STANFORD-BINET 5

1. STANFORD-BINET 5 Matt Heininger Josh Lapin Chris Bezzant

2. SB-5: Introduction Stanford-Binet 5 intelligence scale is a standardized test that assesses cognitive abilities in children, beginning at age two, and in adults.

3. SB-5: Introduction The Stanford-Binet 5 is a contemporary assessment which through various aspects and cognitive ability, measures intelligence. Throughout the years, the Stanford-Binet 5 has become widely known and acknowledged as the standard for intelligence measurement.

4. SB-5: Brief History The development of the Stanford-Binet Intelligence Scales initiated the modern field of intelligence testing. Originated in France by Alfred Binet Government asked him to develop a method of identifying intellectually deficient children for their placement in special-education programs. Became the Binet-Simon tests, assessing memory, verbal skills and attention

5. SB-5: Brief History Binet proposed that childs intelligence increases with age, and thus developed Mental Age (MA). Mental Age - an individuals level of mental development relative to others. In 1916, Lewis Terman, a Stanford psychologist revised the test Removing old test items and adding new ones, he released the Stanford-Binet 5 Actually called the �Stanford Revision of the Binet-Simon Scale� originally. Became Stanford-Binet 5 for short.Actually called the �Stanford Revision of the Binet-Simon Scale� originally. Became Stanford-Binet 5 for short.

6. SB-5: Revisions As of 2004, the scale has been revised five times. 2nd revision in 1937 3rd revision in 1960 There was a scoring revision change of this version in 1973 Stanford Binet-4 was revised in 1986 Stanford Binet-5 was revised in 2003

7. SB-5: Revisions/Improvements Beginning with the fourth revision in 1986, the test underwent changes design changes to include a larger, more diverse, representative sample Done in order to minimize the gender and racial inequities that had been criticized in earlier versions of the test. Originally designed for children only, with the fifth edition (2003) the Stanford-Binet can be used on anyone older than two years of age.

8. SB-5: Goals, Objectives, Uses As a battery of cognitive tests, the SB-5 advances the assessmentof strengths and weaknesses in the cognitive processes of students who may be evaluated for learning disabilities. The SB5 supports early prediction of emerging learning disabilities in children as young as four years old.

9. SB-5: Goals, Objectives, Uses The Stanford-Binet intelligence scale is used as a tool in school placement, in determining the presence of a learning disability or a developmental delay, and in tracking intellectual development. In addition, it is sometimes included in neuropsychological testing to assess the brain function of individuals with neurological impairments.

10. SB-5: Goals, Objectives, Uses The SB-5 helps to diagnose a wide variety of developmental disabilities exceptionalities and may be useful in: Clinical and Neuropsychological assessment Early childhood assessment Psychoeducational evaluations and special education placement Adult social security and workers compensation evaluations Providing information for interventions such as IFSPs, IEPs, career assessment, industrial selection, and adult neuropsychological treatment

11. SB-5: Goals, Objectives, Uses The SB-5 helps to diagnose a wide variety of developmental disabilities exceptionalities and may be useful in: Forensics contexts Research on abilities and aptitudes

12. SB-5: Standardization Normative data for the SB5 were gathered from 4,800 individuals between the ages of 2 and 85+ years. The normative sample closely matches the 2000 U.S. Census. Bias reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion, region, and socioeconomic status.

13. SB-5: Standardization Normative data for the SB5 were gathered from 4,800 individuals between the ages of 2 and 85+ years. The normative sample closely matches the 2000 U.S. Census. Bias reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion, region, and socioeconomic status.

14. General Test Administration

15. Where To Start Obtain information about the clients capabilities Give the routing subtests in Item book 1 -First (non-verbal object series /matrices) Fluid Reasoning -Then, Administer Verbal Knowledge (Voc) -Evaluate both scores using the routing tables (Record Form) and record these scores either in the Verbal or Nonverbal Domains.

16. Based on the Routing Table on pg 6, continue testing at the appropriate age level for Item Book 2. Record scores on the Nonverbal Domain section. -Administer: 1. Knowledge 2. Quantitative Reasoning 3.Visual-Spatial Processing 4. Working Memory subtests

17. Use the verbal routing table on pg 5 of the record from to find the appropriate level to continue testing -Record scores in the Verbal Domain. -Standard order for subtests: 1. Fluid Reasoning 2. Quantitative Reasoning 3. Visual-Spatial Processing 4. Working Memory.

18. Starting Points with the SB5. To determine starting points by determining chronological age-estimated functional ability if the examinee functions at a typical level for their age. After two routing tests are complete use the raw scores for each test to determine the appropriate starting levels for the remaining subtests; refer to pages 5 and 6 on the record form.

