Assessing Gifted Children Assessing Gifted Children --10 years experience.10 years experience.

Using the Using the StanfordStanford--BinetBinet 55

““ Few experiences are more Few experiences are more fascinating to me than fascinating to me than testing a gifted child. From testing a gifted child. From the first moments of the first moments of meeting the child, a picture meeting the child, a picture of that childof that child’’s pattern of s pattern of abilities and, perhaps, abilities and, perhaps, relative weakness, is relative weakness, is becoming apparentbecoming apparent…… for me, for me, amidst the enjoyment of amidst the enjoyment of getting to know them, the getting to know them, the pieces of a puzzle are being pieces of a puzzle are being put into place and the final put into place and the final puzzle seems always to be puzzle seems always to be unique from all the others unique from all the others that I have watched that I have watched coalesce.coalesce.””B.J. Gilman

Current StudyCurrent StudyStanford Binet 5 (SB5)N = 800, age range 3 – 16 years465 (58 %) were boys and 335 (42%) were girls.

The modal age at testing was 8 years (n = 140) followed by age 7 years (n=137).

Parents were responsible for requesting testing for 592 students (75%) in the sample, followed by teacher referrals (n=191, 24%) with the remainder referred by both parents and teachers (n=12, 1%).

StanfordStanford--BinetBinet Intelligence ScalesIntelligence Scales

The Fifth Edition of the StanfordThe Fifth Edition of the Stanford--BBinetinet Intelligence Scales (SB5); Intelligence Scales (SB5); RoidRoid, G. H., , G. H., Itasca, IL: Riverside Itasca, IL: Riverside Publishing Publishing ((20032003). ). The The SB5SB5 is relatively new, with very is relatively new, with very little published research on special little published research on special populations such as gifted children. populations such as gifted children.

Details of the studyDetails of the studyThe range of Full Scale IQ scores across this large sample was 110-156, (mean = 134.82) Nonverbal IQs ranged from 112-156 (mean = 132.81)Verbal IQs ranged from 107-155 (mean = 133.49)The subtests that comprise each Index score ranged from a low of 8 (Non-verbal KN and Verbal WM) to 19 (All nonverbal and verbal scores).

Findings Findings -- ReliabilityReliability

1. The norms of the current study 1. The norms of the current study correspond to the norms reported in the correspond to the norms reported in the manual for the SB5, therefore supporting manual for the SB5, therefore supporting the reliability of the data.the reliability of the data.

ReliabilityReliabilityextent to which a test yields a consistent score extent to which a test yields a consistent score

Test ReliabilityTest Reliability

Correlations among the various scores yielded from this sample showed high positive relationships among Non-Verbal and Verbal IQ scores (r = .68), and near perfect correlations between the Full Scale IQ and Verbal IQ ( r = .91) and Non-Verbal IQ (r = .91), respectively.

Findings Findings -- GenderGender

2. There are no significant differences in 2. There are no significant differences in FSIQ, VIQ and NVIQ depending on FSIQ, VIQ and NVIQ depending on gender.gender.

Measure BoysÕ

Mean BoysÕSD

GirlsÕ Mean

GirlsÕSD

p Value

Full Scale IQ 135.18 7.81 134.31 6.95 .12 Non-Verbal IQ 133.25 8.43 132.19 7.57 .07 Verbal IQ 133.91 7.67 132.91 7/09 .06

Mean Comparisons of IQ with Gender

HoweverHowever……..

Boys outperformed girls on the Knowledge Index (132.14 v 130.95, p=.05) and the Visual-Spatial Processing Index (132.39 v 130.05, p=.000).

Why?Why?

Findings Findings -- Fluid ReasoningFluid Reasoning3. The strongest correlation is between the Fluid 3. The strongest correlation is between the Fluid

Reasoning Index mean and the Full Scale IQ Reasoning Index mean and the Full Scale IQ mean (FSIQ).mean (FSIQ).

