A comparison of the Kaufman Assessment Battery for Children and the Stanford-Binet IV for the assessment of gifted children (original) (raw)
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Use of a brief form of the stanford-binet intelligence scale (fourth) for gifted children
Journal of School Psychology, 1990
Area scores from a short-form version of the Stanford-Binet Intelligence 'I&t (Fourth) were compared with scores calculated from the long-form version for 33 gifted children. Three of the live mean difference contrasts are significantly different: Means from the Abstract/Visual Reasoning subtests, the Short-Term Memory subtests and the Test Composite obtained from the short form were significantly lower than their corresponding means from the long form. Correlation coefficients between carspondin area scores and the Test Composite were strong and statistically significant. Coeflicients from the two forms ranged from .58 to .93. In general, practitioners using the short form recommended by the test authors should expect to obtain scores very similar to those obtained from administration of the complete battery. If differences occur, the differences will likely reflect slightly higher scores from the complete battery.
The diagnostic utility of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in identification of gifted children, 2022
Accurate assessment and early identification of gifted children is of great importance in terms of providing them with educational programs tailored for their abilities in specific areas. Individually administered intelligence tests are widely used to identify gifted children, and an above-average level of intellectual capacity is generally accepted as the main criterion for giftedness. This study aimed to investigate the utility of the Turkish version of the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) to distinguish gifted children from non-gifted children. For this purpose, 201 gifted children and 201 non-gifted children were included in the study. To be able to determine the predictive power of the WISC-IV index and subtest scores, logistic regression analyses were performed. Results indicated that the Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index scores (except Verbal Comprehension Index score), and all subtest scores significantly predicted giftedness. Furthermore, correct classification rates among gifted children were 93% for index scores and 97% for subtest scores. The findings of this study suggest that intelligence scores obtained from the WISC-IV have a diagnostic utility and provide valid and reliable results in identifying gifted children.
Normative achievement assessment of gifted children: Comparing the K-ABC, WRAT, and CAT
Psychology in the Schools, 1986
The Kaufman Assessment Battery for Children (K-ABC) purports to assess fluid and crystallized intelligence via processing and achievement subtests, respectively. Eight K-ABC Mental Processing and five K-ABC Achievement subtests were administered to 41 gifted students. Scores were subsequently compared to concurrent achievement measures from the California Achievement Test (CAT), as well as previously obtained mental ability measures (Wechsler Intelligence Scale for Children-Revised [WISC-R], Stanford-Binet [SB], and Wide Range Achievement Test [WRAT] achievement scores). In general, K-ABC mental ability scores were lower than WISC-R and SB IQs. K-ABC achievement scores were consistent with K-ABC mental ability scores, but more highly related to SB and WISC-R VIQ ( r = .42 and .40, respectively) than to WISC-R FSIQ (r = .16) and PIQ (r = .09), or to the K-ABC Mental Processing (Composite r = .17), Simultaneous Processing (r = .08), and Sequential Processing scores (r = .20). With the exception of WRAT Word Recognition, WRAT, K-ABC, and CAT achievement scores were similar. The patterns of intercorrelations suggest that the K-ABC achievement scores are more verbally loaded than are the CAT and WRAT achievement measures.
The diagnostic utility of the WISCIV in identification of gifted children
The Journal of General Psychology, 2021
Accurate assessment and early identification of gifted children is of great importance in terms of providing them with educational programs tailored for their abilities in specific areas. Individually administered intelligence tests are widely used to identify gifted children, and an above-average level of intellectual capacity is generally accepted as the main criterion for giftedness. This study aimed to investigate the utility of the Turkish version of the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) to distinguish gifted children from non-gifted children. For this purpose, 201 gifted children and 201 non-gifted children were included in the study. To be able to determine the predictive power of the WISC-IV index and subtest scores, logistic regression analyses were performed. Results indicated that the Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index scores (except Verbal Comprehension Index score), and all subtest scores significantly predicted giftedness. Furthermore, correct classification rates among gifted children were 93% for index scores and 97% for subtest scores. The findings of this study suggest that intelligence scores obtained from the WISC-IV have a diagnostic utility and provide valid and reliable results in identifying gifted children.