19. If a starting point proves to be too difficult use the reverse rule. If the examinee gets a 0 on either the first or second items from the start point it is too difficult. The reverse rule indicates that you move to the next lowest starting point. Main reason for this is because you�d have to switch a task or activity. Basal and ceiling requirements are given for each subtest.

20. More Protocol Record appropriate scores: correct responses on multiple choice items and capturing verbal responses. When administering the Routing subtests, only use the tests which are applicable to this individual. i.e. Deciding whether or not it should just be non-verbal.

21. Nonverbal Determine the level to start from by the nonverbal routing tests. Then depending on the level, you administer a succession of nonverbal tests.

22. Verbal Administered in like manner to the Nonverbal section. So� What for what reasons would you only administer a nonverbal test or a verbal test? Communication Disorders, Deaf and Hard of Hearing, Visual Impairment, etc.

23. Behavioral Observation Record any behavioral observations on pg 2 of the record form. Provides information about the validity of the examination and any cautions about examinee characteristics.

24. Condensing, Adapting, and Accommodating Abbreviated Battery IQ--Using a fluid reasoning measure and a knowledge measure�the two routing tests. Accommodations and Adaptations -If there is a significant restriction in hearing, movement, or vision the test needs to adapt for it to be a valid measure. How do we do this without effecting validity?

25. An accommodation, if chosen correctly, provides neither too much nor too little of an advantage. Accommodation examples: Extended time Magnification Communication assistance Response devices-something to facilitate clear communication. Test or read aloud-instead of the examinee reading the test themselves. Other-Individual Education or Accommodation Plan. (IEP or IAP)

26. Professional, Ethical, and Cautious Considerations for Using the SB5 for Diagnostic Purposes Be cautious when interpreting low IQ scores that are related to more things than intellectual abilities. Especially with diagnoses like mental retardation, examiners must rule out potential rival hypotheses. Look for areas of unusual performance, note them on the record form, and use them in interpreting the scores.

27. more� Primary purpose of the test is to provide a general intellectual functioning profile; not a criterion for ADHD or a LD. When identifying �gifted� individuals, examiners should use more sources than just the test results. Musical, creative, and artistic ability are other sources; as well as achievement and scholarly performances. SB5 is a professional test. (the examiner is a detective)

28. The 5 Factors of Intelligence Fluid Reasoning- Reading and Writing Quantitative Reasoning- Auditory Processing Crystalized Knowledge- Long-term retrieval Short-Term Memory- Processing Speed Visual Processing- Decision, Speed, and reaction time

29. The Routing Tests Used to adapt the level of assessment to the examinee�s functional ability. Provides an initial estimate as to which level the examinee begins in terms of the different subtests � Fluid Reasoning: Object Series/Matrices Discontinue if scores of 0 on items 1,2,3 Discontinue if 4 consecutive scores of 0 on items 2-36 1 for correct, 0 for incorrect � Knowledge: Vocabulary best measure of cognitive ability (g) example, �what is happening in this picture?�, �what does ___ mean?� Discontinue if scores of 0 on items 1,2,3 Discontinue if 4 consecutive zeros on items 2-44 If correct, score 1. If incorrect, score 0

30. The Non-Verbal Section � Level 1 Visual-Spatial Processing uses plastic form for a triangle, a square, and a circle Measures visualization ability, a cognitive ability within the visual-spatial processing factor. Score 1 for correct response, 0 for incorrect � Working Memory (delayed Response) � classic �Shell Game�, object hidden under a shell or cup, move around ask examinee to find object tests short-term memory and attention. Score 1 for correct, 0 for incorrect. If examinee turns over more than 1 cup, score of 0 is given.

31. The Non-Verbal Section Level 2 Basal: If examinee receives fewer than 3 points on either Visual-Spatial Processing or Working Memory, drop back immediately and administer the respective testlet at Level 1 Ceiling: If examinee receives 2 or few points on testlet, discontinue testing for that subtest. Knowledge (Procedural Knowledge) Show me how you would�clap your hands, wave goodbye Demonstrating they understand the action 1 point for correct response, 0 points for incorrect response

32. The Non-Verbal Section Quantitative Reasoning �Show me which one is bigger� Use counting rods in side-by-side placement, and ask examinee which one is bigger. 1 for correct, 0 for incorrect Visual-Spatial Processing (Form Board) use of form board gives complete shapes and incomplete shapes examinee must place blocks in correct slot 1 for correct responses, 0 for incorrect