The second strongest correlation is between The second strongest correlation is between the Visualthe Visual--Spatial Processing Index mean and Spatial Processing Index mean and the FSIQ mean.the FSIQ mean.This is important in understanding the SB5 This is important in understanding the SB5 profile of the majority of children presenting to profile of the majority of children presenting to this psychologist for assessment. this psychologist for assessment.

Intercorrelations Among IQ, and Index Scores Across the Sample Correlated Scores r R2 Correlation

Strength IQ and Index Scores FSIQ and FR .79 .63 Strong FSIQ and KN .64 .41 Moderate FSIQ and QR .69 .48 Strong FSIQ and VS .70 .50 Strong FSIQ and WM .70 .48 Strong

Findings Findings -- Working MemoryWorking Memory

4.4. The discrepancy between the Working The discrepancy between the Working Memory Index and the other Index scores Memory Index and the other Index scores is of the same value as seen in the is of the same value as seen in the normative sample of gifted children and normative sample of gifted children and supports the use of the Gifted Composite supports the use of the Gifted Composite Score (GCS) instead of a FSIQ.Score (GCS) instead of a FSIQ.

Mean IQ, Index, and Subtest Scores on the SB5 Measure Mean Standard

Deviation Full Scale IQ 134.82 9.05 Fluid Reasoning 135.17 9.05 Knowledge 131.64 8.42 Quantitative Reasoning

127.50 9.01

Visualisation 131.41 8.69 Working Memory 123.82 9.63 The discrepancy between Working Memory Index mean and Full Scale IQ mean is 11 points. In the gifted sample collected for the validity studies the Working Memory factor index mean was 115.8 and the FSIQ mean was 123.7, the discrepancy is 8 points.

Findings Findings -- Age Age 5. The data indicates that the population of 5. The data indicates that the population of

examinees aged 5 and under presented with the examinees aged 5 and under presented with the highest overall highest overall FSIQFSIQ’’ss (Mean=139.9) and FSIQ (Mean=139.9) and FSIQ scores steadily decreased as age increased scores steadily decreased as age increased (Mean 10 years+ = 131.9.(Mean 10 years+ = 131.9.This lends support to the hypothesis that the This lends support to the hypothesis that the more highly gifted the children the more likely it more highly gifted the children the more likely it is that the parents will seek help early to is that the parents will seek help early to determine how to meet their educational needsdetermine how to meet their educational needs

Mean IQ Score Performance Comparisons by Age in Years Measure Frequency Mean SD p

Value Full Scale IQ 5 and younger 133 139.90 6.86 .000 6-7 years 110 137.05 6.11 .000 7-8 years 125 134.57 6.09 .000 8-9 years 130 132.81 7.12 9-10 years 113 132.73 7.63 10 and older 135 131.96 7.52

QuestionsQuestionsWhat is intelligence? What does the SB5 measure? How does the SB5 gifted profile coincide with and differ from the WISC IV gifted profile?Why is the SB5 good for gifted kids?

IntelligenceIntelligence"Intelligence is the "Intelligence is the ability to adapt to, ability to adapt to, select, and shape select, and shape environments". environments". (Sternberg). (Sternberg). What is considered What is considered "intelligent behavior" "intelligent behavior" and valued by the and valued by the culture, varies from culture, varies from culture to culture.culture to culture.

Flynn on intelligenceFlynn on intelligence““TThe mind is much he mind is much more like a muscle more like a muscle than wethan we’’vve ever e ever realized.realized.”” Flynn said. Flynn said. ““IIt needs to get t needs to get cognitive exercise. Itcognitive exercise. It’’ssnot some piece of not some piece of clay on which you put clay on which you put an indelible mark.an indelible mark.””

