Use of Brief Intelligence Tests in the Identification of Giftedness

Abstract

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.

Estrategias de estimulación cognitiva para la mejora de la atención en adultos con diagnóstico de discapacidad intelectual

“…Sobre este punto, se debe considerar que los participantes de este estudio no contaban con una historia clínica completa pues la mayoría de ellos han rotado por diferentes instituciones y lugares de paso haciendo difícil un seguimiento detallado de su historia. Esto último junto con los resultados de la presente investigación, hacen evidente la necesidad de la aplicación de una prueba de inteligencia más robusta tipo Weschler para asegurarse del diagnóstico, pues si bien los test breves de inteligencia son un herramienta cognitiva para evaluar el cociente intelectual con menos ítems, escalas y tiempo de administración que las baterías normalmente usadas (Pierson, Kilmer, Rothlisberg y McIntosh, 2012), no son suficientes para sacar conclusiones sobre el resultado de intervenciones como la estimulación cognitiva aquí aplicada, en términos de la inteligencia de los pacientes valorados.…”

Stability of Measure In High Intellectual Ability: Preliminary Results

“…IQ should only be considered as one of the indicators of a convergent exceptional ability or an uncommon promise in the classroom at a given point in time (Keating, 2009). Furthermore, there exist a number of cautionary notes and cogent recommendations about the appropriate use of brief intelligence tests (Pierson et al, 2012) highlighting the importance of changing measuring practices.…”

The exchangeability of brief intelligence tests for children with intellectual giftedness: Illuminating error variance components’ influence on IQs

“…However, students are usually identified as intellectually gifted based, at least in part, on these IQs (Robinson, ; Worrell, ). In addition, many school districts employ brief intelligence tests in place of full‐length intelligence tests to more efficiently screen students for intellectual giftedness prior to referral for a comprehensive assessment to determine eligibility (Pierson, Kilmer, Rothlisberg, & McIntosh, ).…”