Special Education Chapter 3 Chapter 3 Wisciv Waisiii Vabs 17 Individually Administered Intelligence Test Based Three level Hierarchical Model

CHAPTER 3

ASSESSMENT OF INDIVIDUALS WITH INTELLECTUAL DISABILITIES

Chapter Outline

I. Assessment of Intelligence

A. Conceptual Bases

1. Definitions of Intelligence

2. Theories of Intelligence

3. Nature versus Nurture

4. Intelligence Quotient

B. Key Influences

1. Alfred Binet

2. David Wechsler

C. Major Instruments

1. Wechsler Preschool and Primary Scale of Intelligenc—Third

Edition

D. “Culture-Free” Tests

E. Issues Associated with Intelligence Testing

1. Underlying Constructs and Test Content

2. Test Selection and General Usage

3. Regulation of Access

II. Assessment of Adaptive Behavior

A. Conceptual Bases

1. Definitional Perspectives

2. Evolution of the Concept

3. Relationship to Intelligence

B. Key Influences

1. Edgar Doll

2. American Association on Mental Retardation

C. Major Instruments

1. Vineland Adaptive Behavior Scale

2. AAMR Adaptive Behavior Scale-School, Second Edition

D. Best and Recommended Practices

E. Issues Associated with the Measurement of Adaptive Behavior

1. Realities of Existing Instrumentation

2. Role of Intelligence

III. Other Types of Assessment

A. Educational Applications

1. Progress Monitoring

2. Transition Planning

3. High Stakes Testing

B. Adult and Community Applications

C. Legal Proceedings

1. Capacity/Diminished Capacity

2. Competence

3. Dissimulation/Malingering

IV. Summary

Key Terms

adaptive behavior

assessment

competence

deviation IQ

dissimulation

nature-nurture

Chapter Objectives

Upon completion of this chapter the student will be able to:

1. discuss different types of theories of intelligence and intellectual development.

2. identify and describe different instruments used in the practice of intelligence testing

today.

Suggested Activities

1. Have a psychologist or psychometrist demonstrate how to administer various

assessments, such as the WISC-III, Stanford-Binet IV, or VABS.

2. Interview a member of a multidisciplinary team about how individual tests of intelligence

are used to determine placement in programs for students who are mentally retarded.

Evaluation Questions

Multiple Choice

1. The collection of information for educational, psychological, and vocational decision

making is called

A. evaluation

B. assessment

C. functional analysis

D. examination

2. Psychoeducational evaluations for special education programs must include two

critical assessment areas: intelligence and _______

A. communication skills

B. problem solving skills

C. adaptive behavior

D. motor functioning

3. An essential activity for the purpose of making a diagnosis of mental retardation is the

A. assessment of communication skills

B. assessment of intelligence

C. assessment of ability to problem solve

D. assessment of motor ability

4. ______ defined intelligence as, “the aggregate or global capacity of the individual to act

purposefully, to think rationally, and to deal effectively with this environment.”

A. Gardner

B. Simon

C. Cattell

D. Wechsler

5. ______ have their roots in differential psychology, the study of group differences.

A. psychometric theories

B. genetic theories

C. biological theories

D. physiological theories

6. Psychometric theorists

A. study the methods by which an individual processes information.

B. propose that an individual’s underlying abilities account for variations in

intellect.

C. study the methods by which an individual applies information.

D. propose that there are different types of intellect.

7. Which of the following theories of intelligence represent an interdisciplinary approach?

A. differential.

B. multiple intelligences.

C. cognitive modifiability.

D. information processing.

8. Greenspan’s model of personal competence is a tripartite model of intelligence that

includes conceptual, practical, and

A. adaptive intelligence

B. social intelligence

C. motor intelligence

D. none of the above

9. Ben’s adoptive mother is interested in determining whether or not Ben’s IQ of 75 is

due to living in an impoverished neighborhood the first seven years of his life, or if it

is an issue of genetics. This phenomenon is related to the

A. environmental theory

B. theory of evolution

C. genetic controversy

D. nature-nurture controversy

10. The best research to date states that the heritability of intelligence is estimated to be

around

A. 80%

B. 70%

C. 60%

D. 50%

11. The earliest and least sophisticated term for describing a person’s level of

intellectual functioning is called

A. mental age

B. IQ

C. cognitive age

D. deviation IQ

12. Who coined the term intelligence quotient in 1916?

A. Wechsler

B. Cattell

C. Terman

D. Doll

13. Raw scores from subtests that have been converted to standard scores for the

examinee’s own age group are called

A. intelligence quotients.

B. deviation IQ.

C. mental ages.

D. Z-scores.

14. A series of three individually administered intelligence tests, modeled after one another in

which a person’s intellectual abilities are described using a verbal/motor framework is the

A. Wechsler scales.

B. Stanford-Binet IV.

C. Matrix Analogies.

D. Differential Ability Scales.

15. Elizabeth is a four year-old child who is in need of an evaluation for special

education services. The intelligence test which would be most appropriate

for her is the

A. WPPSI-III

B. WISC-IV

C. WAIS-III

D. VABS

16. Which of the following tests tends to be much more clinical rather than school–

based?

