Some Problems of Studies Concerned With Evaluating the Predictive Validity of Infant Tests

Thomas, H. Randolph

doi:10.1111/j.1469-7610.1967.tb02194.x

Cited by 6 publications

(4 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…McCall, Applebaum, and Hogarty (1973) have reported findings very similar to those of DuBose and Honzik. Thomas (1970) pointed out that the predictive value of preschool IQ tests should not be based on actual test-score correlations, but instead should be based on ability to predict an individual's diagnostic classification (e.g., profound, severe, moderate, or mild) across test occasions. Several studies have attempted this (see Brooks & Weinraub, 1976;Thomas, 1970), but they have been plagued with problems (see Thomas, 1970, for a discussion of the difficulties).…”

Section: Constancy Of the Iqmentioning

confidence: 99%

“…Thomas (1970) pointed out that the predictive value of preschool IQ tests should not be based on actual test-score correlations, but instead should be based on ability to predict an individual's diagnostic classification (e.g., profound, severe, moderate, or mild) across test occasions. Several studies have attempted this (see Brooks & Weinraub, 1976;Thomas, 1970), but they have been plagued with problems (see Thomas, 1970, for a discussion of the difficulties). Until better studies are conducted, the interpretation of stability data is restricted to statements concerning interindividual differences and cannot shed any light on intraindividual change in behavior (or lack of change).…”

Section: Constancy Of the Iqmentioning

confidence: 99%

See 1 more Smart Citation

Discontinuity and instability in early development: implications for assessment

Dunst

Rheingrover

1981

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

T HE TERM development implies a high degree of continuity and stability in behavior change across time. Yet, in general, the preschool years are characterized by instabilities in development and lack of continuity in behavior change. In examining the implications of developmental discontinuities and instabilities for the assessment of infant and preschool-aged children, this article emphasizes the interpretation of assessment-related data. The term assessment will be used broadly to mean measurement activities whose goals and functions include screening, diagnosis, prognosis, and both qualitative and quantitative description of an individual's patterns and styles of performance-the purpose of these activities being to design interventions specific to the needs of the individual (Dunst, in press-a).The article examines several different types of stability-instability and continuity-discontinuity, and focuses on three categories of assessment procedures: psychometric intelliAppreciation is extended to Jean Benson and Phyllis Dale for assistance in the preparation of this article.

show abstract

Section: Constancy Of the Iqmentioning

confidence: 99%

Section: Constancy Of the Iqmentioning

confidence: 99%

Discontinuity and instability in early development: implications for assessment

Dunst

Rheingrover

1981

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…results obtained during the school age period (Anderson, 1939;Bayley, 1949;Jones, 1954). However, these entirely negative findings may have been due to various methodological deficiencies (Thomas, 1967), in particular to an excessive reliance on purely motor items and the use of samples of children nearly all of whom were of well above average intelligence. Recent studies have produced more positive results.…”

Section: Intellectual Developmentmentioning

confidence: 99%

“…As there are several recent reviews of the predictive value of tests of development and abilities in infancy (Hindley, 1965;Thomas, 1967) only the main findings will be summarized here. Most of the early studies found no relationship at all between tests in infancy and I.Q_.…”

Section: Intellectual Developmentmentioning

confidence: 99%