33. The Non-Verbal Section Working Memory (Block Span) Nonverbal alternative to the forward- and reverse-digit tasks of other cog. batteries Involves the Examiner tapping a block, and asking the examinee to tap the same block, the same order. i.e. 2-5, 4-3 1 for correct, 0 for incorrect

34. The Non-Verbal Section Level 3 Basal: If the examinee receives fewer than 3 points on any testlet in an entry level, drop back immediately to the previous level and administer only the testlet of the same subtest. Ceiling: If the examinee receives 2 or fewer points on a testlet, discontinue testing for that subtest. Continue to administer testlets for the remaining subtests until each subtest meets the ceiling rule (2 or fewer points)

35. The Non-Verbal Section Procedural Knowledge examinee must use gestures and movements to demonstrate the functions of common objects shown in pictures. For example, plant and watering can = waters plant 1 for correct, 0 for incorrect � Quantitative Reasoning addition with blocks and basic recognition of numbers. 1 for correct, 0 for incorrect

36. The Non-Verbal Section Visual Spatial Processing (Form Patterns) measures visualization ability or the ability to analyze and duplicate 2-D visual patterns with movable pieces. Resembles actual people, animals, and recognizable objects Timed test (90 second max) Scoring based on examiner judgment 2 for correct pictures, 1 for partially correct pictures (1 or 2 pieces incorrect), and 0 if incorrect (3 or more pieces incorrect) � Working Memory (Block Span) Simliar to level 2 More difficult, i.e., 3-7-2 1 for correct, 0 for incorrect

37. The Non-Verbal Section Level 4 Knowledge (Picture Absurdities) identifying the element that is silly or impossible in the picture presented. Example, a postage stamp in the center of a letter unlike other nonverbal activities, this may require oral response 1 for correct, 0 for incorrect � query used � Quantitative Reasoning focuses on concepts of estimation, 3-D block counting, relative magnitude of numbers, and figural series involving mathematical relationships. Timed: 180 total seconds 1 for correct, 0 for incorrect

38. The Non-Verbal Section Visual-Spatial Processing (Form Patterns) measure of visualization ability increasingly complex designs Timed: 180 total seconds 2 for correct pictures, 1 for partially correct pictures (1 or 2), 0 for incorrect (>3) Working Memory (Block Span) block-tapping task at an increasingly complex level divide taps between the yellow and red rows of the layout card. 1 for correct, 0 for incorrect

39. The Non-Verbal Section Level 5 � Basal Changes ? fewer than 4 correct on any testlet, dropback � Knowledge (Picture Absurdities) �point to and show or tell me what is silly or impossible about this picture� 1 for correct, 0 for incorrect, query used � Quantitative Reasoning increasingly difficult items that include figural numerical sequences and pictorial mathematical relationships. 1 for correct, 0 for incorrect

40. The Non-Verbal Section Visual-Spatial Processing increasingly complex designs scoring based on examiner judgment 2 for correct, 1 for partially correct (1-2), and 0 for incorrect (>3) Working Memory Block Span block-tapping task at an increasingly complex level with spans of 5-7 taps. 1 for correct, 0 for incorrect

41. The Non-Verbal Section Level 6 Basal and Ceiling rules do not apply, because this is the highest level�cannot be routed to it. Knowledge (Picture Absurdities) continued on a much more difficult level example, picture of map?missing item is Cuba 1 for correct, 0 for incorrect, query used

42. The Non-Verbal Section Quantitative Reasoning a mixture of figural/mathematical sequences and complex but practical mathematical relationships, all presented in interesting illustrations. Logical and algebraic reasoning skills and system of equations are required to solve these items. Scratch paper and pencil are allowed 1 for correct, 0 for incorrect � Visual-Spatial Processing (Form Patterns) Visualization task at its highest level of complexity Timed: 180 total seconds 2 for correct, 1 for partially correct (1-2), 0 for incorrect (>3)

43. The Non-Verbal Section Working Memory (Block Span) Block-tapping at 7-8 taps Assesses the effectiveness of the visual sketch pad of the mind, where transformation and information sorting occurs. 1 for correct, 0 for incorrect

44. Verbal Section Level 2 No Basal Level � Fluid Reasoning (Early Reasoning) describe and determine cause and effect events depicted in colorful illustrations. 2 points or 1 point are given depending on exactness of response, 0 for incorrect responses, query used Quantitative Reasoning (Quantitative Reasoning) verbalize fundamental counting of toys and objects in colorful illustrations. example, �how many dogs are there?� 1 for correct, 0 for incorrect