A. WPPSI-III

B. WISC-IV

C. WAIS-III

D. VABS

17. An individually administered intelligence test based on a three-level hierarchical model of

cognitive abilities is the

A. Wechsler scales.

B. Stanford-Binet IV.

C. Matrix Analogies.

D. Differential Ability Scales.

18. On the Stanford-Binet IV, which terms are used?

A. intelligence, IQ, and mental age.

B. block design and symbol search.

C. mazes and similarities.

D. verbal, abstract, quantitative reasoning, and SAS

19. The Matrix Analogies Test is a(n)

A. test for social competence

B. adaptive behavior test

C. test developed in 1915

D. “culture-free” test

20. Critics of intelligence testing find fault with the

A. tests

B. examinees

C. testing process

D. all of the above

21. IQ tests are intended to ______ the number of children qualifying for special

education.

A. reduce

B. increase

C. encourage

D. none of the above

22. The AAMR 2002 manual defines _______ as, “ the collection of conceptual, social,

and practical skills that have been learned by people in order to function in their

everyday lives.”

A. intelligence

B. cognitive development

C. adaptive behavior

D. social maturity

23. Adaptation has historically been considered a

A. psychological phenomenon.

B. biological phenomenon.

C. mental phenomenon.

D. emotional phenomenon.

24. Homeostasis occurs when an organism

A. functions over a normal range of biologically acceptable environments.

B. remains at equilibrium with itself.

C. migrates to other environments.

D. mutates into other, newer forms.

25. Homeokinesis occurs when an organism

A. functions over a normal range of biologically acceptable environments.

B. remains at equilibrium with itself.

C. migrates to other environments.

D. mutates into other newer forms.

26. The ______ is a popular measure of social competency and many now place it

among the best measures of adaptive behavior.

A. VABS

B. Leiter-R

C. Matrix Analogies Test

D. UNIT

27. Abdul is a thirty year-old male with an IQ of 70. He is currently living in supervised

housing due to his level of intellectual functioning; however, he is encountering a

great deal of difficulty adapting to situations, such as shopping and attending social

events with friends. The issue of concern is his

A. level of intelligence

B. level of mental retardation

C. adaptive behavior

D. all of the above

28. ______ is a norm-referenced, individually administered, comprehensive measure of

adaptive and maladaptive behavior intended for use with persons living in residential

and community settings.

A. VABS

B. ABS-RC:2

C. Stanford-Binet

D. Leiter-R

29. Julie is a forty year-old woman with an IQ of 60 who allegedly engaged in armed

robbery. The judicial system must determine whether or not Julie is fit to stand trial.

The judicial system is evaluating Julie’s

A. will

B. ability

C. readiness

D. competence

30. Alma murdered her husband of ten years and was afraid she would receive a harsh

penalty for her actions. Therefore, she intentionally scored low on all of the

assessments administered to her to appear as though she had an intellectual

disability. This phenomenon is termed

A. dissimulation

B. deception

C. maladaptive behavior

D. none of the above

True or False

Directions: If the statement is true, simply mark True. If the statement is false, mark

False and rewrite the statement so that it is true.

1. Theories of intelligence are useful to the extent that they provide educators with an

organizing structure for understanding and evaluating how children learn.

a. True

b. False

________________________________________________________________________

2. The Stanford-Binet and Wechsler scales have been and remain very popular with school

personnel and are the most widely used instruments.

a. True

b. False

________________________________________________________________________

3. In the Stanford-Binet IV, the term intelligence has been replaced by the term cognitive

development.

a. True

b. False

________________________________________________________________________

4. The Binet has a strong fine-motor component, while the WISC-IV does not.

a. True

b. False

________________________________________________________________________

5. Wechsler believed that motor skills were an important aspect of intelligence.

a. True

b. False

________________________________________________________________________

6. Wechsler only devised intelligence tests for adults.

a. True

b. False

________________________________________________________________________

7. A low IQ score is not a sufficient basis on which to identify a child as intellectual

disabilities.

a. True

b. False

________________________________________________________________________

8. IDEA mandates that transition services be provided to students beginning at age 10.

a. True

b. False

________________________________________________________________________

9. A narrow range of activities are used in the assessment of mental and special abilities.

a. True

b. False

________________________________________________________________________

10. Adaptive behavior measures are generally culture fair.

a. True

b. False

________________________________________________________________________

Discussion

1. Discuss the history of intellectual assessments.

2. Discuss the need for “culture–free” tests.

3. Discuss the key influences in developing tests for adaptive behavior.

4. Discuss the evolution of adaptive behavior assessments.

5. Discuss the most widely used instruments for determining intellectual functioning.

6. Compare and contrast the constructs of adaptive behavior and intelligence

7. Discuss legal proceedings involved in assessment.

8. Discuss Edgar Doll’s influence on assessments.

Answer Sheet

Multiple Choice True or False