Concurrent validity of the slosson intelligence test

Stewart, Kenneth D.; Wood, Dorothy Z.; Gallman, William A.

doi:10.1002/1097-4679(197104)27:2<218::aid-jclp2270270219>3.0.co;2-i

Cited by 12 publications

(8 citation statements)

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“…Therefore, the regression adjustment is necessary if SIT IQs are t o be used in place of WISC-R Full Scale IQs. These findings are inconsistent with previous studies that reported that SIT IQs tended to be consistently higher than WISC-R IQs (Covin, 1977;Stewart, et al, 1971). One explanation of the discrepancy may involve the populations studied.…”

Section: Means and Standard Deviations Were Derived For Each Of The Isupporting

confidence: 54%

“…Using the WISC and the criterion, Lessler and Galinsky (1971) found 40% of the students with IQs below 85 would have been misclassified. Stewart, Wood, and Gallman (1971) found the same results with mentally retarded children and noted t,hat SIT IQs tended to be higher than WISC Full Scale IQs for this group. Covin (1977) found that the SIT also overRequests for reprints should be sent to Howard N. Anderson, Psychology…”

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confidence: 99%

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A comparison of the Slosson intelligence test and the WISC-R with elementary school children

Lowrance¹,

Anderson

1979

Psychol. Schs.

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The WISC-R and the Slosson Intelligence Test (SIT) were given to 69 randomly selected children in grades one through six in an urban school system. A regression equation for predicting WISGR full scale I& from SIT was developed. Previous studies had reported that SIT IQs tended to beconsistently higher than WISC-R IQs. The resent study revealed that SIT I Q were considerably higher than WISC-R fQs m the upper range and slightly lower in the lower range. A possible reason for the dmcrepancy is that the present study used a normal p ulation and revious studies used restricted ranges. It wa8 concluded that t%e SIT provifes a good estimate of WISCR full scale 1% when a regression equation is used. It was recommended, however, that educational placement decisions should not be made on t,he basis of any single I& measure.The last decade has seen an increase in the need for quick, yet valid, measures of children's intelligence. Specially trained personnel have been overburdened with routine intelligence testing for placement in special education classes. The Slosson Intelligence Test (SIT) was published in 1963 and is frequently used as a screening test for intelligence. It is a 15-to 20-minute test that was developed in part upon the Gesell Developmental Schedules and the Stanford-Binet. The SIT can be administered by teachers, counselors, or others with relatively little special training. It has been especially useful as a screening instrument in identifying children in need of a more comprehensive evaluation of intellectual abilities for placement in special classes. The Wechsler Intelligence Scale for Children (WISC) is frequently used for the comprehensive assessment.Previous studies have validated the SIT with the WISC and the StanfordBinet (S-B) . Stewart and Jones (1976) reviewed relevant articles published during the previous decade and found the correlations between the SIT and S-B to be predominantly in the .90 range. Their review also noted that the SIT-WISC Full Scale median correlation was .78. The WISC Verbal IQ had the highest degree of relationship to the SIT and typically was in the .90 range. The WISC Performance I& had a somewhat lower correlation with the SIT and approximated the relationshp between the SIT and WISC Full Scale I&. The authors cautioned examiners concerning making placement decisions based on IQ ranges such as slow learner vs. educable mentally retarded. Even though studies have indicated high correlations between the SIT and WISC or S-B, a significant number of individuals were classified in different categories than indicated by the criterion tests. Using the WISC and the criterion, Lessler and Galinsky (1971) found 40% of the students with IQs below 85 would have been misclassified. Stewart, Wood, and Gallman (1971) found the same results with mentally retarded children and noted t,hat SIT IQs tended to be higher than WISC Full Scale IQs for this group. Covin (1977) found that the SIT also overRequests for reprints should be sent to Howard N. Anderson, Psychology

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Section: Means and Standard Deviations Were Derived For Each Of The Isupporting

confidence: 54%

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confidence: 99%

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

Lowrance¹,

Anderson

1979

Psychol. Schs.

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“…A practical example of what happens when SIT I& scores are treated as directly comparable to Wechsler Full Scale IQ scores is seen in Lessler and Galinsky's (1971) report that as many as 40% of one group of subjects would have been misclassified on the basis of their SIT IQs as contrasted to their WISC IQs with respect to special education class placement. A similar analysis of the Stewart, et al, (1971) data also shows 40% misclassification with respect to mental retardation based on SIT I& scores when WISC IQs are the criterion. I n the latter study, however, all of the misclassifications except one were in the direction of the SIT I& being higher than the WISC Full Scale I&.…”

Section: Comparability To the Wechsler Scalesmentioning

confidence: 99%

“…Table 2 summarizes the SIT-Wechsler scales validity findings. Kaufman and Ivanhoff, 1969 MeLsler, 1970 Swanson and Jacobson, 1970 Lessler and Galinsky, 1971 Maxwell, 1971 Stewart, et al, 1971 Jerrolds, et ttl., 1972 Machen, 1972 Martin and Rudolph, 1972 Carney and Kadgin, 1973 Lamp andTraxler, 1973 Sinco, 1973 Stewart The general pattern of SIT-Wechsler correlational findings suggests the following: (a) the highest degree of relationship is between the SIT and the Wechsler verbal scale, and in most studies, there is virtually an equal degree of relationship between the SIT and the Wechsler Full Scale; (b) there is a lower and much more variable degree of relationship between the SIT and the Wechsler Performance Scale; and (c) with samples of subjects characterized by a wide range of I& scores, the typical correlation falls in the low .SOs.…”

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confidence: 99%

Validity of the Slosson Intelligence Test: A ten-year review

Stewart

Jones

1976

Psychol. Schs.

