Variability within Down's syndrome (trisomy-21): empirically observed sex differences in IQs.
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Age Factors↗
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Results for “Stanford-Binet Test”
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IQ measurement in children with skeletal dysplasia.
We have reviewed the IQ studies on 68 children with skeletal dysplasia. These data should provide useful information for the counseling of parents with newborn affected children. Previous studies have documented retardation and hydrocephalus in association with achondroplasia. Some parents report that they were given a poor prognosis for their child's mental development early in his or her life. This study shows that the 34 children with achondroplasia and 34 with other skeletal dysplasia performed intellectually in the same range as other children.
Achondroplasia↗
Intellectual assessment of 111 four-year-old children with phenylketonuria.
Of the 216 children with phenylketonuria (PKU) who were initially enrolled in the Collaborative Study of Children Treated for Phenylketonuria, 203 were placed on dietary therapy between 3 and 92 days of age. Of these, 111 are now at least 4 years of age and constituted the sample for the present analysis. Their mean IQ on the Stanford Binet Intelligence Scale was 93 (1972 norms). The children assigned to two treatment groups based on "moderate" and "low" serum phenylalanine levels were comparable on their IQs at age 4, although many of the children could not be maintained in the specified categories. Females scored a significantly higher mean IQ than males (97 vs 90). Those children for whom dietary treatment was initiated during the first month of life scored a mean IQ of 95, compared with 85 for those initially treated from 31 to 65 days. However, the interpretation of dietary inception data may have been contaminated by familial and psychosocial factors. The PKU Collaborative Study is still in progress in 15 clinics located in 11 states.
Child, Preschool↗
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.
Child Day Care Centers↗
The validity of parental reporting of infant development.
A developmental questionnaire, encompassing the ages from 4 weeks to 36 months, has been devised that, when completed by parents, can be used to screen children as being developmentally normal, questionable, or abnormal. A total of 526 infants were screened by this questionnaire at 28 weeks of age and then examined at 40 weeks of age by a full Gesell Developmental and Neurologic Examination. Underscreening of those with major abnormalities was 2.6%, and of those with minor abnormalities, 10%. Overscreening was 6%. In view of the demonstrated high reliability and validity of the full Gesell Developmental and Neurologic Examination on which the questionnaire is based, the relatively small percentages of overscreening and underscreening make it the most accurate and useful screening questionnaire to date.
Adult↗
Home observation for measurement of the environment: a revision of the preschool scale.
Information pertaining to a revision of the Caldwell HOME Inventory for use with families of children ages 3 to 6 was presented. Factor and item analyses were used as a basis for reducing the number of items from 80 to 55. The items were clustered into eight subscales. Kuder-Richardson 20 coefficients for the scale ranged from .53 to .93. Concurrent and predictive validity studies indicated that the HOME scales significantly correlated with IQ (as high as r = .58). Low to moderate correlations were obtained between HOME scores and SES measures, with significant correlations ranging from .30 to .65.
Child, Preschool↗
Abbreviated forms of the Stanford-Binet, L-M: reliability and effects on classification of institutionalized mentally retarded adults.
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Adult↗
Assessment of cognitive deficiency with the McCarthy Scales and Stanford-Binet: a correlational analysis.
The present study tested matched samples of 15 retarded and 15 normal children on the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities. Pearson correlations between Stanford-Binet IQs and the six McCarthy Scale Indexes for retarded subjects were lower than coefficients obtained from the normal subjects and from previous research. While the General Cognitive Index may be interchangeable with IQ in the Normal range of intellectual functioning, this relationship was not found for the retarded subjects in the present study. The "venerable" Stanford-Binet retains its position as the most broadly applicable measure of intellectual functioning. Implications of the study as well as an outline for future research were included.
Child↗
Intellectual performance of 36 phenylketonuria patients and their nonaffected siblings.
Thirty-six patients with a confirmed diagnosis of phenylketonuria (PKU) were identified and placed on dietary therapy before reaching 121 days of age. These children are currently between 4 and 6 years old, and have been given the Stanford-Binet Intelligence Scale. Subsequently, their normal siblings of closet age were selected as matched-pair controls and were also tested with the Stanford-Binet. The mean age of the PKU sample when tested was 50.0 months, and 50.9 months for the normal controls. The 36 index patients scored a mean IQ of 94 and their nonaffected siblings obtained a mean IQ of 99. This five-point mean difference was significant at the .02 level, and suggests the presence of a minimal intellectual impairment associated with PKU, even when treatment begins early and is rigorously monitored.
Adolescent↗
Comparison of McCarthy General Cognitive Indexes and Stanford-Binet IQs for educable mentally retarded children.
15 Educable Mentally Retarted children, aged 6 1/2 to 8 1/2 yr., were tested on the McCarthy Scales of Children's abilities and the Stanford-Binet (1972 norms). All children were tested over a 6-mon. period in public schools located in Northeast Georgia. Since 8 of the 15 children obtained General Cognitive Indexes below the norms presented in the McCarthy manual, extrapolated scores were assigned to increase the precision of the comparison. Although the two scores correlated significantly, the mean Index with IQ was significantly lower than the mean IQ for this sample of educable mentally retarded children. The implications of the findings were discussed.
Child↗
Effects of repeated assessment on standardized test performance by infants.
