British Ability Scales Research Articles

Learning disabilities and intelligence test results: a principal components analysis of the British Ability Scales.

Two samples of children with reading difficulties--145 poor readers whose word reading was one standard deviation or more below the mean and 121 dyslexic children-were tested on the British Ability Scales. The purpose of the investigation was to examine whether they would score relatively poorly on verbal tests and relatively well on non-verbal tests along the lines suggested by Lawson & Inglis (1985). Also the question of sex differences was investigated. The BAS results tended to confirm the Lawson & Inglis finding that (1) children with learning disabilities in general have verbal deficits and show significantly higher performance on non-verbal tasks, and that (2) this tendency is more pronounced in males than in females. The results, although statistically significant, are not totally consistent either within or between samples. The discussion considers possible explanations for the findings and the possibility that different subgroups of these samples might show differential effects.

INFLUENCE OF BLOOD LEAD ON THE ABILITY AND ATTAINMENT OF CHILDREN IN EDINBURGH

The effect of blood-lead on children's ability and attainment was investigated in a sample of 855 boys and girls aged 6-9 years from eighteen primary schools within a defined area of central Edinburgh. The geometric mean blood-lead value was 10·4 μg/dl. In a stratified subsample, 501 children completed individual tests of cognitive ability and educational attainment from the British Ability Scales (BAS). An extensive home interview with a parent was also done. Multiple regression analyses showed a significant negative relation between log blood-lead and BAS combined score, number skills, and word reading when thirty-three possible confounding variables were taken into account. There was a dose-response relation between blood-lead and test scores, with no evidence of a threshold. The size of the effect was small compared with that of other factors. Lead at low levels of exposure probably has a small harmful effect on the performance of children in ability and attainment tests.

Comparison of Intelligence Tests

The relationship among the Wechsler Intelligence Scale for Children-Revised (WISC-R), the British Ability Scales (BAS), and the StanfordBinet Intelligence Test (4th edn) (S-B, 4th) was investigated for thirty-eight gifted children. Composite or overall scale scores among the three tests were significantly related; coefficients ranged from 0.40 to 0.66. Also, when meandifferences on a common scale were analysed, the WISC-R FSIQ mean was significantly higher than the means from the BAS and S-B composite scores, which were not significantly different from each other. The BAS and the S-B seem to be more related to each other than either are to the WISC-R, although the reduced relationship between the WISC-R and the other two tests may be due in part to statistical and procedural artifacts. The high degree of similarity among the three tests, and particularly between the BAS and S-B (4th), indicates that similar constructs are being assessed to a similar extent by instruments designed for two different cultures. Apparently the essence of intelligence is described in a similar way in the United States and in the British Isles.

Test Review: Elliot, C. D. (1983). British ability scales. Windsor, England: NFE-Nelson. Distributed in the U.S. by the Psychological Corporation, $275.00

Test Review: Elliot, C. D. (1983). British ability scales. Windsor, England: NFE-Nelson. Distributed in the U.S. by the Psychological Corporation, $275.00

The factorial structure and specificity of the British Ability Scales

Average correlations for three age groups from the BAS standardization data were factor analysed using principal‐factor analysis. Children aged 5:0–7:11 years were given 19 scales, those of 8:0–13:11 were given 18, and those aged 14:0–16:11 were given 14. Two factors were extracted with eigenvalues > 1 at each age level. The first factor, clearly identifiable as g, accounted for about 30 per cent of the variance. The second factor, again clearly identifiable for each age group as verbal recall of pictures, accounted for between 5 and 9 per cent of the variance. The proportion of reliable specific variance was calculated for each scale, and this accounted for about 46 per cent of the variance. Well over half the reliable variance is therefore attributable to specificity. These results indicate higher levels of specificity than in the WPPSI, WISC‐R and WAIS. It was concluded that the British Ability Scales have sufficient specificity to justify comparisons between scales in profiles of cognitive strengths and weaknesses.

Higher density of mental capacities in the left cerebral hemisphere of man: a quantitative investigation in children with localized cerebral lesions.