Comparison of WISC-R and WISC-IV Intelligence Scores in Gifted Children
2017
Gifted children have been identified as having higher performance in the areas of academic, intellectual ability, creative or productive thinking, arts, esthetic, sports and leadership than their peers (Marland, 1972; Pfeiffer, 2002; Sattler, 2002). Gifted children make rapid progress in these areas; and they need differentiated and specific programs beyond the regular education programs (Sattler, 2002; Smutny & Blocksom, 1990). In this respect, gifted children should be assessed and identified properly for being educated in schools tailored for their abilities. Various assessment tools are used to assess and identify gifted children. The assessment tools generally include standardized tests (intelligence, achievement, social maturity and personality tests), parent and teacher reports, observations on child's behaviors and assessment of child's creativity (Alvino, McDonnel, & Richert, 1981; Sattler, 2002). Especially, individually administered intelligence tests are defined as the most valid and reliable tools. These tests are often used in order to identify intellectual skills of gifted children and place them into necessary education programs (Newman, Sparrow,
Assessing Intellectual Giftedness with the WISC-IV and the IDS
Zeitschrift für Psychologie / Journal of Psychology, 2008
The Hamburg Wechsler Intelligenztest für Kinder (HAWIK-IV; the German version of the Wechsler Intelligence Scale for Children-Fourth Edition) and the newly designed Intelligence and Development Scales (IDS) were administered in counterbalanced order to 77 gifted children and 77 nongifted children, aged 6 to 10 years. Samples were matched for age, sex, and socioeconomic status. Results reveal that both the HAWIK-IV and the IDS are able to distinguish between gifted and nongifted children. Moderate correlations between the tests indicate that the measures assess similar, but not identical constructs. Results are discussed as they pertain to the assessment and special needs of gifted children.
The Gifted Rating Scales-School Form
Gifted Child Quarterly, 2007
This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales-School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool. Putting the Research to Use: A number of issues compromise the ability to identify gifted students. Definitions of gifted and talented are inconsistent across states. Experts disagree on how to conceptualize and define giftedness. In addition, there are few technically adequate screening instruments to assist in the identification of gifted students. The present study reports on an analysis of the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scale-School Form (GRS-S) is a 72-item teacher rating scale based on a multidimensional model of giftedness. In this study, we have shown that the GRS-S is a technically sound screening instrument that works equally well with African American, Asian American, Hispanic, and White children across the entire age range: 6.0 to 13.11 years. Small but significant differences in favor of females were found on three of the six GRS-S scales: Artistic Ability, Motivation, and Leadership Ability. However, gender differences were not found on the Intellectual Ability, Academic Ability, and Creativity scales of the GRS-S. The GRS-S holds promise for practitioners in helping to identify gifted students. The GRS-S also holds promise for researchers in providing a technically sound instrument to measure multiple manifestations of giftedness. Policy makers will welcome the GRS-S as an easy-to-use, score, and interpret test with strong face validity that provides a level playing field and strong face validity for students from diverse ethnic and racial backgrounds.
Identifying Gifted Children: Congruence among Different IQ Measures
Frontiers in Psychology
This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify highability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of students.
This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales-School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool.
Relationships Among Traditional and Modern Constructs Used in Identifying Giftedness
This paper presented a significant problem in the field of research on the gifted and talented. Traditional methods for the identification of gifted individuals, including intelligence and achievement measures do not always correctly identify every gifted individual. Identification could be made more accurate with the addition of other identification areas. One often overlooked area for identification is personality measures. Literature of the field was reviewed to clarify the identification problem. The two research questions examined were: 1. Are there relationships between scores on the Sensory Profile and traditional measures of giftedness? 2. Are there relationships between scores on the OEQII and the Sensory Profile? Four hypotheses were proposed: Hypothesis 1: Scores on the Sensory Profile will correlate with intelligence scores and achievement. Hypothesis 2: Scores on the Sensory Profile will correlate with scores on the Overexcitability Questionnaire II. Hypothesis 3: A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests will demonstrate good fit with empirically collected data. Hypothesis 4: There will be strong metric invariance between the gifted and non- gifted groups on the proposed model. Methods for exploring the hypotheses were discussed. Confirmatory factor analysis and multi-group analyses were performed. Discussion of the hypotheses, the limitations of the study, and of future directions for research was conducted. All four hypotheses were supported, although some hypotheses were supported more strongly than others. Scores on the Sensory Profile were weakly correlated with intelligence and achievement scores. Scores on the Sensory Profile were moderately correlated with scores on the Overexcitability Questionnaire II. A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests demonstrated adequate fit with empirically collected data. There was strict metric invariance between the gifted and non-gifted groups on the proposed model. Evidence supporting both convergent and divergent validity between the four latent factors was found as a result of the analyses. Further research should be done to examine the validity of the Sensory Profile for use in identifying gifted individuals.