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Comparison of factor scores and area standard age scores of the Stanford-Binet Intelligence Scale: Fourth Edition and their utility in discriminating among various subgroups
Abstract
Standardized intellectual assessment is a required component of many psycho-educational evaluations based on state guidelines which regulate the identification of handicapping conditions and subsequent provision of special education services. Although the professional literature is replete with studies related to many of the traditional intellectual assessment instruments, few have investigated the Stanford-Binet Intelligence Scale: Fourth Edition with specific diagnostic groups. The purpose of the present study was to investigate differences in the performance of four groups of children ranging from seven through twelve years-of-age and to determine if the Stanford-Binet: Fourth Edition area and factor scores were useful in differentiating among these populations. These groups included children identified as learning disabled, mentally disabled, behavior disordered, and non-handicapped. Two analyses of variance were conducted to determine mean differences on (a) factor scores computed according to Sattler's method (Sattler, 1988) and (b) area scores described in the scoring guide (Thorndike, Hagen, & Sattler, 1986). Significant interactions were found for group and area and group and factor, and additional simple effects analyses were completed. Discriminant and classification analyses were utilized to investigate the relationships between area scores and group, and factor scores and group. Findings indicated that both area and factor scores correctly classified individuals at a higher rate than predicted by chance.
Subject Area
Psychological tests|Psychology
Recommended Citation
Valentic, Darralynn B, "Comparison of factor scores and area standard age scores of the Stanford-Binet Intelligence Scale: Fourth Edition and their utility in discriminating among various subgroups" (1991). ETD collection for University of Nebraska-Lincoln. AAI9133318.
https://digitalcommons.unl.edu/dissertations/AAI9133318