For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects were 75 elementary public school students who were enrolled in regular education classes at least 50% of their school day. The students were referred for comprehensive evaluations because of concern about their academic progress. Archival data from tests administered during the 1987-1988 school year were gathered from the students' cumulative school files.Pearson product moment correlations indicate that (in the sample studied) there was a significant positive correlation between the CSI scores and each of the Factor scores and the Composite scores. Analysis of variance (ANOVA) procedures were used to test mean differences. The data indicate that there was no statistically significant difference between the mean score of the CSI and the Verbal Comprehension Factor score, nor between the CSI and Memory Factor. However, the Nonverbal Reasoning/Visualization and Composite means differed significantly from the CSI mean.The results of this study suggest that the CSI can make a worthwhile contribution to referral information. Correlational and mean difference data derived from this study demonstrate the need for caution when interpreting and applying statistical findings. Additional research is needed to clarify further the relationship among group-administered and individually administered intelligence tests, and between the SB:FE and other individually administered intelligence tests. / Department of Educational Psychology

The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute. / Department of Educational Psychology

Thesis (M.A.)--University of Detroit, 1954. / "August 1954." Includes bibliographical references (p. 60-63).

Thesis (M.A.)--University of Detroit, 1953. / "February 1953." Includes bibliographical references (p. 29-34).

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).

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The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.

The purpose of the present study was to determine the relationship between the Stanford-Binet, Form L-M and the French Pictorial Test of Intelligence in a group of educable mental retardates.