Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare?

Wilson, Kimberley; Gilmore, Linda

doi:10.1017/jgc.2012.9

Cited by 4 publications

(5 citation statements)

References 17 publications

(40 reference statements)

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“…1A systematic literature search for manual and empirical studies published since 2010 produced five new studies (Wechsler, 2011; Wechsler Abbreviated Scale of Intelligence [WASI] II vs. Kaufman Brief Intelligence Test [KBIT] II, WASI-II vs. WAIS-IV, WASI-II vs. WASI, WASI-II vs. WISC-IV; Wilson & Gilmore, 2012; WISC-IV vs. SB5), three of which included tests with norming dates at least five years apart. The mean effect over three studies with norming dates at least five years apart in the random effects model was 0.297 IQ points per year, 95% CI [.09, .51].…”

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confidence: 99%

The Flynn effect: A meta-analysis.

Trahan¹,

Stuebing²,

Fletcher³

et al. 2014

Psychological Bulletin

263

159

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The “Flynn effect” refers to the observed rise in IQ scores over time, resulting in norms obsolescence. Although the Flynn effect is widely accepted, most approaches to estimating it have relied upon “scorecard” approaches that make estimates of its magnitude and error of measurement controversial and prevent determination of factors that moderate the Flynn effect across different IQ tests. We conducted a meta-analysis to determine the magnitude of the Flynn effect with a higher degree of precision, to determine the error of measurement, and to assess the impact of several moderator variables on the mean effect size. Across 285 studies (N = 14,031) since 1951 with administrations of two intelligence tests with different normative bases, the meta-analytic mean was 2.31, 95% CI [1.99, 2.64], standard score points per decade. The mean effect size for 53 comparisons (N = 3,951) (excluding three atypical studies that inflate the estimates) involving modern (since 1972) Stanford-Binet and Wechsler IQ tests (2.93, 95% CI [2.3, 3.5], IQ points per decade) was comparable to previous estimates of about 3 points per decade, but not consistent with the hypothesis that the Flynn effect is diminishing. For modern tests, study sample (larger increases for validation research samples vs. test standardization samples) and order of administration explained unique variance in the Flynn effect, but age and ability level were not significant moderators. These results supported previous estimates of the Flynn effect and its robustness across different age groups, measures, samples, and levels of performance.

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confidence: 99%

The Flynn effect: A meta-analysis.

Trahan¹,

Stuebing²,

Fletcher³

et al. 2014

Psychological Bulletin

263

159

View full text Add to dashboard Cite

show abstract

“…If this is ruled out, child factors (e.g., fatigue, illness) that could account for better or worse performance on a particular day need to be explored. Ultimately though, there are times when no reasonable explanation can be found for variable levels of performance on different days (Garred & Gilmore, 2009; Wilson & Gilmore, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Wilson and Gilmore (2012) reported significant Full Scale and Verbal IQ differences in a sample of 30 12-to 14-year-old students, with WISC-IV scores being higher. Examination of individual scores showed that half of the students would be placed in different descriptive ranges on the basis of their WISC-IV and SB5 results.…”

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confidence: 88%

“…Although it might be reasonable to assume that test performance is more variable in younger children, a subsequent comparative study of the Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV; Wechsler, 2005) and SB5 with adolescents showed even greater score discrepancies. Wilson and Gilmore (2012) reported significant Full Scale and Verbal IQ differences in a sample of 30 12- to 14-year-old students, with WISC-IV scores being higher. Examination of individual scores showed that half of the students would be placed in different descriptive ranges on the basis of their WISC-IV and SB5 results.…”

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confidence: 99%

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Making Sense of Inconsistencies in Psycho-Educational Assessment: A Case Report

Gilmore

Miller²,

Ward

2015

J. Psychol. Couns. Sch.

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The case is presented of an 8-year-old boy who was referred for psychoeducational assessment because of difficulties with writing. The article provides an example of the way in which a case unfolds as further assessment data become available, and describes a number of challenging aspects of the assessment process. In this case, dilemmas arose when test results were inconsistent at different time points, and when the results were inconsistent with clinical observations. The case report illustrates the ways in which practitioners can collaborate to make sense of such discrepancies, with each contributing a slightly different perspective or set of skills that, in combination, assist to better understand a child's difficulties.Psycho-educational assessment is often complex and challenging. The process generally involves gathering information from multiple sources such as parent interviews and previous records; conducting observations within relevant settings; administering appropriate standardised tests; gathering data with the use of informal measures; and integrating the data in psychometrically robust and clinically meaningful ways. As Sattler (2008, p. 5) has eloquently stated, data from complementary sources must be 'woven together so that the final tapestry is integrated, understandable, meaningful and consistent'.

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“…Information about structural validity across age was not reported (Kaufman et al, 2006). Several studies have examined the concurrent validity of prior versions of the WISC and Stanford-Binet tests and found moderate to high correlations with a range of .68 to .88 (Lavin, 1996;Rust & Lindstrom, 1996;Wilson & Gilmore, 2012). However, in one recent study, Wilson and Gilmore (2012) found evidence to suggest that there were significant differences between full scale IQs on the WISC-IV and the Stanford-Binet test, with a trend toward higher scores on the WISC-IV, leading to conclusions that these two tests may not necessarily be interchangeable.…”

Section: Wechsler Intelligence Scale For Children Test Development Th...mentioning

confidence: 99%