Intelligence: thoughts of a Intelligence: thoughts of a gifted childgifted child……

““Intelligence is a bit like Intelligence is a bit like your mindyour mind’’s greediness. s greediness. You only obtain it by You only obtain it by wanting it. No one wanting it. No one ‘‘s s born intelligent and if born intelligent and if you donyou don’’t want to be t want to be intelligent you wont be. intelligent you wont be. ‘‘WisenessWiseness’’ -- you can be you can be born with, while born with, while intelligence you can only intelligence you can only learn.learn.””Eliza, 12Eliza, 12

IntelligenceIntelligence……the test of a firstthe test of a first--rate intelligence is the rate intelligence is the ability to hold two opposed ideas in the ability to hold two opposed ideas in the

mind at the same time, and still retain the mind at the same time, and still retain the ability to functionability to function……

F. Scott FitzgeraldF. Scott Fitzgerald

Measuring intelligence?Measuring intelligence?Those instruments or portions of instruments with the richest loadings on general intelligence (g) are the most useful for locating gifted children. The Stanford-Binet scales and the Wechsler scales were all founded on the conception of intelligence as abstract reasoning (g). Abstract reasoning and general intelligence (g) are synonymous.

IQ Tests IQ Tests

Intelligence tests explore cognitive Intelligence tests explore cognitive abilities, which suggest how quickly a child abilities, which suggest how quickly a child will master concepts and advance through will master concepts and advance through a curriculum.a curriculum.They examine reasoning, language, They examine reasoning, language, processing skills, attention, learning style, processing skills, attention, learning style, and offer objective insight into the childand offer objective insight into the child’’ssunique profile of abilities.unique profile of abilities.

IQ TestsIQ TestsIQ tests allow us to clarify IQ tests allow us to clarify the educational needs of the educational needs of children who are children who are discrepant from the discrepant from the average average An IQ test is nothing more An IQ test is nothing more than a short sample of than a short sample of behavior. If there is a behavior. If there is a better sample of what is better sample of what is needed to understand or needed to understand or predict performance, predict performance, then then use ituse it..

IQ TestsIQ TestsTests vary in their content, their Tests vary in their content, their appropriateness with different populations, appropriateness with different populations, and their usefulness as a basis for and their usefulness as a basis for educational requests.educational requests.

A good tester will choose tests carefully to A good tester will choose tests carefully to document the strengths of the child, document the strengths of the child, explore any relative weaknesses and explore any relative weaknesses and demonstrate need for interventionsdemonstrate need for interventions

IQ Tests do not measureIQ Tests do not measure……

CreativityCreativityMusical abilityMusical abilityAthletic abilityAthletic abilityMotivationMotivationEmotional intelligenceEmotional intelligenceSocial giftednessSocial giftednessSensitivity and Sensitivity and IntensityIntensity

Assessing gifted kids..Assessing gifted kids..

They are often intense, sensitive, persistentThey are often intense, sensitive, persistent……....

What is giftedness?What is giftedness?

Is giftedness high abstract reasoning?

Could ‘g’ as easily stand for giftedness as for general intelligence?

Abstract Reasoning (‘g’) and humour

True intelligence is about understanding the limitations of life on planet Earth and therefore realising that it ought not to be taken too seriously.

It is no coincidence that Albert Einstein was humorous -”The wireless telegraph is not difficult to understand. The ordinary telegraph is like a very long cat. You pull the tail inNew York, and it meows in Los Angeles. The wireless is the same, only without the cat.!”

Gifted kidsGifted kidsglassesglasses““geekgeek””clothesclothes‘‘weirdweird’’hobbieshobbies

Abstract reasoning & humourAbstract reasoning & humourGifted kidsGifted kids often have a often have a sophisticated sense of sophisticated sense of humour and enjoy cartoons humour and enjoy cartoons such as those of such as those of LeunigLeunig, , The Far Side, Cathy and The Far Side, Cathy and Garfield. They often Garfield. They often appreciate and use puns appreciate and use puns and word play at an earlier and word play at an earlier age than their peers.age than their peers.

