Concurrent validity of the Slosson full-range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised

2001 ◽  
Vol 39 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Nancy L. Bell ◽  
Marggi Rucker ◽  
A.J. Finch ◽  
Joanne Alexander
Keyword(s):  
Concurrent Validity ◽  
Full Range ◽  
Intelligence Test ◽  
Intelligence Scale ◽  
Woodcock Johnson

Validity of the Woodcock-Johnson Tests of Cognitive Ability for Gifted Children: A Comparison Study with the WISC-R

1985 ◽  
Vol 9 (1) ◽  
pp. 11-23 ◽  
Author(s):  
Gregg F. Ingram ◽  
Lana J. Hakari
Keyword(s):  
Cognitive Ability ◽  
Concurrent Validity ◽  
Elementary School Children ◽  
Intelligence Test ◽  
Gifted Children ◽  
Comparison Study ◽  
Teacher Judgments ◽  
Intelligence Scale ◽  
Scale Scores ◽  
Woodcock Johnson

In order to determine the concurrent validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in relation to the Weschler Intelligence Scale for Children-Revised (WISC-R) for elementary school children identified as gifted, and two tests were administered to 33 subjects in a counterbalanced fashion. The subjects were selected based on three factors: (1) parent and/or teacher judgments; (2) parental permission to test; and (3) a standard age score of 120 or above on a group intelligence test. Pearson Product-Moment Corelation Coefficients were calculated between all combinations of WISC-R IQ's paired with WJTCA cluster scores. A significant relationship was found to exist between the two tests’ full scale scores. Most of the WJTCA clusters correlated significantly with the WISC-R Scale IQ which suggests a high verbal loading on the WJTCA.

WAIS—R Validation of the Thurstone Test of Mental Alertness

1994 ◽  
Vol 74 (3_suppl) ◽  
pp. 1339-1345 ◽  
Author(s):  
Edward D. Rossini ◽  
Edward J. Wygonik ◽  
Deborah E. Barrett ◽  
Beth Friedman
Keyword(s):  
Concurrent Validity ◽  
Intelligence Test ◽  
Factor Scores ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
R Factor ◽  
Intellectual Achievement ◽  
Preliminary Study ◽  
Wechsler Adult Intelligence

This preliminary study evaluated the concurrent validity of the Thurstone Test of Mental Alertness as a brief intelligence test using the Wechsler Adult Intelligence Scale—Revised as the criterion of adult intellectual achievement. Analyses indicated that the Total score on Thurstone's test was significantly correlated with the standard summary scores as well as with the WAIS—R factor scores. On the Thurstone Test of Mental Alertness scores could accurately predict WAIS—R intelligence for this nonclinical sample of 32 undergraduates. The concurrent validity of the test as a brief intelligence test was inferred and the results were consistent with the range of correlations expected among all measures of global intellectual achievement. Reading comprehension was suggested as a principal factor attenuating the correlation between the two tests.

The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R

1979 ◽  
Vol 2 (2) ◽  
pp. 63-69 ◽  
Author(s):  
Ronald E. Reeve ◽  
Robert J. Hall ◽  
Richard S. Zakreski
Keyword(s):  
Learning Disabilities ◽  
Standard Deviation ◽  
Cognitive Ability ◽  
Concurrent Validity ◽  
Full Scale ◽  
Intelligence Test ◽  
Scale Scores ◽  
Woodcock Johnson

The Woodcock-Johnson Psycho-Educational Battery (WJ) is gaining in use in the assessment of youngsters with suspected learning disabilities. This study reports on the Tests of Cognitive Ability of the battery, which are intended to be the equivalent of an intelligence test. The correlation between full scale scores on the WISC-R and the WJ was found to be .79, suggesting considerable overlap. However, differences in mean full scale scores of approximately one standard deviation were found. Possible explanations and implications for the findings are discussed.

A Concurrent Validity Study of the APTCOM's General Intelligence Scale: A Pilot Investigation

1990 ◽  
Vol 21 (1) ◽  
pp. 32-34
Author(s):  
Reginald J. Alston
Keyword(s):  
Students With Disabilities ◽  
Concurrent Validity ◽  
Evaluation System ◽  
Intelligence Test ◽  
Validity Study ◽  
Computer Assisted ◽  
General Intelligence ◽  
Intelligence Scale ◽  
Vocational Evaluation ◽  
Pilot Investigation

The general intelligence scale of the APT/COM computer-assisted vocational evaluation system was investigated for concurrent validity, using the Slosson Intelligence Test as the criterion. Fifteen university students with disabilities served as subjects in this pilot study. It was found that the APTICOM's intelligence scale is significantly correlated to the Slosson Intelligence Test. Implications for rehabilitation research and practice are discussed.

