Stanford-Binet Test Research Articles

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.

Relationship between age and IQ among fragile X males: A multicenter study

Longitudinal decline in IQ among fragile X males was reported recently. However, there are problems in retesting IQ that may affect scores. Two such factors are intertest time interval and score obtained on the first test. To determine the generality of IQ score changes, we examined 101 fragile X males from 6 centers. To ensure high test-retest reliability, only results from Stanford-Binet and Wechsler tests were used. Thus there were retest scores from 60 subjects. Test-retest reliability between first and last scores was very good (r = 0.85) and comparable to those seen in nonfragile X mentally retarded individuals. Also computed were z-scores of differences in IQ scores. The z-score differences were distributed about a mean at 1 SD below the expected zero value. Eighteen subjects showed statistically significant decreases in IQ, 6 showed statistically significant increases, while 5 showed the same scores. Z-score differences were not correlated with type of residence or elapsed intertest interval, but were negatively correlated with first score obtained, indicating a regression-to-the-mean effect. Using a multiple regression analysis, we found first score obtained, age tested, and age retested significant predictors of score differences, accounting for 19% of the total variance. These results suggest that factors previously identified as affecting retest scores have a smaller effect than originally thought. It is suspected that decline in IQ is associated with dynamic neurological processes and needs to be investigated further.

Patterns of usage and some psychometric properties of the stanford-binet intelligence test

Some usage patterns and psychometric properties of the Stanford-Binet intelligence test are reported on a sample from two Australian guidance centres. Typically, the test is administered to male children under nine years who are referred for general intelligence tardiness. Because of the pattern of usage, average IQ is, not surprisingly, far below the norm. A two-parameter latent-trait procedure is used to recalibrate the test and suggestions are made for improving the administration of the test, and for further research based on tailored testing.

Race, Region, and Education: An Analysis of Black and White Scores on the 1917 Army Alpha Intelligence Test

In 1917 the United States Army sponsored the most sweeping application of standardized testing then yet attempted. Using an instrument modeled after Lewis Terman's modified version of the Binet test (the well known Stanford-Binet test), the Army administered tests to some 1,750,000 men, most of them draftees, under the direction of a team of psychologists headed by Harvard University professor Robert M. Yerkes. From the standpoint of these psychologists, the Army testing program was seen as a grand opportunity to measure systematically the general of American men-and to identify critical points of variation in performance from one social group to another. These men were concerned to see whether their own theories of variability in intelligence would hold up in the face of such a massive application of a single series of tests.' As it turned out, they must have been satisfied. The group with the highest median scores was native whites, followed in descending order by immigrant whites and native (particularly Southern) blacks. While the average white mental age, as determined by

Development of Severely Malnourished Children Who Received Psychosocial Stimulation: Six-Year Follow-up

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.

The Stanford–Binet Intelligence Test for Turkish Primary School Blind Children: Variables Related to IQ

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.

Do nutrient supplements and dietary changes affect learning and emotional reactions of children with learning difficulties? A controlled series of 16 cases.

Detailed dietary and biochemical analyses were done on 16 consecutive cases of children aged 5-15 years referred for a combined remedial reading/behaviour modification program. Each child was given an individually designed vitamin and mineral supplement. Diets were also changed to reduce sugars and refined foods and toxic metals contamination. Cases were matched in pairs with 16 other cases on the program who were given no dietary changes but who received a one-a-day vitamin/mineral capsule as part of standard procedure at the clinic. Over 22 weeks on the program, the experimental group showed significantly greater improvements than the control group in behaviour assessed at school, at home and in the clinic. The experimental group also made significantly greater gains in reading skills. Routine Stanford-Binet intelligence tests given at week 2 and week 20 or 21 showed increased IQ scores of 5 to 35 points (mean = 17.9) for the experimental group. Increases for the control group were 0-21 points (mean = 8.4). Results suggest that subtle nutritional variables exert a substantial influence on learning and behaviour.

Prediction of Five-Year Stanford-Binet Scores in Preterm Infants

The development of a group of 100 preterm infants, mean birth weight 1,877 grams, from a broad range of social class and ethnic backgrounds was followed from birth to age 5. Assessments in infancy were directed at medical problems and early perceptual, motor, social, and cognitive development. The child's performance on the Stanford-Binet test at age 5 could not be predicted from early hazardous events in the obstetrical or neonatal period. The results indicate that developmental outcome at age 5 could be predicted moderately from a single measure, infant visual attention, administered as early as term date. Prediction was improved by using a combination of assessments given during the first 9 months. Furthermore, prediction was significantly better for girls than for boys. Although moderate stability in performance was found for the group as a whole, prediction of an individual's performance resulted in a substantial number of children being misclassified. Social factors were more important than any other set of factors in relating to the child's mental performance at age 5.