Assessing gifted kidsAssessing gifted kidsRapport-building is essentialGifted students will not give their best when they do not trust or respect the individual sitting across from them Gaining that trust and respect can make or break the assessment, greatly influencing the scores achieved on the test

Personality issues that can Personality issues that can affect testing.affect testing.

Perfectionism, Perfectionism, unwillingness to take unwillingness to take risks, horror of being risks, horror of being wrongwrongMeticulousness Meticulousness -- refusal refusal to give up on a questionto give up on a questionAnxiety Anxiety -- an an understanding of the understanding of the weight placed on the test weight placed on the test by parents and schoolby parents and school

Other issues that affect testingOther issues that affect testingReflective and Reflective and divergent thinkingdivergent thinking

Wariness of being Wariness of being patronisedpatronised

Desire to blend in Desire to blend in --underperforming to underperforming to avoid identificationavoid identification

Using the Stanford Binet 5 to assess Using the Stanford Binet 5 to assess ‘‘gg’’

provides comprehensive coverage of five factors provides comprehensive coverage of five factors of cognitive ability:of cognitive ability:

•Fluid Reasoning•Knowledge •Quantitative Reasoning •Visual-Spatial Processing •Working Memory

Stanford Binet 5Stanford Binet 5

Full Scale IQVerbal IQNonverbal IQ Composite Index scores Gifted Composite These have a mean of 100 and standard deviation of 15.

Pros of the SB5Pros of the SB5The advisory panel for the SB5 included experts in the field of gifted education who helped design, test and eliminate or retain subtests. Subtests were incorporated that had sufficient ceiling to be truly challenging.

Pros of the SB5Pros of the SB5The SB5 is appealing and engaging for the examinee; younger children particularly enjoy the interactive and kinaesthetic nature of the Form Patterns and Block Tapping tasks

Pros of the SB5Pros of the SB5The SB5 has a Quantitative Reasoning factor that gives significant information about the verbal and nonverbal quantitative reasoning ability and mathematical strengths and weaknesses of the examinee

Fluid ReasoningWhat is Fluid Reasoning?What is Fluid Reasoning?Fluid Reasoning correlates strongly with Fluid Reasoning correlates strongly with FSIQ FSIQ ieie ‘‘gg’’FluidFluid reasoning is the ability to find reasoning is the ability to find meaning in confusion and solve new meaning in confusion and solve new problems. It is the ability to draw problems. It is the ability to draw inferences and understand the inferences and understand the relationships of various concepts, relationships of various concepts, independent of acquired knowledgeindependent of acquired knowledge

Matrices exampleMatrices example

Complete the matrix by selecting the appropriate missing symbol from the group of symbols.

Raven Progressive Matrices Test

VisualVisual--Spatial Processing VSSpatial Processing VS

What is VisualWhat is Visual--Spatial Processing?Spatial Processing?Nonverbal VS ability involves:Nonverbal VS ability involves:

the visual manipulation of objectsthe visual manipulation of objectsthe ability to comprehend the the ability to comprehend the relationships relationships between fluid, changing between fluid, changing patterns patterns the ability to manipulate complex visual the ability to manipulate complex visual material material

Visual Spatial Processing VSVisual Spatial Processing VSVerbal VS ability involves; Verbal VS ability involves;

an understanding of position and direction (left and right, north, south, north-east etc) as well as a facility for giving and understanding oral instructions about spatial orientation (concepts such as angles and degrees eg if you make a half turn right or if you turn around 180 degrees)a more intuitive and nonlinear approach to thinking

Visual Spatial ProcessingVisual Spatial Processing

A child is using her visualA child is using her visual--spatial spatial processing ability when she isprocessing ability when she is::creatingcreatingdesigningdesigninginventinginventingimaginingimaginingdaydreaming daydreaming

Working MemoryWorking MemoryWhat is Working Memory?Working Memory involves processes in which diverse information stored in short-term memory is inspected, sorted or transformed

In the Verbal tasks, the sentences stored in the verbal “scratch pad” of short-term memory must be sorted to identify the last word in each sentence, and interference from answering the questions must be avoided.

