Stanford-Binet Intelligence Scale

Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).

1. 7fddf24fed8d11e9b9776d302365408d MAULI RASTOGI BANARAS HINDU UNIVERSITY

2. Acknowledgement ACADEMIC WRITING

3. STANFORD-BINET INTELLIGENCE SCALE

4. Stanford Binet Scale Binet’s definition “Intelligence is judgement or common sense, initiative, the ability to adapt oneself” and again “to judge well, understand well, reason well – these are the essentials of intelligence. Stanford Binet Scale is an individually administered intelligence test designed to examine the cognitive ability and intelligence and to diagnose developmental or intellectual deficiencies in young children and adults. IT is applicable for the age range of 2 through 85+

5. Developmental History The Stanford–Binet is a modified version of the Binet-Simon Intelligence scale, created by the French psychologist Alfred Binet and his student Theodore Simon. It was a way to detect children who were  en retard . Binet believed that intelligence is malleable and that intelligence tests would help target kids in need of extra attention to advance their intelligence. To create their test, Binet and Simon first created a baseline of intelligence by testing a wide range of children on a broad spectrum of measures in an effort to discover a clear indicator of intelligence. Failing to find a single identifier of intelligence, Binet and Simon instead compared children in each category by age. The children's highest levels of achievement were sorted by age and common levels of achievement considered the normal level for that age. Lewis M. Terman, a psychologist at Stanford University, created a version of the test for people in the United States, naming the localized version the Stanford–Binet Intelligence Scale. He used the test not only to help identify children with learning difficulties but also to find children and adults who had above average levels of intelligence.

6. Meanwhile a German psychologist William Stern created the now well known Intelligence Quotient (IQ). By comparing the age a child scored at to their biological age, a ratio is created to show the rate of their mental progress as IQ. Terman quickly grasped the idea for his Stanford revision with the adjustment of multiplying the ratios by 100 to make them easier to read. Several psychologists have revised this scale from of 1908 to 1939 but most notable is 1916 revision by Terman. Like, in 1908 H. H. Goddard published an English translation of the 1905 Binet-Simon scale and in 1911 he published a revised version of 1908 Binet-Simon scale. Other revisions in USA were made by Kulhman in 1912, and 1939; R. Yerkes in 1915 and 1923; and J. P. Herring in 1922.

7. Timeline

8. Revisions of Stanford-Binet Intelligence Scale Stanford-Binet First Edition by Terman (1916) More than one-third of the items were new and the entire scale was restandardized on an American sample of 1400 people (1000 children and 400 adults). Most important aspect was that the concept of IQ was first time introduced in a psychological test. Intelligence Quotient (IQ)= Mental Age (MA) * 100 Chronological Age (CA)

9. Stanford-Binet Second Edition by Terman and Merrill (1937) Terman along with Merrill revised the SB1 which is commonly known as Binet 1937. This revision comprised of two parallel equivalent forms- L and M which provided a better sampling of populations and abilities. This edition was better standardized and better validated than the 1916 revision and also extended the upper and lower range. Thus this test used a broader representation of upper and lower ability levels .

10. Stanford Binet Third Edition By Merrill (1972) The 1960 Binet consisted of a single form in which the test items from both L and M forms were retained hence, named the L-M form . About an hour is required in its administration and has a range of 2 years of mental age scores to 22 years and 11 months of mental age scores. While new features were added, there were no newly created items included in this revision. Instead, any items from the 1937 form that showed no substantial change in difficulty from the 1930s to the 1950s were either eliminated or adjusted (Roid & Barram, 2004) According to Sattler & Theye (1967), this form measures abilities from seven categories : (i)Language, (ii) Reasoning, (iii) Memory, (iv) Social intelligence,(v) Conceptual, (vi) Numerical reasoning and (vii) Visual-motor. Test items are in the form of words, objects and pictures and the response is given by the testees are in the form of drawing, calculating, writing and speaking. The use of the deviation IQ made its first appearance in this third edition by replacing the ratio IQ. By1972, a new standardization group consisting of a representative sample of 2100 children (about 100 at each Stanford-Binet age level) had been obtained for the use with the 1960 revision . One basic feature of the 1972 norms was that unlike all previous norms, it included nonwhites .

