Stanford binet intelligence scale- fifth edition

Stanford binet intelligence scale- fifth edition

1. Stanford- Binet Intelligence Scale- Fifth Edition (SB5)

2. Measurement Area The Stanford- Binet Intelligence Scales – Fifth Edition (SB5) is designed to test intelligence and cognitive abilities. This test can be used for ages 2 years 0 months to 89 years 11 months. The SB5 was based on Cattell-Horn-Carroll (CHC) theory of intellectual abilities. The SB5 measures five CHC factors by different types of tasks and subtests at different levels .

3. The SB5: 10 Subtests Contains many of the subtests of SB4 but they have been altered/combined. Represents abilities assessed by all former versions of the test. The Fifth Edition reintroduces the age-scale format for the body of the test. Intended to provide a variety of content to: K eep examinees involved in the testing experience A llow for the introduction of developmentally distinct items across levels

4. The short-term memory was shifted over to a working memory model The other subscales remained essentially the same except The addition of Visual/Spatial Reasoning And a few changes to the names of the subscales

5. Changes from SB4 to SB5

6. Hierarchical Structure of SB5

7. Material The SB5 complete kit is sold by the publisher for USD $1,087.00 and includes: Scoring software (SB5 Scoring Pro, Version 1.2) is available for USD $255.00 and an interpretive manual is also available for USD $121.00. 3 Item books Examiners manual Technical manual Child card Layout card Manipulatives kit Storage box 25 Record forms A carrying case

8. Accessibility A vailable in the English language using USA norms. Contains cautions for testing individuals who are English language learners or English as a second language. This caution is particularly crucial to the verbal items. Considerations and cautions are also noted for those with special needs, or who are deaf or hard of hearing, have communication disorders, orthopedic impairments, or motor skills deficits.

9. Administration, Scoring, and Interpretation Graduate-level or professional training in psychological assessment I nterpret test results using the 7 step method described in the manual. The manual contains a section on basic score interpretation. An interpretation manual is available from the publisher.

10. Administration of Test Begins with the “Object Series/Matrices” subtest, used to assess non-verbal fluid reasoning This subtest is also used as a “routing” test; the score on this test determines where the examiner begins testing on the remaining non-verbal subtests Has 36 items; uses colored plastic shapes, toys, blocks, then matrices Examiner begins at “the estimated ability level of the examinee (usually the chronological age of the person)”

11. Next subtest administered is the Vocabulary subtest, used to assess Verbal Knowledge This subtest is used as a routing test for all of the remaining verbal subtests Starts with an identification of facial features, then toys, then pictures, then word definitions

12. Adaptive Testing Stanford- Binet has always been an “adaptive” test Individual responds to only that part of the test that is appropriate for his or her developmental level E.g., a young child is not given difficult problems that would only lead to frustration; similarly, an older examinee is not bored with questions that are too easy Each subtest starts with very easy items & progresses to items that are more difficult

13. Routing tests assist examiner to begin each subtest at an appropriate level of difficulty for examinee All of the test items for the SB5 are contained in 3 item books Item Book 1 contains the first two (routing) subtests After the second subtest has been administered, the examiner has recorded estimated ability scores designed to identify an appropriate start point in Item Books 2 & 3

14. Examiner administers the next four nonverbal subtests of an appropriate level determined from Book 2 Examiner starts at appropriate start point, & if examinee answers items correctly, this is assumed to be the “basal level” of ability Continues until examinee answers incorrectly for a certain number of items (this is the examinee’s “ ceiling level ” for that subtest )

15. Examiner then administers the final four verbal subtests from Item Book 3, starting at appropriate level determined from routing vocabulary test

16. scoring Points are summed for each of the subtests & converted to a “scaled score” Scaled subtest scores have a mean of 10 & a standard deviation of 3 Scores can also be computed for nonverbal IQ, verbal IQ, full-scale IQ and each of the five factors (fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, working memory) These “standard scores” have a mean of 100 & a standard deviation of 15.

17. During test, test user can also do behavioral observation: Examinee’s physical appearance, mood, activity level. Current medications, and related also be noted in behavioral observation How to cope with frustration How to respond on easy items Amount of support needed General approach to the task How anxious How much fatigue How much cooperative Distractible Compulsive

18. Hierarchical Structure of SB5 Scoring System

19. Measured IQ range Category 145-160 Very gifted or highly advanced 130-144 Gifted or very advanced 120-129 Superior 110-119 High average 90-109 Average 80-89 Low average 70-79 Borderline/ Impaired/ D elayed 55-69 Mildly impaired/ Delayed 40-54 Moderately impaired / Delayed

20. Psychometric Properties of SB5 Suitable for age range of 2 to 85+ years of age Range of possible scores runs from a low of 40 to a high of 160 Reliability coefficients are as follows: Full scale IQ - .98 Nonverbal & verbal - .95 to .96 Factor scores - .90 to .92 Test-retest reliabilities range from high .7’s to low .9’s depending on age & testing interval

21. Standardization The SB5 was normed and standardized using an American sample of 4800 individuals (51% female, 49% male) ages 2 to 85+ years. Some 500 examiners from all 50 states were trained to administer the test. The sample was stratified according to demographic variables such as age, sex, race/ethnicity, SES level and geographic region. Demographic information is based on the 2001 United States Census bureau data.

22. No accommodations were made for persons wit special needs in the standardization sample, although such accommodations were made in separate studies. Persons were excluded from the standardization sample (although included in separate validity studies) if they had limited English proficiency, severe medical conditions, severe sensory or communication deficits, or severe emotional/behavior disturbance ( Roid , 2003).

23. Advantages of SB5 More game like than earlier versions with colorful artwork, toys, and manipulatives. Matches norms to 2000 U.S. Census. Contains nonverbal as well as verbal routing test. Contains both a general composite score and several factor scores. Shares items to maintain continuity with earlier versions. Covers age range of 2-0 through 85+.

24. Cont… Change-sensitive scores allow for evaluation of extreme performance. Has easel format with directions, scoring criteria, and stimuli, for easy administration. Has equal balance of verbal and nonverbal content in all factors. Contains Nonverbal IQ. Has standard deviation of 15 for composite scores, allowing easy comparison with other tests; M = 10, SD = 3 for subtests .

25. Cont… Uses adaptive testing (routing) to economize on administration time and reduce examinee frustration. Uses explicit theoretical framework as guide for item development and alignment of subtests within modeled hierarchy. Extends low-end items, allowing earlier identification of individuals with delays or cognitive difficulties. Extends high-end items to measure gifted adolescents and adults.

26. Binet’s Warnings About Possible Misuse of Intelligence Testing 1) Do not and should not be used to measure innate intelligences. 2) Intelligence testing should not be used to label individuals. “ the important concern is to describe the examinee’s skills and abilities in detail, going beyond the label itself” ( Roid , 2003c )