Infant-intervention programs that evaluate their effectiveness by repeatedly testing infants with standardized tests may confound intervention effects with repeated-testing effects. Further, maternal participation in testing may increase infants' test scores, either directly by giving infants practice with test-like items at home between test administrations or indirectly by helping infants adapt to the test setting. Thirty-five infants were tested at 3-month intervals between 4 and 28 months of age with the Bayley Scales of Infant Development and at 31 months of age with the Stanford-Binet; 25 infants were tested with the Bayley at 4 months and the Stanford-Binet at 31 months. Mothers of some infants in each group participated in the testing process. Between-subjects analysis on the Stanford-Binet revealed no effects for repeated testing or maternal participation. Within-subjects analyses for repeatedly tested groups demonstrated that maternal presence during testing, but not repeated testing, was associated with significantly higher Bayley scores. It was concluded that maternal presence is a potent influence on Bayley performance, that repeated experience with the Bayley biased neither performance on another standardized test of development nor subsequent Bayley performance, and that infant intervention programs are not likely to confound their evaluation designs by testing infants repeatedly.
Age Factors↗
Intellective characteristics of mothers of failure-to-thrive syndrome children.
The intelligence levels of three groups of mothers were ascertained by the vocabulary test of the Stanford-Binet Intelligence Scale. Eight mothers having children diagnosed as failure-to-thrive due to non-organic reasons (FTT-E), eight mothers with children diagnosed as failure-to-thrive due to physically traceable reasons (FTT-O), and eight mothers with children hospitalized due to reasons other than failure-to-thrive (C), were contrasted on intelligence, age, education and the presence or absence of the father in the home. Hypotheses regarding a disadvantage of FTT-E mothers on the four variables were supported. Implications of the results were discussed regarding programmes dealing with failure-to-thrive children and mothers. Further investigation in this area was proposed.
Adolescent↗
Optimizing test performance of moderately and severely mentally retarded adolescents and adults.
This study provided further evidence for the validity of a learning potential assessment procedure with institutionalized moderately and severely retarded adolescents and adults. Significant positive correlations were obtained between psychometric and learning scores, attendants' and teachers' ratings of ability, and the posttraining scores on the modified Kohs Extended Learning Potential procedure. In addition, performance on this test-train-test procedure was compared with a train-within-test format for two different tasks: training embedded within the administration of the Leiter International Performance Scale and a formboard version of Raven's Coloured Progressive Matrices. The students responded equally to the two formats. Stanford-Binet IQs were least predictive of performance on the three learning potential measures and were unrelated to teachers' and attendants' ratings of ability. The implications of these data were discussed with particular attention to the potential advantages of the train-within-test model.
Adolescent↗
The effect of early intervention and pre-school stimulus on the development of the Down's syndrome child.
This paper describes the effect on a group of D.S. children of early and continuous parental counselling together with intensive pre-school stimulation in which the parents were fully involved. The stimulated group is compared with a similar group who developed unaided in their own homes, and with a third group who were institutionalised before their second birthday. Developmental Clinics in East Kent providing the stimulus are described. The effects of social class, parental age and family pattern were noted. The tests used were the Griffiths' Developmental and Stanford-Binet Scales, and the school placement at five years was studied. The results show that the stimulated group score higher on the IQ and DQ tests and particularly on Personal Social and Speech Development. School placement acts as an unbiased measurement of progress, and suggests that they are more easily integrated into the normal community.
Child Development↗
Bender-Gestalt reproduction times for retarded adults.
Examined the length of time required by retarded adults to complete the Bender-Gestalt test with a sample of 241 test administrations. In order to provide for normative comparisons among retarded adults, descriptive data are presented on the Bender reproduction times of adults in three AAMD ranges of retardation based on WAIS IQs and two ranges based on Stanford-Binet IQs. Negative correlations were found between the length of Bender times and the degree of retardation. The duration of Bender times was correlated positively with the number of errors in reproduction as measured by the Koppitz developmental scoring system.
Adolescent↗
Medical diagnosis and intelligence levels in young mentally retarded children.
The relationship of diagnosis to initial and subsequent intelligence test levels in 282 young retarded children was investigated through repeated psychometric evaluation on the Bayley Infant Scales of Mental Development or the Stanford-Binet. It was found that although aetiology relates to first test scores (or rate of initial progress), it has no bearing on changes in scores (or course of development). The implications of the surprisingly stable scores for this heterogeneous population are discussed.
Age Factors↗
Educational intervention for preschool children in a pediatric clinic.
A parent education program aimed at promoting cognitive development in 2- and 3-year-olds was instituted in both a pediatric clinic of a general hospital and a child health station in the community. Parent participants were asked to work at home daily with their children using age-graded play materials supplied by the program. They were tutored individually, in the clinic playroom, by bilingual playroom assistants using role-playing techniques. One hundred fifty children completed the program out of a total of 468. Subjects were tested before and after training on the Cattell: Stanford-Binet and showed a positive gain in performance. Parents reported that their program experiences made them aware of their ability to teach their children. This was reflected in their changing view of the children's activities which were previously seen as aimless and "bad" and were now viewed as constructive and amenable to modification by the parents.
Child Development↗
Intellectual and personality differences between community-living and institutionalized older adult females.
The purpose of the present study was to investigate simultaneously differences between normal institutionalized older adults and community-living older adults with respect to intelligence/cognitive test performance and personality. Participants were 25 community-living females (M age = 72.9 yrs, SD = 6.34) and 25 institutionalized females (M age = 80.0 yrs, SD = 6.46). Intellectual/cognitive ability was assessed by the WAIS, Stanford-Binet Intelligence Scale (Form L-M), Ravens Coloured Progressive Matrices; personality was assessed by the Hand Test, a projective technique. Several multivariate analyses (discriminant analysis) were conducted. Results suggested that even when controlling for age and level of education, institutionalization appears to be associated with intellectual/cognitive as well as personality deficits. The findings were discussed in terms of the potential implications for the professional working with institutionalized older adults.
Aged↗