Validity of the Kaufman Brief Intelligence Test

Assessment ◽  
1995 ◽  
Vol 2 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Gary L. Canivez
Keyword(s):  
Middle School Students ◽  
Small Proportion ◽  
Concurrent Validity ◽  
School Setting ◽  
Intelligence Test ◽  
School Students ◽  
Intelligence Scale ◽  
Kaufman Brief Intelligence Test ◽  
Elementary And Middle School ◽  
Better Than

Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with a sample of elementary- and middle-school students referred for multidisciplinary evaluations in a public school setting is presented. All correlations between the K-BIT and the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) were significant. Correlations ranged from .36 ( r2 = .10) to .87 ( r2 = .75), Mr = .71 ( Mr2 = .50). K-BIT Vocabulary-Matrices discrepancy scores accounted for a significant but small proportion (13%) of the variability in WISC-III VIQ-PIQ discrepancies, but kappa ( k) coefficients for these discrepancies indicated that agreement was generally no better than chance. The K-BIT appears to be a promising general intellectual screening instrument when more comprehensive assessment is not possible or needed, but interpretation is best left at the IQ Composite level for the present time.

Intellectual Assessment

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Intelligence Testing ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Assessment Process ◽  
Test Results ◽  
Intelligence Scale ◽  
Intellectual Assessment ◽  
Woodcock Johnson

Intellectual assessment includes the broad range of cognitive skills and processes as measured by major intelligence tests. Intelligence testing is an integral part of the assessment process; however, it is often misunderstood. A great deal of weight is assigned to the scores, and decisions are often made that are not justified by the results. It is important for the clinician to understand the nature of the process, the types and interpretations of the scores, and the limitations, to avoid common fallacies. Two of the predominant tests, the Wechsler Intelligence Scale for Children-V and the Woodcock-Johnson IV Tests of Cognitive Abilities, are described. Some misconceptions about IQ are explained, and interpretation of intelligence test results is carefully spelled out for the clinician unfamiliar with these tools. The various scores derived from the results of intelligence tests are clarified.

Validity of the Kaufman Brief Intelligence Test and a Four-Subtest WISC-III Short Form With Adolescent Offenders

Assessment ◽  
1997 ◽  
Vol 4 (4) ◽  
pp. 385-394 ◽  
Author(s):  
Anthony Thompson ◽  
Janet Browne ◽  
Fred Schmidt ◽  
Marian Boer
Keyword(s):  
Concurrent Validity ◽  
Short Form ◽  
Intelligence Test ◽  
Young Offenders ◽  
Adolescent Offenders ◽  
Reliability Data ◽  
Intelligence Scale ◽  
The Third ◽  
Kaufman Brief Intelligence Test

Validity of a four-subtest short form (SF4) of the third edition of the Wechsler Intelligence Scale for Children (WISC-III) and the Kaufman Brief Intelligence Test (K-BIT) was evaluated in a sample of 42 young offenders 13 to 17 years of age. A test-retest methodology was used in a design that also yielded K-BIT reliability data for a subset of 24 participants. Results showed that SF4 outperformed the K-BIT on all validity indexes. Although stability coefficients for the K-BIT ranged from .79 to .92, concurrent validity for K-BIT scales with corresponding WISC-III summary IQs was low to modest. It was hypothesized that limited content overlap and the singular format of Matrices contribute to differences between K-BIT Matrices Standard Scores and WISC-III Performance IQs.

Correlations among Scores on Woodcock-Johnson Achievement Subtest (Spanish), WISC—R (Spanish) and Columbia Mental Maturity Scale

1989 ◽  
Vol 64 (3) ◽  
pp. 987-990 ◽  
Author(s):  
Joseph O. Prewitt Diáz ◽  
Rosalida Rivera
Keyword(s):  
Puerto Rican ◽  
Concurrent Validity ◽  
First Grade ◽  
Intellectual Functioning ◽  
Intelligence Scale ◽  
Mental Maturity ◽  
Reliable Instrument ◽  
Woodcock Johnson

Spanish translations of the Woodcock-Johnson Achievement Battery, the Wechsler Intelligence Scale for Children—Revised, and the Columbia Mental Maturity Scale were administered to 30 Puerto Rican first grade pupils. Analysis confirms the concurrent validity of the Spanish versions of WISC—R with Columbia Mental Maturity Scale and the Spanish Woodcock-Johnson achievement subtests. The Spanish WISC—R is a valid and reliable instrument to measure intellectual functioning of Puerto Rican children with Spanish as their preferred mode of communication. Scores on the nonverbal Columbia scale correlate more strongly with the WISC—R Verbal scaled scores and may be used with recently arrived nonEnglish speakers.

Emotional Intelligence as Related to Gender, Stream and Social Intelligence

2021 ◽  
pp. 76-87
Author(s):  
Ishita Ghaonta ◽  
Pawan Kumar
Keyword(s):  
Emotional Intelligence ◽  
Data Analysis ◽  
Prospective Teachers ◽  
Social Intelligence ◽  
Intelligence Test ◽  
Initial Sample ◽  
Intelligence Scale ◽  
The Social ◽  
Extreme Groups ◽  
Intelligence Scores

This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores. Finally, the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.

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