51 children with localized cerebral lesions were investigated with the British Ability Scales, Wechsler test, Porteus Mazes, Conners Teacher Rating Scale, and computerized tomography. The extent of the lesions was quantitatively determined. The IQ was 10 points lower in the left hemispheric lesions, although the right hemispheric lesions were larger. When corrected for size of lesions, the IQ is 17 points higher (p less than 0.05) in children with right than with left hemispheric early lesions. The children with left hemispheric lesions had also significantly more behavioural problems (Conners Scale). Children with bilateral lesions had 15 points lower IQ than those with unilateral lesions, although from the slightly larger extent one could expect only 3 points difference. There was no influence of hemiparesis or of epilepsy of the IQ independent of the extent of lesion. There was more plasticity of the hemisphere than of the lobes as shown by Wisconsin Card Sorting data. The higher density of mental capacities in the left cerebral hemisphere of man is explained by more efficient programs, and more dense packing of functions due to more training of the left cerebral hemisphere.

THE USE OF THE BRITISH ABILITY SCALES WITH A GROUP OF AUSTRALIAN SCHOOLCHILDREN — SOME PRELIMINARY DATA

Summary. In a preliminary study, the four core tests of the British Ability Scales were administered to a sample of 208 Australian schoolchildren aged 9.6 to 10.5 years. In general the results obtained were comparable with the UK standardisation group although there was a tendency towards higher scores by the Australian sample. Analysis of the scale characteristics of the items were carried out using the Rasch method and a normal ogive model (NOHARM). The Rasch scaling appears to be robust with this population. The NOHARM analysis produced strikingly similar results. Sample estimates of reliability and validity were obtained and were found to be acceptable.

A quantitative relationship between the extent of localized cerebral lesions and the intellectual and behavioural deficiency in children.

In an investigation of 51 children with localized forebrain lesions (25 left hemispheric, 15 right hemispheric and 11 bilateral) a significant relationship between the extent of the cerebral lesion (quantitatively determined by means of computerized tomography scans) and the IQ was found, but only in children with lesions after age 5: there was a diminution of 3 (British Ability Scales and Porteus Mazes) to 4 (Wechsler test) points of IQ for a 1% increased brain lesion. There was no correlation between the extent of the lesion and IQ in children with early lesions. The IQ of the children with early lesions (up to year 4) was significantly lower than that of children with later lesions of the same extent. There was a highly significant correlation between behavioural problems (assessed by Conners Teacher Rating Scale) and diminution of IQ. There was a significant correlation between the extent of lesion and behavioural problems in lesions after year 5, but not in early lesions. While the correlation between intellectual-behavioural impairment and the extent of cerebral lesions can be explained by multiple localisation of functions, the lack of this correlation in early lesions and the more severe impairment by earlier lesions may be due to an interaction of brain development with social and lesional factors. Since each part of the brain may act as a stimulus for the development of other parts, even small differences in the lesions (and/or in the environment) may result in large behavioural differences (hypothesis of the developing brain as an amplifier for differences in the stimuli).

Using LOGO with Infant School Children

Abstract The recent introduction of micro‐computers into schools is opening up many new avenues for developmental psychologists interested in studying how children learn. Of particular interest at present are approaches in which children program computers themselves, using languages such as LOGO and PROLOG. This paper describes a study in which a simplified version of LOGO was introduced to a group of six‐year‐olds in a severely deprived area of Edinburgh. The children used a special touch‐sensitive keyboard (Concept Keyboard) to control the movements of a floor‐crawling robot called a Turtle. The sessions with the Turtle were marked by high levels of concentration, collaborative problem‐solving and the use of mathematical language. Pre‐ and post‐tests on the British Ability Scales revealed statistically significant gains on the sub‐scales concerned with number and shape: these gains, however, were found only in the boys.

