The Binet ScalesThe Binet Scales

The Stanford Binet Intelligence The Stanford Binet Intelligence Scale: Fourth Edition (1986)Scale: Fourth Edition (1986)

Probably the most radically changed version of Probably the most radically changed version of the Stanford-Binet since its inceptionthe Stanford-Binet since its inception

Prior to the 1986 SBIV, the Stanford-Binet Prior to the 1986 SBIV, the Stanford-Binet produced only one scoreproduced only one score

Different kinds of items were used for different Different kinds of items were used for different age levels; more difficult items were used for age levels; more difficult items were used for higher age levelshigher age levels

In the 1986 SBIV, items with the same kind of In the 1986 SBIV, items with the same kind of content were placed together into 15 separate content were placed together into 15 separate subtests; allowed for calculation of total IQ, as subtests; allowed for calculation of total IQ, as well as scores for things such as verbal reasoning, well as scores for things such as verbal reasoning, quantitative reasoning, and short-term memory quantitative reasoning, and short-term memory

Problems with the SBIVProblems with the SBIV It was a “beast”It was a “beast” Very difficult to administer & scoreVery difficult to administer & score although entire scale contained 15 tests, no one

individual took all the tests, because some were suitable only within limited age ranges

in general, complete battery includes from 8 to 13 tests, depending on test taker’s age and performance on vocabulary test

survey of school psychologists – rated ease of administration, interpretation, usefulness – rated SBIV lowest of four most popular tests

The Stanford-Binet Intelligence The Stanford-Binet Intelligence Scale: Fifth Edition (SBV)Scale: Fifth Edition (SBV)

Took over 7 years to developTook over 7 years to develop Released in spring of 2003Released in spring of 2003 Contains 10 subtestsContains 10 subtests

Underlying TheoryUnderlying Theory

SB5 based on the Cattell-Horn-Carroll SB5 based on the Cattell-Horn-Carroll (CHC) theory of intellectual abilities, (CHC) theory of intellectual abilities, which assumed a hierarchical which assumed a hierarchical cognitive model of intellectual cognitive model of intellectual functioningfunctioning

SB5 constructed on a 5-factor model; SB5 constructed on a 5-factor model; these 5 factors considered the most these 5 factors considered the most important in intellectual functioningimportant in intellectual functioning

Hierarchical Structure of SB5 Hierarchical Structure of SB5 Scoring SystemScoring System

Five FactorsFive FactorsFactor NameFactor Name Brief DefinitionBrief Definition

Fluid Fluid ReasoningReasoning

Novel problem-solving; understanding of Novel problem-solving; understanding of relationships that are not culturally boundrelationships that are not culturally bound

KnowledgeKnowledge Skills & knowledge acquired by formal & informal Skills & knowledge acquired by formal & informal educationeducation

Quantitative Quantitative ReasoningReasoning

Knowledge of mathematical thinking including Knowledge of mathematical thinking including number concepts, estimation, problem-solving & number concepts, estimation, problem-solving & measurementmeasurement

Visual-Spatial Visual-Spatial ProcessingProcessing

Ability to see patterns & relationships & spatial Ability to see patterns & relationships & spatial orientation as well as the gestalt among diverse orientation as well as the gestalt among diverse visual stimulivisual stimuli

Working Working MemoryMemory

Cognitive process of temporarily storing & then Cognitive process of temporarily storing & then transforming or sorting information in memorytransforming or sorting information in memory

Non-Verbal & Verbal SubtestsNon-Verbal & Verbal Subtests

Each of the five cognitive factors is Each of the five cognitive factors is measured by a non-verbal subtest & measured by a non-verbal subtest & a verbal subtesta verbal subtest

Administration of TestAdministration of Test Takes approximately 1 hour to administerTakes approximately 1 hour to administer Begins with the “Object Series/Matrices” subtest, Begins with the “Object Series/Matrices” subtest,

used to assess non-verbal fluid reasoningused to assess non-verbal fluid reasoning This subtest is also used as a “routing” test; the This subtest is also used as a “routing” test; the

score on this test determines where the examiner score on this test determines where the examiner begins testing on the remaining non-verbal begins testing on the remaining non-verbal subtestssubtests

Has 36 items; uses coloured plastic shapes, toys, Has 36 items; uses coloured plastic shapes, toys, blocks, then matricesblocks, then matrices

Examiner begins at “the estimated ability level of Examiner begins at “the estimated ability level of the examinee (usually the chronological age of the examinee (usually the chronological age of the person)”the person)”

Next subtest administered is the Next subtest administered is the Vocabulary subtest, used to assess Vocabulary subtest, used to assess Verbal KnowledgeVerbal Knowledge

This subtest is used as a routing test This subtest is used as a routing test for all of the remaining verbal for all of the remaining verbal subtestssubtests

Starts with an identification of facial Starts with an identification of facial features, then toys, then pictures, features, then toys, then pictures, then word definitionsthen word definitions

Adaptive TestingAdaptive Testing Stanford-Binet has always been an “adaptive” Stanford-Binet has always been an “adaptive”

testtest Individual responds to only that part of the test Individual responds to only that part of the test

that is appropriate for his or her developmental that is appropriate for his or her developmental levellevel