Effects of examiners' prior knowledge of subjects' ethnicity and intelligence on the scoring of responses to the Stanford-Binet scale

The study examined the degree to which scoring of responses to the Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Thirty-six actual Stanford-Binet protocols of subjects ranging in age from 5 to 8 years were divided into four groups. The matched sets of protocols were then assigned to four groups of examiners for the purposes of scoring. The protocols, representing varying ability levels, were scored in a counterbalanced order. Each group of three examiners, varying in the amount of information about the subjects' ethnicity and IQ, scored the protocols. Results obtained from a 4 × 3 repeated measures analysis of variance suggested that obtained IQs by the four groups of scorers were found to be similar, indicating no bias in the process of scoring Stanford-Binet protocols.

The outcome in children with congenital cytomegalovirus infection. A longitudinal follow-up study.

Infants with congenital cytomegalovirus (CMV) infection were identified through urine cultures of 15,212 consecutive neonates and studied prospectively to determine whether their neurodevelopmental and audiologic status was different from that of matched uninfected control subjects. Of 64 children with congenital CMV infection, three died, 11 could not be located for follow-up, one had quadriplegic cerebral palsy, and seven had varying degrees of sensorineural hearing loss. All matched control subjects were normal neurologically, and none of them had sensorineural hearing impairment. The Stanford-Binet test revealed scores within the normal range, at 3 and 5 years of age, for both children with CMV infection and matched control subjects, as did the preschool assessment (Wide Range Achievement Test) in children older than 5 years. However, in children with CMV infection, the home environment was less stimulating, discipline and punishment were more readily implemented, and behavioral problems were significantly greater than in the matched control subjects.

Toddlers with Employed Mothers

SCHACHTER, FRANCES FUCHS. Toddlers with Employed Mothers. CHILD DEVELOPMENT, 1981, 52, 958-964. Although mothers of very young children are entering the work force in increasing numbers, data on effects of maternal employment on children below age 3 are scanty. The present study compares a group of 32 toddlers with employed mothers (4-5 full days per week) with a matched group of 38 whose mothers do not work. The sample was collected over a 7-year period at the Barnard Toddler Center, a university-based play group where children attend 2 half-days a week. Groups with employed and nonemployed mothers were matched on toddler age, sex, and birth order; mother age, race, and religious background; family size, social class, intact status, and group-care experience. Results show no differences in language development, but classification of intelligence based on Stanford-Binet tests was significantly higher in children of nonemployed mothers. There were no differences in emotional adjustment, but children of employed mothers were more peer oriented and self-sufficient, while those of nonemployed mothers solicited more help and protection and were more jealous, and the girls spoke to adults more often than those with employed mothers.

Oppositional Behavior of Preschool Children: Theory and Intervention

The oppositional behavior of 63 preschool-aged children was assessed by three methods: (a) behavior during an administration of the Stanford-Binet test, (b) a maternal interview, and (c) a laboratory situation. Oppositional behavior or resistance was operationally defined as the child's refusal to comply to an adult's request. Oppositional behaviors were found to be universal among the subjects, but the frequency and intensity of such resistance varied significantly among the children. The relative frequency of oppositional behavior remained consistent across measures for individual children. The following suggestions are given for parents and family practitioners to minimize negativism and keep it at a manageable level: give verbal warnings of impending requests, give choices to a child in a situation which requires his action, and allow a time-out by isolating the child or a parent when a power struggle has developed. Family practitioners must also help parents to view oppositional behavior in a positive sense as a normal phase of development which can contribute to a child's sense of autonomy and competence.

87 LINGUISTIC DEVELOPMENT BETWEEN 12 AND 24 MONTHS: A COGNITIVE PREDICTOR

The ages of attainment of expressive language milestones were elicited from parents of 96 middle class children at each well child visit from birth to 24 months. Mean frequency of milestone recall was 83%. Stanford Binet (SB) and Peabody Picture Vocabulary Tests (PPVT) were administered at 36 months of age: IQscores (mean ± SD) were 114 ± 11 and 112 ± 14, respectively. Pearson product-moment correlation coefficients between each milestone and test are noted in the Table.The ages of attainment of these milestones show a significant inverse correlation, p<.05, with three-year cognitive and language ability. Similar significant correlations were noted with the Vineland, Griffith and subtests of the McCarthy Scales. Sequential milestones of increasing vocabulary sizeand phrase complexity under two years can aid in early prediction of intellectual function.

100 HEARING IMPAIRMENT IN LOW BIRTH WEIGHT (LBW) CHIL DREN

Audiometric tests (tympanogram, acoustic reflex, and pure tone) were performed at 3-5 years of age on 41 LBW ( 0.21 ≥20 days and low risk (Group II, n=18) with FiO2 >0.21 ≤6 days. Group I had a more severe neonatal course with more asphyxia (Apgar ≤4 at 1 min.) (p<.02), acidosis (p<.01), BPD (p<.01), sepsis (p<.01) and days of hospitalization (M±SD) 92±28 vs. 62±15 (p<.01). The groups had a similar socioeconomic scale rating. Audiometric testing revealed 16/23 (62%) of Group I had conductive hearing loss compared to 7/18 (38%) of Group II (p<.01). The children with conductive hearing loss had a greater incidence of respiratory morbidity (pneumonia, otitis media or chronic wheezing) between 4 months and 3 years (p<.01). Sensorineural loss was identified in 2 children in Group I and 1 child in Group II. Moderate to severe hearing loss (conductive or sensorineural) (≥40 dB) was greater in Group I (9 of 23) than Group II (1 of 18) (p<.02). Bayley MDI scores and Stanford Binet tests of the hearing loss children vs. normal hearing children revealed no significant differences between 9 months and 3-4 years. We conclude that LBW survivors with a more severe neonatal course are at significant risk of developing conductive hearing loss although the latter, per se, did not adversely affect the developmental test scores of the LBW survivors.