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Ten years of validity research concerning the Slosson Intelligence Test (SIT) is reviewed. The equivalence of the SIT to the Stanford-Binet and the Wechsler Scales is examined and the relationship of the SIT to achievement measures is described. The importance of supplementing correlational findings with regression analysis, mean difference data, and information on misclassification is emphasized by the reviewers. Declsions concerning individuals based on SIT I& scores are viewed as particularly risky in situations involving groups of subjects characterized by a relatively narrow range of I& scores.The last decade has seen an increasing use of the Slosson Intelligence Test (SIT) in a variety of professional and educational settings. In some situations, the SIT is accepted as a valid individual intelligence test and is used for such purposes as special class placement. More and more in the last few years the SIT is being used for retesting purposes where individual intelligence test results are needed or required. In view of these developments, a review and evaluation of validity research concerning the SIT should prove useful t o psychologists, counselors, and educators.The validity of the SIT will be examined within three contexts: (a) comparability or equivalence of the SIT to the Stanford-Binet and Wechsler Scales as an index of general intelligence; (b) usefulness of the SIT in predicting achievement; and (c) comparative usefulness of the SIT for assessment or clinical interpretation purposes. Table 1 presents a summary of SIT-S-B validity results. Of 12 reported correlations, 8 are in the .9Os range. The correlations in the .60 to upper .?Os range all are based on samples of subjects characterized by a restricted range of I& scores (note the standard deviations). The median correlation between the SIT and the S-B is .91 for this group of studies. Thus, the overall correlational picture suggests that with groups of subjects in which the range of scores is not restricted, the SIT relates t o the S-B to such a high degree that one can be confident that subjects are being ranked very nearly in the same order by the two tests. Further, only two of the 14 groups compared in these studies showed more than a two I& point difference between SIT mean IQ and Stanford-Binet mean I&. I n spite of these impressive findings, caution should be used in individual diagnosis and in decision-making in situations where the decisions are in a restricted I& range context, such as identifying an individual as a "slow learner" vs. "mildly retarded," or distinguishing between mild vs. moderate levels of retardation. Even in the above studies where the correlation between the SIT and the StanfordBinet was very high, substantial differences in I& could be observed for a significant percentage of the subjects. For example, in the Stewart, et al., (1971) study, 16% of their subjects had SIT IQs which were 10 or more points different from their Requests for re rints should be sent to Kenneth D. COMPARABILITY OF THE SIT TO THE STANFORD-BINET

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“…Analysis of the results of the present study and others (Jongeward, 1968;Stewart, Wood, and Gallman, 1971) indicated the inadvisability of using the SIT in situations requiring more than assessment of verbal capacities. The implication is that although the SIT may provide an adequate measure of verbal abilities, it does not offer a comprehensive sampling of other cognitive processes.…”

Section: Discussionmentioning

confidence: 99%

Intercorrelations of the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the National Educational Developmental Test

Martin

Kidwell

1977

Educational and Psychological Measurement

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For a primary middle-class Caucasian sample of 16 girls and 17 boys ( N = 33) enrolled in a secular private school in Clarksville, Tennessee Pearson, product-moment correlations were computed between the Slosson Intelligence Test (SIT) and the Wechsler Intelligence Scale for Children—Revised (WISC-R) Full Scale, Verbal, and Performance scores, and between National Educational Development Test (NEDT) scores and (a) WISC-R Full Scale and (b) SIT IQ scores. The coefficients obtained were, respectively, .79, .82, .50, .77, .77, all of which were significant beyond the .01 level.The SIT scores correlated highly with the WISC-R Verbal and Full Scale scores and to a lesser degree with the WISC-R Performance score. The correlation coefficient of .82 obtained between the SIT and WISC-R Verbal scores was among the highest reported in published papers. A relatively low correlation of .50 between the WISC-R Performance and SIT scores was obtained. In general, the present results corroborate research by Slosson and others with the SIT and WISC.INVOLVING a variety of age and intellectual groups, correlational studies between the Wechsler Intelligence Scale for Children (WISC) (Wechsler, 1949) and the Stanford-Binet Intelligence Scale (SBIS) (Terman and Merrill, 1960) have provided median correlations that fall in the .80's (Littell, 1960). It has been noted that higher correlations are found between scores on the SBIS and scores on the total (full) and verbal scales of the WISC than between scores on the SBIS and those on the performance portion (

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Concurrent validity of the slosson intelligence test

Cited by 12 publications

References 3 publications

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

Validity of the Slosson Intelligence Test: A ten-year review

Intercorrelations of the Wechsler Intelligence Scale for Children—Revised, the Slosson Intelligence Test, and the National Educational Developmental Test

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