This study examined the accuracy of three shortened measures of intelligence: the WoodcockJohnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford-Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K-BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K-BIT. Four scores (SB5 ABIQ, K-BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K-BIT score was the least accurate in identifying giftedness. C 2008 Wiley Periodicals, Inc.

The Stanford-Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell-Horn-Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five-factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five-factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high-functioning students. Participants included 201 high-functioning, third-grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four-factor, post-hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high-achieving children. Directions for future research are also discussed. C 2010

No abstract