dr gary k banks phd, mclin psych, mba, maps principal clinical psychologist sydney counselling...
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Intelligence Testing for Your Child
Dr Gary K Banks PhD, MClin Psych, MBA, MAPS
Principal Clinical Psychologist
Sydney Counselling CentreLevel 4, 7 Help St., CHATSWOOD NSW 2057
Ph: 02 9415 2223 Fax 02 9415 1361www.sydneycounselling.com.au
TestingA standardized measure of a sample of behaviour
This can take a variety of forms
Aim of sample is to tell us something beyond it
main classification: ability - maximum performance personality - typical performance
© Dr Gary K. BanksSydney Counselling Centre 2012
Types of TestingMeasure of individual differences in:
IntelligenceGeneral mental ability
Aptitude Potential More specific abilities
Achievement Knowledge and mastery
Personality Traits and characteristics © Dr Gary K. Banks
Sydney Counselling Centre 2012
High Reliability
© Dr Gary K. BanksSydney Counselling Centre 2012
Low Reliability
© Dr Gary K. BanksSydney Counselling Centre 2012
ValidityThe extent to which the testmeasures what it is suppose tomeasure
For example:Test for aggressionTest for identifying programmers
Criterion-related validityRelate scores to an independent
measure or criterion
© Dr Gary K. BanksSydney Counselling Centre 2012
A Short History of IQ tests (1)Binet 1904
Identify students who need extra help
Wanted objective measureTest of general mental ability
Verbal skills and abstract reasoning
Developed concept of Mental ageMeasure of mental ability
Problem with mental ageCA =16 MA = 14CA = 6 MA =4
© Dr Gary K. BanksSydney Counselling Centre 2012
A Short History of IQ tests (2)
Terman 1916Expanded and revised BinetIntroduced concept of IQ
IQ = MA/CA X 100Compare across age groups4/6 x 100 = 6714/16 x 100 = 87
© Dr Gary K. BanksSydney Counselling Centre 2012
A Short History of IQ tests (3)
Wechsler 1939Added performance itemsPicture arrangementPicture completionBlock designObject assembly
IQ score based on normal distribution
© Dr Gary K. BanksSydney Counselling Centre 2012
Distribution of IntelligenceThe Normal Distribution of IQ Scores
Largest frequency of scores, as well as average occurs at 100.Standard deviations of 15 points
© Dr Gary K. BanksSydney Counselling Centre 2012
An Operational Definition of Intelligence
Many models: Spearman (1927) single ‘g’ factorThurstone (1938) 7 abilities, no ‘g’Vernon (1950) A hierarchy of abilitiesHorn & Cattell (1967) Fluid and Crystallised abilitiesGuilford (1967) 120 separate abilities
“the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.”
(Wechsler, 1944)
© Dr Gary K. BanksSydney Counselling Centre 2012
Stanford-Binet Intelligence Tests1916 First Stanford revision of the Binet-Simon
Scales1937 - 2nd Revision - two versions: ‘L’ and the
‘M’1960 - 3rd Revision - one version: the ‘LM’1972 restandardisation of the LM.
Content unchanged, renorming showed IQ increases of >10pts
1986 (4th Revision)2003 (5th Revision) © Dr Gary K. Banks
Sydney Counselling Centre 2012
Wechsler Intelligence Scale for Children (WISC)
Children and young people aged 6 to 16 years 1949 First edition1974 - WISC-R1991 - WISC-III2003 – WISC-IV
© Dr Gary K. BanksSydney Counselling Centre 2012
Achievement TestsFocus on the 3 r’s: (reading, writing, ‘rithmetic)
Screening Reading (decoding) Spelling (encoding) Maths reasoning
Full Review Reading Comprehension Numerical Operations Listening Comprehension Oral Expression Written Expression
© Dr Gary K. BanksSydney Counselling Centre 2012
Guidelines for Intelligence Assessments (1)
Intelligence tests scores should never be the only basis for determining a child’s abilities
Criterion scores (e.g. high IQs of 130 or 140 or conversely low scores of 70-80) should not be used to exclude individuals from programs
Bands of errors in test scores should be taken into account when determining inclusion into programs
© Dr Gary K. BanksSydney Counselling Centre 2012
Guidelines for Intelligence Assessments (2)
Intelligence test scores should also be used for educational & vocational planningAchievement testing not just aptitude testing should be includedReview of higher mental processes and critical thinkingEmotional/Personality status to be reviewed
© Dr Gary K. BanksSydney Counselling Centre 2012
Nature vs Nurture? (1)
Is intelligence inherited or a product of our environment?
© Dr Gary K. BanksSydney Counselling Centre 2012
Nature vs Nurture (2)
Early Intervention Programmes show long term benefits for groups with an intellectual disability (e.g. Fine, Swift & Beck, 1987) and groups of socially disadvantaged children (Woodhead, 1988).
Prenatal and early developmental influences, malnutrition and famine, family background, amount of schooling and psychosocial factors in the family home vary in their utility as predictors of IQ. © Dr Gary K. Banks
Sydney Counselling Centre 2012
Nature vs Nurture (2)(i) Genetic FactorsBouchard & McGue (1981) looked at the correlations
between IQ's of persons having different degrees of kinship. They concluded that intelligence has a strong heritable component but what you make of your potential is environmentally determined.
© Dr Gary K. BanksSydney Counselling Centre 2012
No, its Nurturing Nature !Research suggests that Nature’s gifts can be nurtured
into talents:
© Dr Gary K. BanksSydney Counselling Centre 2012
Restricted Availability of Tests
to prevent familiarity resulting in invalidity
to ensure qualified examiners to prevent abuse
to maximise standardisation of delivery
to maximise integrity of interpretation process
© Dr Gary K. BanksSydney Counselling Centre 2012
SummaryReports and Fees
Health Fund RebatesSchool LiaisonG.P. LiaisonPsychological SupportA Final Word...
© Dr Gary K. BanksSydney Counselling Centre 2012
A Final Word...
‘...Intelligence scores should not be used to make decisions about people. People make decisions - tests are just one source of information that assist in the decision making...’ (Kaufman & Harrison, 1986).
© Dr Gary K. BanksSydney Counselling Centre 2012