E.g., a young child is not given difficult problems E.g., a young child is not given difficult problems that would only lead to frustration; similarly, an that would only lead to frustration; similarly, an older examinee is not bored with questions that older examinee is not bored with questions that are too easyare too easy

Each subtest starts with very easy items & Each subtest starts with very easy items & progresses to items that are more difficultprogresses to items that are more difficult

Routing tests assist examiner to begin each Routing tests assist examiner to begin each subtest at an appropriate level of difficulty for subtest at an appropriate level of difficulty for examineeexaminee

All of the test items for the SB5 are All of the test items for the SB5 are contained in 3 item bookscontained in 3 item books

Item Book 1 contains the first two Item Book 1 contains the first two (routing) subtests(routing) subtests

After the second subtest has been After the second subtest has been administered, the examiner has administered, the examiner has recorded estimated ability scores recorded estimated ability scores designed to identify an appropriate designed to identify an appropriate start point in Item Books 2 & 3start point in Item Books 2 & 3

Examiner administers the next four Examiner administers the next four nonverbal subtests of an appropriate level nonverbal subtests of an appropriate level determined from Book 2determined from Book 2

Examiner starts at appropriate start point, Examiner starts at appropriate start point, & if examinee answers items correctly, & if examinee answers items correctly, this is assumed to be the this is assumed to be the “basal level”“basal level” of of abilityability

Continues until examinee answers Continues until examinee answers incorrectly for a certain number of items incorrectly for a certain number of items (this is the examinee’s “(this is the examinee’s “ceiling levelceiling level” for ” for that subtest)that subtest)

Examiner then administers the final Examiner then administers the final four verbal subtests from Item Book four verbal subtests from Item Book 3, starting at appropriate level 3, starting at appropriate level determined from routing vocabulary determined from routing vocabulary testtest

The TasksThe TasksFluid Fluid NonverbalNonverbal MatricesMatrices

ReasoningReasoning VerbalVerbal AnalogiesAnalogies

KnowledgeKnowledge NonverbalNonverbal AbsurditiesAbsurdities

VerbalVerbal VocabularyVocabulary

QuantitativeQuantitative NonverbalNonverbal Quant. ReasoningQuant. Reasoning

ReasoningReasoning VerbalVerbal Verbal Quant. Reas. Verbal Quant. Reas.

Visual/SpatialVisual/Spatial NonverbalNonverbal Form BoardForm Board

ReasoningReasoning VerbalVerbal Positions & DirectionsPositions & Directions

WorkingWorking NonverbalNonverbal Block Pattern MemoryBlock Pattern Memory

MemoryMemory VerbalVerbal Sentence MemorySentence Memory

ScoringScoring

Points are summed for each of the Points are summed for each of the subtests & converted to a “subtests & converted to a “scaled scorescaled score””• Scaled subtest scores have a mean of 10 & a Scaled subtest scores have a mean of 10 & a

standard deviation of 3standard deviation of 3 Scores can also be computed for Scores can also be computed for

nonverbal IQ, verbal IQ, full-scale IQ and nonverbal IQ, verbal IQ, full-scale IQ and each of the five factors (fluid reasoning, each of the five factors (fluid reasoning, knowledge, quantitative reasoning, visual-knowledge, quantitative reasoning, visual-spatial processing, working memory)spatial processing, working memory)• These “These “standard scoresstandard scores” have a mean of 100 & ” have a mean of 100 &

a standard deviation of 15a standard deviation of 15

Psychometric Properties of SB5Psychometric Properties of SB5 Suitable for age range of 2 to 85+ years of Suitable for age range of 2 to 85+ years of

ageage Range of possible scores runs from a low Range of possible scores runs from a low

of 40 to a high of 160of 40 to a high of 160 Reliability coefficients are as follows:Reliability coefficients are as follows:

• Full scale IQ - .98Full scale IQ - .98• Nonverbal & verbal - .95 to .96Nonverbal & verbal - .95 to .96• Factor scores - .90 to .92Factor scores - .90 to .92

Test-retest reliabilities range from Test-retest reliabilities range from high .7’s to low .9’s depending on age & high .7’s to low .9’s depending on age & testing intervaltesting interval

Reliability of SB5Reliability of SB5

IQ CategoriesIQ CategoriesMeasure IQ Measure IQ RangeRange

CategoryCategory

145-160145-160 Very gifted or highly advancedVery gifted or highly advanced

130-144130-144 Gifted or very advancedGifted or very advanced

120-129120-129 SuperiorSuperior

110-119110-119 High averageHigh average

90-10990-109 AverageAverage

80-8980-89 Low averageLow average

70-7970-79 Borderline impaired or delayedBorderline impaired or delayed

55-6955-69 Mildly impaired or delayedMildly impaired or delayed

40-5440-54 Moderately impaired or Moderately impaired or delayeddelayed

Case Study:Case Study:NoorNoor

16 years 10 months old16 years 10 months old Native of Pakistan who immigrated to the Native of Pakistan who immigrated to the

United States two years ago with her United States two years ago with her parentsparents

Both parents are college-educatedBoth parents are college-educated Noor spoke English in the testing session, Noor spoke English in the testing session,

but speaks her native language, Urdu, at but speaks her native language, Urdu, at home with her parentshome with her parents

She is enrolled in an ESL program in her She is enrolled in an ESL program in her high school, where she receives 4 hours high school, where she receives 4 hours per week of language instructionper week of language instruction