Stanford-Binet, Fourth Edition and the WISC--R for children in the lower range of intelligence

The Wechsler Intelligence Scale for Children-Third Edition and the Stanford-Binet Intelligence Scale: Fourth Edition: A Preliminary Study of Validity

The concurrent validity of the Wechsler Intelligence Scale for Children–Third Edition (WISC–III) and the Stanford-Binet Intelligence Scale: Fourth Edition was investigated using a sample of 40 nonreferred children. There were significant correlations between the WISC-III Full Scale IQ, Verbal IQ, Performance IQ, and Composite (.817, .789, .609) and Area Scores (.357 to .763) of the Stanford-Binet–IV. There were no significant differences between the mean WISC–III and Stanford-Binet–IV scores. Despite differences in content, format, and administration, both tests yielded comparable results.

Mean-Score Differences between the WISC-R and the Stanford-Binet Intelligence Scale

The mean score differences between the Stanford-Binet Intelligence Scale: Fourth Edition and the WISC-R changed across the ability continuum for 126 referred students. The Stanford-Binet Test Composite was significantly higher than the WISC-R Full Scale score at the lower end of the ability continuum, but was significantly lower than the WISC-R Full Scale score at the higher end. The two tests yielded similar scores for students with WISC-R Full Scale scores ranging from 70 to 89. The WISC-R scores correlated significantly with the Stanford-Binet scores.

A Comparison of Referred Students' Performance on the WISC-III and the Stanford-Binet Intelligence Scale: Fourth Edition

The WISC-III and the S-B:IV were administered in counterbalanced order to 73 low socioeconomic status inner city referred students. The WISC-III Full Scale IQ averaged 9.4 points lower than the S-B:IV Test Composite, and the WISC-III Verbal IQ averaged 13.1 points lower than the Stanford-Binet Verbal Reasoning Area score. The nonverbal scales (Performance IQ and Abstract/Visual Reasoning Areas) differed by an average of 8.1 points. The .81 correlation between the two tests indicated, however, that performance on one test cannot be predicted reliably by the performance on the other. The results suggest that the two tests do not always give similar diagnostic impressions. Additional research is needed to determine the generalizability of the findings.

A Validation Report of the Stanford-Binet Intelligence Scale 4th Edition: An Appropriate Instrument for Assessment of Children with Intellectual Disabilities

This paper reviews the Stanford-Binet Intelligence Scale 4th Edition (SB-4) and compares and contrasts it with the instrument it supersedes, the Stanford-Binet 3rd Edition (L-M) (SB-3). Specific emphasis is placed on the use of the SB-4 with children and adolescents with intellectual disability. It can differentiate between intellectually disabled children and adolescents who have Down syndrome, and those who have other etiologies.

Predictors of effectiveness of early intervention on children with intellectual disability: a retrospective cohort study

BACKGROUND

The Taiwanese government has been promoting early intervention to children with intellectual disability for years, but data on its effectiveness are limited.

METHODS

We recruited children who were treated for intellectual disability at a teaching hospital and had two IQ tests from 2001 to 2005 and used the difference between the two tests as the indicator of effectiveness.

RESULTS

The participants included 23 boys and 13 girls 56.5 ± 5.9 months of age at the first test and 73.4 ± 4.9 months at the second. The IQ increased from 57.0 ± 8.0 to 65.1 ± 12.3 (p < 0.001). Multi-variate regressions showed that a low maternal educational level, male gender, and a younger age at the first test were significant independent predictors of the effectiveness.

CONCLUSIONS

Early intervention can improve the IQ of children with intellectual disability, and the earlier the intervention the better. The effectiveness is demonstrable in boys and more prominent in children whose mothers had a low educational level.

Global intellectual deterioration in Alzheimer's disease and a reverse model of intellectual development: an applicability of the Binet scale

Since intellectual deterioration in Alzheimer's disease (AD) might be considered to demonstrate a reverse of the intellectual development of children, we herein investigated the applicability of the Tanaka-Binet Intelligence scale (TB scale). This scale can assess the mental age (MA) and the lower-limit age (LLAge) values, and was reported to be correlated with the tasks determining Piaget's developmental stages of intelligence. Thirty AD patients and 30 age-matched normal control subjects were examined with the scale. We found that the mean MA values of the AD patients and controls were 97.4 and 150.3 months, respectively. In the control group, there were significant correlations between the MA and chronological age, and between the MA and years of education. In the AD patients, there was a significant correlation between the MA and the MMSE score. Regarding the LLAge for the AD patients, similar to the theory of Piaget, there was a tendency that they could be classified into three LLAge groups. We consider that the TB scale is useful in assessing the intellectual function in AD patients.

Longitudinal study of cognitive abilities and adaptive behavior levels in fragile X males: a prospective multicenter analysis

Retrospective longitudinal studies have noted declines in IQ scores in many but not all fra(X) (fragile X) males and females. We report on a prospective investigation of longitudinal changes in cognitive ability (IQ) and adaptive behavior (DQ) in 24 fra(X) males from four test sites. Individuals who were tested ranged in age from 3-15 years. To determine cognitive ability, all males were administered the Stanford-Binet test (4th Edition). To assess adaptive behavior, all males were evaluated using the Vineland Adaptive Behavior Scales. Mean interest interval was 2.3 years. Using identical DNA protocols, all subjects were identified as bearing the fra(X) mutation. Results showed declines in IQ scores in 18/24 (75%) males. Four males showed no change in scores. Declines in DQ scores were noted in 22/24 (92%) of those tested. DQ scores were higher than IQ scores in 20/24 (83%) subjects. From a descriptive cohort analysis, decreases in IQ scores appear to follow a well-defined, negatively decelerating function. Declines in DQ were steeper and more nearly linear. Declining scores are not indicative of regression of intellectual and/or social skills, but of a relative inability to keep pace with their age-normed cohort. We conclude that the fra(X) mutation affects cognitive abilities in a uniform, nonlinear manner comparable to outcomes observed in earlier retrospective studies. Adaptive behavior also declines, but in a more linear fashion.