The hierarchical factor structure of the British ability scales

Wherry and Wherry (1969) hierarchical factor solutions were obtained on scale intercorrelations for three age groups (5:0 to 7:11, 8:0 to 13:11, 14:0 to 16:11) included in the standardization sample for the British Ability Scales. The ability hierarchy consisted of a general (g) factor and five primary factors at each of the three age levels. Three primary factors were evident at all three age levels, i. e., verbal ability (v), spatial-perceptual ability (k), and visual recall (VR). A naming (N) factor was obtained at the youngest age level (5:0 to 7:11) and a perceptual speed (ks) factor was obtained for the two older age groups (8:0 to 13:11 and 14:0 to 16:11). A short-term memory (STM) factor was obtained for the 14:0 to 16:11 age group and an achievement (A) factor was evident for the two younger age groups (5:0 to 7:11 and 8:0 to 13:11). After the extraction of factors most scales retained greater reliable specific variance than typically is found in ability measures. This suggests greater confidence in the specific interpretation of the individual scales than for other test batteries.

The assessment of children with specific reading difficulties (dyslexia) using the British Ability Scales.

The use of the British Ability Scales with children having specific reading difficulties is described. Eighty-three children aged eight to 16 years were given a number of subtests from the British Ability Scales, and their performance on each subtest compared to every other subtest. The children were also divided into three age groups and developmental differences observed. Based on T scores the children scored significantly less well on Speed of Information Processing, Immediate and Delayed Visual Recall, Recall of Digits, Basic Arithmetic and Word Reading across all the age ranges, when compared to the other abilities. In general subtests involving Speed of Precessing and Short Term Memory were poor, whereas tasks involving Reasoning, Spatial Imagery and aspects of the Use of the Retrieval of Knowledge were found to be average or above average. Expected reading ages for the children based on other abilities were calculated, and it was found that the children's reading abilities were well below the expected level. Various forms of intelligence quotient were also computed and it is suggested that the four abilities recommended for use in computing an IQ in the current BAS Manual are inappropriate for the dyslexic child. The children were also divided into auditory-linguistic and visuo-spatial 'subtypes' of dyslexia, and significant differences were found between the groups on Speed of Information Processing, Recall of Digits, and Block Design Level and Power. The data are related to previous work in the area of developmental dyslexia.

A study of the relationship between the Stroop effect and reading age in dyslexic subjects

ABSTRACT40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by the British Ability Scale. A negative linear relationship emerged, such that greater reading proficiency was associated with less interference. This result is discussed in the context of LaBerge and Samuel's theory of automatic information processing in reading.

The Development of a Social Reasoning Scale in the New British Ability Scales

Abstract From the earliest planning stages it has been proposed to incorporate items derived from developmental models in the British Ability Scales (BAS). The Social Reasoning Scale was initially based on Kohlberg's model of invariant stages of moral reasoning, although substantial modifications have been introduced. In the standardization this was given to about 2,000 children and young people; results show an age progression. With the publication of the BAS it is envisaged that further research using the Scale will be generated.

Home-based care for parents with AIDS: impact on children's psychological functioning

Objective: This study explored the concept of home-based care for people living with full-blown AIDS and the impact of this on their children's psychological functioning. There were 30 children in the study whose parents had full-blown AIDS. The comparison group comprised 30 children. The parents of the children in the comparison group reported that they did not have full-blown AIDS and were not registered as AIDS patients with their community home-based care group. Method: The children's psychological functioning and performance on cognitive tasks were examined, using the Impact of Event Scale — Revised, the Secondary Traumatic Stress Scale (STSS), the Stress Symptoms Checklist, the Child Behaviour Checklist (CBCL), the British Ability Scales and Daniel and Diack's Graded Spelling Test. Result: The results of the study showed that children whose parents had full-blown AIDS showed mental distress and low cognitive performance on numerical and spelling skills. Conclusion: The findings of the study seem to suggest that although the home-based care concept is a noble and global idea, it should be accompanied by psychological support mechanisms to mitigate the effects of traumatic stress that normally follow exposure to a traumatic event. Suggestions for further research on the topic are discussed.