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Schools often administer brief intelligence tests as the first step in the identification of students who are cognitively gifted. However, brief measures are often used without consideration of underlying constructs or the psychometric properties of the measures and without regard to the links between screening decisions and educational programming. This article provides an overview of these issues and offers recommendations for using brief intelligence measures particularly when screening children who are cognitively gifted. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness are also discussed from a historical perspective. The evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. A major portion of the chapter focuses on discussing special issues related to the intellectual assessment of gifted children. The importance of considering the theoretical differences among intelligence measures, and the importance of using theory-based measures, are discussed. The chapter concludes with specific recommendations on the effective use of intelligence measures in the identification of giftedness. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter discusses the theoretical formulation of intelligence and the conceptual links between intelligence and giftedness from a historical perspective. It examines the evolution of multitrait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures. The chapter describes the refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model. It emphasizes the need for a better understanding of the relationships between screening procedures and the final decision outcomes based on intelligence tests. The chapter provides an extensive review of factor-analytic research, and explores the multidimensional abilities of gifted children with commonly used measures of intelligence. A major issue in identification of gifted students relates to the representation of minority students in gifted programs. Alternative approaches are provided for identifying gifted children with learning disabilities. English-language learners are underrepresented in programs that serve gifted students. The use of a single cognitive test composite score as the primary criterion for determining giftedness is highly common within schools. One of the crucial decisions made by any school system is where to set the intelligence quotient (IQ) "cutoff" score. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This chapter begins by providing a brief historical overview of giftedness, with an emphasis on identifying the major figures in the field. The theoretical formulation of intelligence and the conceptual links between intelligence and giftedness ate also discussed from a historical perspective. The evolution of multi trait theories of intelligence, the impact of advances in psychometrics on gifted assessment, and the increase in the number of theory-based cognitive measures are examined. The refinement of theory of intelligence centering on the Cattell-Horn-Carroll (CHC) model is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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This study examined the accuracy of three shortened measures of intelligence: the Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and KBIT. Four scores (SB5 ABIQ, KBIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K-BIT score was the least accurate in identifying giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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