Accounting for Native/non-Native differences in IQ scores

Beiser, Morton; Gotowiec, Andrew

doi:10.1002/(sici)1520-6807(200005)37:3<237::aid-pits4>3.0.co;2-n

Cited by 23 publications

(18 citation statements)

References 47 publications

(71 reference statements)

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“…Thus, this Verbal-Performance split appears to hold only for the Aboriginal children with FASD. This finding has been frequently reported among Aboriginal individuals without FASD (Beiser & Gotowiec, 2000, see Rasmussen, Sherman, & Baydala, 2004, for a review). In their review, Mattson and Riley (1998) noted that there have been many discrepancies in the literature on Performance and Verbal IQ with some researchers finding Performance higher than Verbal whereas others found Verbal higher than Performance IQ.…”

Section: Intelligencesupporting

confidence: 69%

Neurobehavioral Functioning in Children with Fetal Alcohol Spectrum Disorder

Rasmussen

Horne

Witol

2006

Child Neuropsychology

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Neurobehavioral functioning of 50 Canadian children diagnosed with Fetal Alcohol Spectrum Disorder (FASD) was evaluated. The aims of this study were to identify specific areas of weakness in neurobehavioral functioning, to examine whether neurobehavioral functioning was related to various predictor variables, and to determine which measures differentiated between children given a brain score of 2 (possible dysfunction) and 3 (probable dysfunction). Participants displayed difficulties with many aspects of intelligence, memory, executive functioning, and attention. Measures of Full scale and Verbal IQ, as well as memory for faces and numbers differentiated between children with a brain 2 and 3 ranking. An interesting pattern of strengths and weaknesses emerged as well as significant differences related to ethnic background, gender, and age. Aboriginal children and Caucasian children with FASD do not appear to show the same pattern of strengths and weaknesses in neurobehavioral functioning.

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Section: Intelligencesupporting

confidence: 69%

Neurobehavioral Functioning in Children with Fetal Alcohol Spectrum Disorder

Rasmussen

Horne

Witol

2006

Child Neuropsychology

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“…American performance on cognitive measures (Beiser & Gotowiec, 2000;TannerHalverson et al, 1993;Tsethlikai, 2011).…”

Section: Limitationsmentioning

confidence: 99%

“…Thus far, such efforts to understand the respective roles that social, cultural, and linguistic factors have on the normative development of Native American children have identified English language skills (Beiser & Gotowiec, 2000;Dauphinais & King, 1992;Tsethlikai, 2011), cultural practices (Dauphinais & King, 1992;Tsethlikai, 2011), and school readiness (Hibel et al, 2008) as factors contributing to the educational experiences of Native American children.…”

Section: Future Researchmentioning

confidence: 99%

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Nakano

Watkins

2013

Psychol. Schs.

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i ABSTRACTThe Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children -Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higherorder factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample.

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“…However, in the years leading up to the 2004 IDEA revision, the IQ-achievement discrepancy came into question (Aaron, 1997;Fletcher, 1992;Stanovich, 1991;Vellutino, Fletcher, Snowling, & Scanlon, 2004). First, IQ tests turned out to be questionable indicators of general ability, particularly for cultural and linguistic minorities and low socioeconomic status (SES) children (Beiser & Gotowiec, 2000). Second, for children with lower IQs, limited literacy development could be seen as "normal" and thus acceptable.…”

Section: Iq Testing and Sldsmentioning

confidence: 99%