectual performance of ED children beginning day psychiatric treatment.     

Paint-by-Number Teachers and Cookie-Cutter Students: The Unintended Effects of High-Stakes Testing on the Education of Gifted Students

This study examined the utility of the Gifted Composite (GC) formula derived from selected subtests on the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) for evaluating intellectual giftedness. A sample of 52 children were administered both the SB5 and Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III ACH). The ability of the Full-Scale IQ (FSIQ) and the GC to predict reading and math achievement were compared. Though both the FSIQ and GC significantly predicted standardized achievement test scores, the FSIQ explained more of the variance. Sequential regression analyses suggested that the SB5 factor scores preformed differently in their contribution of unique variance to the predictions. The inclusion of working memory scores in the calculation of the FSIQ appears to account for the difference in predictions between the FSIQ and GC for reading but not math skills.     

Concurrent validity of the Slosson full‐range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised

This study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc.     

Early Malnutrition and Child Neurobehavioral Development: Insights from the Study of Children of Diabetic Mothers

In this study we sought to discern whether disturbances in mothers' metabolism during pregnancy may exert long-range effects on the neurobehavioral development of the progeny. Participants were 139 Women with diabetes in pregnancy and their singleton offspring. Serial estimates of circulating maternal fuels were obtained for each pregnancy, along with detailed records of perinatal course and outcome. Offspring were administered the Wechsler Intelligence Scale for children—Revised (WISC-R) full-scale IQ scores below 70 in our cohort did not differ significantly from national estimates. Nonetheless, after statistically controlling for other influences, WISC-R verbal, performance, and full-scale IQ scores, and Bannatyne's indices of Verbal Conceptualization Ability, Acquired Knowledge, Spatial Ability, and Sequencing Ability were inversely correlated with measures, of maternal lipid and glucose metabolism in the second and third trimesters. KTEA Arithmetic scores were similarly correlated with measures of maternal lipids in the third trimester. All correlations indicate that poorer metabolic regulation was attended by poorer child performance. The effects of maternal metabolism on fetal brain and neurobehavioral development are discussed as potential intermediary factors.     

Screening for giftedness with the Slosson and the scale for rating behavioral characteristics of superior students

Children who had been nominated as potential candidates for gifted programs were assessed to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing 132 first- through eighth-grade children's race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students (SRBCSS) scores, and WISC-R IQs. Only children achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that developed for predicting the WISC-R IQ in another study. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower, but still significant, degree of relationship was found between SIT and WISC-R Performance IQ scores. Some difficulties with using the SIT as a screen for gifted programs are discussed.