The meaning and use of difference scores obtained between the performance on the Stanford-Binet intelligence scale and Vineland Social Maturity Scale

Abstract

153were no striking differences among groups with respect to patterns of scores on the MMPI scales. These results were interpreted as providing additional evidence that noninstitutionalized individuals with epilepsy do not manifest a characteristic "epileptic personality". REFERENCES 1. 2. 3.HUNT, J. McV. Personality and the Behavior Disorders, Vol. 11. New York: Ronald Press, 1944, KL+YE, H. The effects of epile tic seizures on intellectual functioning.PROBLEM Since its appearance in 1935, the Vineland Social Maturity Scale (VSMS) ( 4 ) has been widely used in conjunction with the Stanford-Binet (S-B), and other intelligence tests, to assess "Social Age" (SA) relative to "Mental-Age" (MA) or "Social Quotient" (S-Q) relative to "Intelligence Quotient" (I&). The direct comparison of performance on these two scales is not only complicated by errors of measurement inherent in them and the relatively high intercorrelations between them, but also by their differences in variability (e.g., the mean standard deviation of S-B I& is 16 points while the mean standard deviation of the VSMS SQ is 10 points). This study is an attempt to delineate the empirical characteristics of the difference scores (d), both SA-MA and SQ-I&, derived from the comparison of performance on the VSMS and the S-B. It is hoped that these characteristics, in so far as they are ascertainable, will be of value for classification, differential diagnosis, or decisions concerning institutionalization a t a variety of ages and levels of performance.The size of a difference score necessary to make the judgment, a t some specified level of confidence or risk, that a true difference exists between the two test scores is a function of the reliability of the d score and the standard deviation of the two component scores. It is generally realized that d scores are apt to be considerably less reliable than either of the contributing test scores alone. The general formula being: Tdd = 1 -Q :~~~. which is a function of the reliability of the two tests and the correlation between them. Recently Lord(?) and Cronbach and Gleser(3) have devised and discussed methods to ascertain the usefulness of d scores, particularly unreliable ones, for a variety of purposes. Two of these indices have a direct relevance for the person interested in interpreting d scores obtained from the VSMS and the S-B. The maximum risk index (&J is the maximum risk of making a false decision (accepting a d score as a true difference when it is not) when the obtained a

The relationship between adaptive behavior and intelligence for special needs students

“…However, some of the members of the sample were clearly not retarded, and it remains to be seen whether the WISC-R and ABIC will prove to be equally distinctive measures for students of lower ability. Yet the emergence of social system adaptive behavior as a construct distinct from intelligence in this sample must be appreciated in the light of previous research in which adaptive behavior (developmental) and intelligence did not demonstrate discriminant validity (Hurst, 1962;KaDell, 1960). Thus it appears that social system adaptive behavior as measured by the ABIC provides information that is not redundant with IQ test data for special needs students placed in academic resource room settings.…”

Bidirectional Glenn on cardiopulmonary bypass: A comparison of three techniques

“…Preoperative evaluation included detailed 2D‐echocardiogram and cardiac catheterization in selected cases to confirm the diagnosis, to evaluate PA pressures, and for coil embolization of major aortopulmonary collateral arteries. Neurocognitive status of every patient was assessed by a qualified neuropsycologist before and after BDG (immediate, 1 month, and 3 months after surgery) by using the Vineland Social Maturity Scale (VSMS) …”

“…Neurocognitive status of every patient was assessed by a qualified neuropsycologist before and after BDG (immediate, 1 month, and 3 months after surgery) by using the Vineland Social Maturity Scale (VSMS). [4][5][6] All patients were evaluated subjectively and objectively. measurement of serum S100 β protein, preoperative sample being taken before skin incision and postoperative sample taken after weaning off the patient from CPB, need for re-intervention in the immediate intraoperative or in early postoperative period.…”

The optimal match: Devising the best compromise for the highly gifted student

“…There is, to be sure, a lack of sufficient data in this area, but there is available considerable evidence to challenge the specificity of age and maturity level. We know, for example, that during the middle school years, girls on the whole tend to be more mature both physically and heterosexually than boys, and we know in addition that measures of intelligence and social competence show a strong positive relationship (Hurst, 1962;Meyers, Nihira, and Zetlin, 1979), as do intelligence and social reasoning (Greenspan, 1979). With the expected publication in 1983 of the revised Vineland Scale, one can predict a spate of studies focused upon social maturity (and, it is to be hoped, on individual differences).…”