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At least 19 recordsLinked to original sources
PubMed1978

The assessment of developmentally disabled children with the WISC-R, Binet and other tests.

Administered the WISC-R, Revised Stanford-Binet, Bender, VMI, and WRAT to 50 children referred for a multidisciplinary evaluation of developmental disabilities. The correlations among the various WISC-R measures (Standard Scores and IQs) and Binet IQ were significant, with relatively strong relationships among the Binet IQ and those WISC-R subtests that require concentration, short-term auditory memory, visual-motor integration, and the acquisition of new learning. Data showed that the Binet MA correlated as well or better with the other tests than did the various scores from the WISC-R.

Bender-Gestalt Test↗
PubMedDate not supplied

Design factors in the assessment of intelligence.

The use of intelligence tests to assess the effects of otitis media on the development of children is discussed in this article. An overview of the development of intelligence tests is provided and some of the limitations and central issues of controversy concerning intelligence testing and the IQ are reviewed. Basic intelligence tests are described in terms of their characteristics and uses; the questions which an investigator must ask about any given intelligence test measure are posed and answered. Finally, cautions concerning the applicability of intelligence tests for evaluating the effects of otitis media are offered.

Humans↗
PubMed1975

The use of IQ as a measure of problem solving ability with mongoloid and nonmongoloid retarded children.

A major purpose of this study was to determine the relationship of MA and IQ to learning a task, among retardates, involving conceptualization. Such tasks are considered by Jensen, in his theory on mental abilities, to test Level II abilities as opposed to Level I abilities which involve rote learning and primary memory. The theoretical basis for this part of the experiment are the opposing hypotheses of Weir and Zigler concerning the use of IQ or MA as the best measure of learning rate. Specifically, a dimension-abstracted oddity task was presented to 40 mongoloids and 40 nonmongoloids. The results supported Weir's hypothesis, as IQ was found to determine the rate of learning the task. A second major finding was that the nonmongoloids learned the task faster than the mongoloid Ss.

Adolescent↗
PubMed1979

Intelligence and phenylketonuria: effects of diet termination.

Trends in intellectual functioning before and after diet termination were examined in 30 children with PKU treated before 6 weeks of age and on a liberal diet for a mean of three years since the mean age of 59 months. Comparisons of trends in pre- and posttermination IQ scores with the linear spline technique revealed no significant differences. Comparisons of pretermination IQ scores with posttermination scores and scores from the most recent evaluation also yielded no significant differences. These data fail to support a relationship between termination of diet and impairment of intellectual functioning, at least during this period of observation.

Adolescent↗
PubMed1979

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↗
PubMed1979

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↗
PubMed1979

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↗
PubMed1979

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↗
PubMed1979

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↗
PubMedDate not supplied

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↗
PubMed1979

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↗