Working MemoryWorking Memory

In the Nonverbal tasks, Block Span requires a similar storage and manipulation of stimuli however, the stimuli is of a visual and kinaesthetic nature.

KnowledgeKnowledge-- CrystallisedCrystallised AbilityAbility

What is What is crystallisedcrystallised ability?ability?the ability to the ability to utiliseutilise previously acquired skills, previously acquired skills, knowledge, and experience knowledge, and experience

It relies on accessing information from longIt relies on accessing information from long--term memory.term memory.

Quantitative ReasoningQuantitative ReasoningWhat is Quantitative Reasoning?What is Quantitative Reasoning?

Interpreting mathematical models such Interpreting mathematical models such as formulas, graphs and tables, and as formulas, graphs and tables, and drawing inferences from themdrawing inferences from themRepresenting mathematical information Representing mathematical information symbolically, visually, numerically, and symbolically, visually, numerically, and verballyverballyUsing arithmetical, algebraic, Using arithmetical, algebraic, geometric, and statistical methods to geometric, and statistical methods to solve problemssolve problems

High FR/VS=CreativeHigh FR/VS=Creative--Divergent Divergent thinkersthinkers

Convergent ThinkingConvergent Thinking•• Finding one established right answerFinding one established right answer•• Hardest thing in the world: diamondsHardest thing in the world: diamonds

Divergent ThinkingDivergent Thinking•• Finding new answer(s)Finding new answer(s)•• Hardest thing in the world: Chinese algebraHardest thing in the world: Chinese algebra

Divergent thinkersDivergent thinkers

WISCWISC--IVIVThe Verbal Comprehension IndexThe Verbal Comprehension Index indicates indicates how well children perform on tasks that require how well children perform on tasks that require listening to questions and giving spoken listening to questions and giving spoken answers. answers. VCIVCI is a measure of is a measure of verbal concept formation, verbal concept formation, verbal reasoning, verbal reasoning, andand knowledge acquired from knowledge acquired from oneone’’s environment.s environment.

WISCWISC--IVIV

The Perceptual Reasoning IndexThe Perceptual Reasoning Indexindicates how well children perform on indicates how well children perform on tasks that require them to examine and tasks that require them to examine and think about constructs such as designs, think about constructs such as designs, pictures and puzzles. pictures and puzzles. PRIPRI is a measure of is a measure of perceptual and fluid perceptual and fluid reasoning, spatial processing, reasoning, spatial processing, and and visualvisual--motor integrationmotor integration..

WISCWISC--IVIV

The Working Memory Index (WMI)The Working Memory Index (WMI) indicates indicates how well the child can temporarily retain how well the child can temporarily retain information in memory, perform some operation information in memory, perform some operation or manipulation with it, and verbally produce a or manipulation with it, and verbally produce a result. result. WMIWMI involves involves attention, concentration, mental attention, concentration, mental control, control, and and reasoningreasoningThis is measured by tasks such as Digit Span.This is measured by tasks such as Digit Span.

WISCWISC--IVIV

The Processing Speed IndexThe Processing Speed IndexPSI PSI measures the childmeasures the child’’s ability to quickly and s ability to quickly and correctly scan, sequence, or discriminate simple correctly scan, sequence, or discriminate simple visual information. visual information. The index also measures shortThe index also measures short--term visual term visual memory, attention and visualmemory, attention and visual--motor motor coordination. coordination. These abilities are measured by tasks such as These abilities are measured by tasks such as Coding and LetterCoding and Letter--Number SequencingNumber Sequencing

Problems with FSIQ on both testsProblems with FSIQ on both tests

Sometimes the Full Scale IQ scores are Sometimes the Full Scale IQ scores are excessively lowered by Working Memory excessively lowered by Working Memory and/or Processing Speed scores.and/or Processing Speed scores.As intelligence is primarily abstract As intelligence is primarily abstract reasoning ability, emphasising shortreasoning ability, emphasising short--term auditory memory and processing term auditory memory and processing speed on paperspeed on paper--andand--pencil tests is less pencil tests is less helpfulhelpful..

