Predictive Ability of the SB5 Gifted Composite Versus the Full-Scale IQ Among Children Referred for Gifted Evaluations

McGowan, Mark R.; Holtzman, Dean R.; Coyne, Thomas B.; Miles, Kristina L.

doi:10.1080/02783193.2015.1112864

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…While they rarely evaluate children for gifted programs today, school psychologists are the schools' experts in assessment. “With standardized assessments playing such a significant part in eligibility determinations, the role of evaluators who select and interpret these instruments is especially pertinent” (McGowan, Holtzman, Coyne, & Miles, 2016, p. 41).…”

Section: The Critical Role Of School Psychologistsmentioning

confidence: 99%

“…In the NAGC sample, VCI was 131.8, while PSI was 105.8 (nearly 2 SD s); The Working Memory index yielded a score 15.7 points lower than the VCI (>1 SD ). Lower scores on Working Memory on both the WISC‐IV and the Stanford‐Binet Intelligence Scale, Fifth Edition (SB5; Roid, 2003) have led some researchers to consider working memory “a confounding factor when the intent is to provide an estimate of intellectual giftedness” (McGowan, Holtzman et al, 2016, p. 41). Testers have noted that nonmeaningful or low‐interest measures (e.g., recalling digits or pictured objects in sequences of increasing length) may fail to engage gifted children.…”

Section: Gifted Scoring Patterns On the Wisc‐vmentioning

confidence: 99%

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Best practices in gifted identification and assessment: Lessons from the WISC‐V

Silverman

Gilman

2020

Psychology in the Schools

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School psychologists in today's schools have the unique opportunity—and responsibility—to guide identification for gifted programs. “Who is gifted?” remains a perennial question in the gifted education literature, not answered by group intelligence screeners that purportedly level the playing field for all. As the student body grows more diverse, there is increasing necessity to ensure that all students have equal access to gifted programs. Failure to identify and develop the advanced abilities of gifted children who are culturally diverse, economically deprived, highly gifted, or twice exceptional is justifiably viewed as a civil rights violation. The National Association for Gifted Children's 2018 position statement, “Use of the WISC‐V for Gifted and Twice Exceptional Identification,” offers important considerations for identifying the gifted. Based on a national research study of 390 gifted children on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC‐V), the statement recommends that the traditional practice of mandating Full Scale intelligence quotient scores be abandoned. Instead, it embraces the use of any one of six expanded index scores that are better measures of abstract reasoning for selecting students for gifted provisions. As gifted children are oftentimes asynchronous, alternate index scores are less biased and better able to document the strengths of all gifted children. What is learned from the WISC‐V can be applied by school psychologists to improve the choice of comprehensive individual intelligence tests, brief intelligence tests, and the body of evidence gifted children must exhibit.

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Section: The Critical Role Of School Psychologistsmentioning

confidence: 99%

Section: Gifted Scoring Patterns On the Wisc‐vmentioning

confidence: 99%

Best practices in gifted identification and assessment: Lessons from the WISC‐V

Silverman

Gilman

2020

Psychology in the Schools

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A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status.

Peng

Wang²,

Wang

et al. 2019

Psychological Bulletin

202

183

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This study aimed to determine the relations between fluid intelligence (Gf) and reading/mathematics and possible moderators. A meta-analysis of 680 studies involving 793 independent samples and more than 370,000 participants found that Gf was moderately related to reading, r = .38, 95% CI [.36, .39], and mathematics, r = .41, 95% CI [.39, 44]. Synthesis on the longitudinal correlations showed that Gf and reading/mathematics predicted each other in the development even after controlling for initial performance. Moderation analyses revealed the following findings: (a) Gf showed stronger relations to mathematics than to reading, (b) within reading or mathematics, Gf showed stronger relations to complex skills than to foundational skills, (c) the relations between Gf and reading/mathematics increased with age, and (d) family social economic status (SES) mostly affected the relations between Gf and reading/mathematics in the early development stage. These findings, taken together, are partially in line with the investment theory but are more in line with the intrinsic cognitive load theory, mutualism theory, and the gene–SES interaction hypothesis of cognition and learning. More importantly, these findings imply an integration model of these theories from an educational and developmental perspective: Children may rely on Gf to learn reading and mathematics early on, when high family SES can boost the effects of Gf on reading/mathematics performance. As children receive more formal schooling and gain more learning experiences, their reading and mathematics improvement may promote their Gf development. During development, the negative effects of low family SES on the relations between Gf and reading/mathematics may be offset by education/learning experiences.

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Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

Cao

Jung

Lee

2017

Journal of Advanced Academics

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Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

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Predictive Ability of the SB5 Gifted Composite Versus the Full-Scale IQ Among Children Referred for Gifted Evaluations

Cited by 3 publications

References 23 publications

Best practices in gifted identification and assessment: Lessons from the WISC‐V

Best practices in gifted identification and assessment: Lessons from the WISC‐V

A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status.

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

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