Differential validity: Another threat to compensatory education evaluations

The effects of the changing nature of intelligence test items during the follow-up period for compensatory education program evaluations on the judgements about the efficacy of such programs are examined. Data generated from Stanford-Binet test items, assuming known “true” underlying motor and verbal scores, as well as data from three compensatory education evaluations, are examined. The changing nature of the IQ test items, i.e., the differential validity of the tests, is put forth as an explanation for the often disheartening results of such program evaluations. Methods for dealing with the problem of differential validity are suggested.

Fetal Malnutrition: An Experimental Study of Its Consequences on Infant Development in Two Caregiving Environments

Infants from low socioeconomic status families were randomly assigned to an instructional day-care program designed to prevent socioculturally caused mental retardation or to a nonintervention control group. This assignment procedure resulted in an equal distribution of full-term, full-birth-weight, fetally malnourished babies in 2 environments varying in intellectually supportive characteristics. The condition of fetal malnourishment was defined by infants having low ponderal indices (PI). At 3 months of age low-PI infants showed lower Bayley Mental Development Index (MDI) scores than normal-PI infants, independent of the environment. In the control group low-PI infants still had lower MDI scores than normal-PI infants at 18 months of age. However, at that time in the day-care group, low-PI infants scored as well as normal-PI infants. These findings were replicated when the infants were 24 months of age with Stanford-Binet intelligence tests. Observations of mothers' involvement with their infants showed that, although all groups had similar amounts of maternal involvement when the babies were 6 months of age, the mothers of low-PI infants in the control group showed less involvement with their infants at 18 months of age than the other mothers. We suggest that this longitudinal study provides experimental evidence for a transactional model of development which emphasizes both newborn infant characteristics and environmental quality as cocontributors to the process of development.

The meaning of IQ constancy in young retarded children.

In a clinic population of 289 children (nine years of age and under) suspected of developmental delay, it was found that correlations on repeated administrations of the Bayley and/or Stanford-Binet intelligence tests were much higher than in normal children; that the magnitude of the correlations was inversely related to IQ level; that children initially tested under two years of age displayed more IQ change than those tested over the age of two, with girls more likely than boys to show a drop, and the greatest amount of fluctuation occurring the 51-80 range. The IQ constancy of this population has important developmental implications for the retarded: it suggests that they are growing intellectually at a rate proportional to normal children of their own mental rather than chronological age; that they may well have more years of maturation before reaching a plateau; and that educational programs should take into consideration this lengthened learning period.

The Predictive Power of the Bayley Scales of Infant Development and the Stanford-Binet Intelligence Test in a Relatively Constant Environment

RAMEY, CRAIG T.; CAMPBELL, FRANCES A.; and NICHOLSON, JANET E. The Predictive Power of the Bayley Scales of Infant Development and the Stanford-Binet Intelligence Test in a Relatively Constant Environment. CHILD DEVELOPMENT, 1973, 44, 790-795. 24 children who were enrolled in a day-care center were followed longitudinally until they were 36 months of age. The Bayley Scales of Infant Development, the Stanford-Binet Intelligence Scale, and the Illinois Test of Psycholinguistic Abilities (ITPA) were administered at periodic intervals. Results indicated that the Mental Development Index became more predictive over time; whereas the Psychomotor Development Index became progressively less predictive. These results were obtained both for Stanford-Binet performance and for the ITPA. Generally, predictions were much higher than those previously reported and are interpreted with reference to a relatively constant environment hypothesis.

Experience with an Obstetrical and Neonatal Intensive Care Unit

The variation in the neonatal mortality rate from 39.6/1,000 to 16.43/1,000 live births in a series of 913 high-risk pregnancy cases manged in a Regional Obstetrical Neonatal Intensive Care Unit over the past 5 years has been dependent on a man, not a machine. The presence of a trained full-time director of the obstetric part of the team was an unexpected variable which seems significant. A follow-up of 300 survivors at 3 years of age with the Denver development screening test (DDST) and the Stanford-Binet test (S-B) has been completed. Intensive antenatal and immediate postnatal care by an obstetric-pediatric team reduced the sequela of physical or mental retardation to 3 per cent (DDST) and 11.6 per cent (S-B).

Sex Differences in Reliability and Congruent Validity of Stanford-Binet Short Form and Peabody Picture Vocabulary Test

Sex Differences in Reliability and Congruent Validity of Stanford-Binet Short Form and Peabody Picture Vocabulary Test