Problems with WM tasksProblems with WM tasks

Gifted children also show a preference for meaningful test materials, and may not perform well on short-term memory tests or other tasks that utilise non-meaningful material. They usually perform so much better with meaningful material that their scores with non-meaningful material are difficult to interpret.

Problems with PS tasksProblems with PS tasks

Test authors have wrongly assumed gifted children are fast processors. Some are very quick; others are reflective or perfectionistic, slowing their speed.

Wasserman (2006) reported that “over 70% of the students applying for gifted placement have Processing Speed Index scores in the average range or below”(Wasserman, 2006, p. 2).

SolutionsSolutions……

Use the GAI Use the GAI -- the General Abilities Indexthe General Abilities IndexUse the GCS Use the GCS -- Gifted Composite ScoreGifted Composite Score

The GCSThe GCSIn the SB5 validity studies gifted examinees were often reported to be “meticulous”, scoring poorly on the Working Memory subtests.Analyses showed that the Fluid Reasoning and Quantitative Reasoning subtests were more predictive of high scores on achievement tests than the Working Memory subtests. A gifted composite score (GCS) was developed to emphasise the reasoning aspect of general ability and giftedness.GCS eliminates the working memory subtests and non-verbal visual spatial processing subtests.

ConclusionsConclusionsThe SB5 is a reliable tool for identifying gifted The SB5 is a reliable tool for identifying gifted children and adolescents.children and adolescents.

The GCS should replace the FSIQ when the WM The GCS should replace the FSIQ when the WM Index score is lower than the other Index Scores Index score is lower than the other Index Scores by 8 or more points (The GAI should be used by 8 or more points (The GAI should be used when assessing with the WISCwhen assessing with the WISC--IV)IV)

The SB5 is particularly useful for The SB5 is particularly useful for identifying gifted children who have a high identifying gifted children who have a high FR/VS profile (creativeFR/VS profile (creative--divergent learning divergent learning style)style)

In this studyIn this study……There are no gender differences on the FSIQ, There are no gender differences on the FSIQ, VIQ and VIQ and NVIQsNVIQs however boys do better on the however boys do better on the Knowledge and VisualKnowledge and Visual--Spatial Processing Index Spatial Processing Index scores.scores.

Children aged 5 and under are achieving the Children aged 5 and under are achieving the highest highest FSIQsFSIQs and FR Index scores, indicating and FR Index scores, indicating that the parents of that the parents of highly gifted children are highly gifted children are likely to seek assessment earlylikely to seek assessment early

ftalbotsmith@hotmail.comftalbotsmith@hotmail.comwith thanks to Karen, Helen and Katherinewith thanks to Karen, Helen and Katherine

““IIt is a miracle that curiosity survives formal education.t is a miracle that curiosity survives formal education.”” EinsteinEinstein

ReferencesReferencesCavanaugh, J.C., & Blanchard-Fields, F (2006). Adult development and aging (5th ed.) Belmont, CA: Wadsworth Publishing/Thomson Learning. National Association for Gifted Children (NAGC) Task Force on Assessment. (2006, November). Minutes of the meeting. National Association for Gifted Children, Charlotte, NC.Gilman, B.J. (Spring, 2006).Testing Your Gifted Child: A Springboard for Effective Advocacy (Duke Gifted Letter, Duke University Press.)

ReferencesReferencesSilverman, L. K. (in press, a). The measurement of giftedness. In L. Shavinina(Ed.), The International Handbook on Giftedness. Amsterdam: Springer Science.Sternberg, R. J. (1997). Successful intelligence. New York: Plume.Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence. Arlington Heights, IL: Skylight