11. Stanford-Binet Fourth Edition by Thorndike, Hagen, and Sattler (1986) This is the most extensive revision Because on one hand, it retained the chief advantages of the earlier editions as individually administered tests and on the other hand, it also reflected the intervening developments in both theoretical conceptualizations of intelligence functions and methodology of test construction. It incorporates the gf-gc theory of intelligence (Horn &Noll, 1997). This edition covers the ages two through twenty-three and  was the first to use the fifteen subtests with point scales in place of using the previous age scale format. The fourth edition is known for assessing children that may be referred for gifted programs. It includes a broad range of abilities, which provides more challenging items for those in their early adolescent years, whereas other intelligence tests of the time did not provide difficult enough items for the older children (Laurent, Swerdlik, & Ryburn, 1992).

12. Stanford- Binet (4 th Edition)

13. Stanford-Binet Fifth Edition by Roid (2003) The developers of screened items for fairness based on variables like age, gender, race, ethnicity, disability and religious traditions (Christian, Jewish, Muslim, Hindu, Buddhist backgrounds) among 4,800 participants. SB5 is suitable for assessing intelligence for children age through adults age 85 and older. SB5 uses a routing procedure for estimating the general cognitive ability of the examinee before proceeding towards the remainder of the test. The aim is to identify the appropriate starting points for later subtests. The routing items belong to both verbal and nonverbal domains. These items also provide Abbreviated IQ which are sometimes used for screening purposes. The working memory factor which consists of both verbal and nonverbal items helps in assessing and understanding children with ADHD. In a nutshell, SB5 is a very promising intelligence test that is useful at both ends of the cognitive spectrum- the very young and very gifted person. Thus, provides a change-sensitive scores .

14. Stanford- Binet (5 th Edition)

15. Five factors are also incorporated in this scale, which are directly related to Cattell-Horn-Carroll (CHC) hierarchical model of cognitive abilities. Depending on age and ability, administration can range from fifteen minutes to an hour and fifteen minutes. Re-administration of the SB5 can occur in a six-month interval rather than one year due to the small mean differences in reliability (Bain & Allin, 2005). Present Use : Current uses for the test include clinical and neuropsychological assessment, educational placement, compensation evaluations, career assessment, adult neuropsychological treatment, forensics, and research on aptitude.

16. Pros and Cons of using SB5 Strengths Many different purposes: diagnose learning and developmental disabilities, exceptionalities in children, cognitive functioning, evaluate special education placement, provide neurological assessment, inform career assessments and guide treatment program development. Research that support the reliability and validity. Manual provides caution for use with individuals who are special needs, deaf, have communication disorders, orthopedic impairment and motor skills deficit. Age 2-85+ Limitations 15 minutes to 75 minutes to complete. 5 items were deleted from the final version of the SB5, four of which were found to work differently for African Americans and Caucasians. Manual provided with the standardized assessment package provided evidence of construct validity among all groups except for Hispanics and Caucasians. Unable to compare people of different age categories, since each category gets a different set of tests. Very young children tend to do poorly on the test due to the fact that they lack the ability to concentrate long enough to finish it.

17. Sample questions of Stanford Binet 5 Picture 1 (left) shows two examples of verbal questions Picture 2 (right) shows an example of nonverbal question

18. References (2019). Retrieved 4 September 2019, from https://www.stanfordbinet.net/stanfordbinet3.html Singh, A K (2018). Tests, Measurements and Research Methods in Behavioural Sciences. Bharati Bhawan, 9: 141-145. Stanford-binet Intelligence Scale | Encyclopedia.com. (2019). Retrieved 4 September 2019, from https://www.encyclopedia.com/medicine/psychology/psychology-and-psychiatry/stanford-binet-intelligence-scale Stanford–Binet Intelligence Scales. (2019). Retrieved 4 September 2019, from https://en.wikipedia.org/wiki/Stanford%E2%80%93Binet_Intelligence_Scales

19. Feedback It was a good learning opportunity. The best part was how the curriculum was divided on weekly basis which enabled ease without any pressure. The lectures and the daily quiz were quite engaging. Specifically, the content was well researched, well referenced and quite enriching. The only improvement that can be done is that the recorded video lectures should give the facility to increase or decrease the playback speed. Rest all was good. I hope the assessment would be done little leniently as it was a self-learning programme and even our teachers were not much familiar with it. THANK YOU!