45. Verbal Section Level 2 Visual-Spatial Processing (Position and Direction) move objects (ball, block) into certain positions requiring understanding of verbal directions such as �on�, �inside�, and �outside� example, �place block on the clown that is the highest�, �move block to bottom of house� 1 for correct, 0 for incorrect � Working Memory (Memory for Sentences) requires short-term memory and repetition of brief phrases and sentences �drink milk� score of 2 for perfectly repeated sentences, 1 for making a single error, and 0 for making 2 or more errors

46. Verbal Section Level 3 Basal allows examine to drop back, if needed, in each of the 4 subtests. If fewer than 3 points on any testlet, dropback to previous level Fluid Reasoning (Early Reasoning) involves sorting picture chips into meaningful categories may also measure thinking fluency on the creativity of finding more and more categories for the chips 30 chips used, 10 possible sorting categories (3 per) Time Limit: up to 5 minutes Number of correct sorts translates to number of points in terms of scoring, for example 8-10 correct classifications = 6 points

47. Verbal Section Quantitative Reasoning focuses on number names and rudimentary addition and subtraction using pictorial objects and brief word problems examples, �what is the name of this number?�, �how many stars are there all together?� 1 for correct, 0 for incorrect

48. Verbal Section Visual-Spatial Processing (Position and Direction) understanding spatial concepts such as �in front of�, �moving away from,� and �farthest behind.� �place the block on the child farthest ahead�, �put the block on the child farthest behind� 1 for correct, 0 for incorrect � Working Memory (Memory for Sentences) short-term memory and repetition of brief phrases and sentences. �Kim did want to leave before the movie was over� 2 points if the examinee repeats the sentence perfectly, 1 point for single error, 0 for 2 or more errors

49. Verbal Section Verbal Level 4 Basal � fewer than 3 points on any testlet in any entry evel, drop back immediately and administer only testlet of subtest.� Ceiling � 2 or fewer points on a testlet, discontinue after testing subtest � Fluid Reasoning (Verbal Absurdities) statements that are silly or impossible examinee says what is silly or impossible 2 points or 1 points given depending on exactness of response, 0 for incorrect response, queries are used

50. Verbal Section Quantitative Reasoning focuses on measurement and geometric and word problems requiring logic and multiplication skills and a verbal response. uses the counting rods no pencil and paper can be used 1 for correct, 0 for incorrect

51. Verbal Section Visual-Spatial Processing (Position and Direction) placing a green block on a picture in certain positions, requiring understanding of verbal directions such as �moving toward� and �farthest left.� 1 for correct, 0 for incorrect � Working Memory (Last Word) reads brief questions, and examinee must remember the last word in each question. Adds variety and a higher-order working memory element to the sentence memory approach.

52. Verbal Section Verbal Level 5 Fluid Reasoning (Verbal Analogies) assessing very high levels of verbal reasoning �______is to COLOR as DAISY is to________. 2 points for exact correct responses, 1 point for partial correct responses, 0 points for no correct responses Quantitative Reasoning series of increasingly complex word problems assesses high-level mathematical reasoning and problem solving may use paper and pencil 1 for correct, 0 for incorrect

53. Verbal Section Visual-Spatial Processing (Position and Direction) use words such as left, right, north, and south to describe the path followed to reach a targeted destination, which is presented pictorially 1 point for using keywords (north, right) in the right order. 0 for incorrect responses � Working Memory (Last Word) read brief questions, examinee must remember the last word in each question last words must be in order 2 points for recalling exact words in correct order, 1 point for recalling exact words in incorrect sequence or makes one mistake, 0 points for two or more mistakes

54. Verbal Section Verbal Level 6� No examinees are routed to this level Basal rule does not apply to its testlets Ceiling rules do not apply either Fluid Reasoning (Verbal Analogies) -more difficult analogies - �_____is to COAST as STATE is to_____� - 2 points for exact responses; 1 point for one mistake, 0 points for two mistakes �

55. Verbal Section Quantitative Reasoning uses complex word problems to assess high-level mathematical reasoning and problem solving scratch paper and pencil used Timed: 180 total seconds 1 for correct, 0 for incorrect� Visual-Spatial Processing (Position and Direction) 1 for correct, 0 for incorrect

56. Verbal Section Working Memory (Last Word) longer sentences, asked to recall last word in each sentence, in the correct sequence administered 2 points for recalling all last words in correct sequence, 1 point for recalling exact words in different sequence or makes one mistake, 0 is given for two or more mistakes.

57. Scoring SB5 can be scored by hand or by using SB5 scoring PRO (preferred method) Calculate the Examinee�s Chronological Age Check for Accuracy Transfer All Raw Scores Sum the Raw Scores Normative Scaled Scores (M=10, SD=3) Sum the Scale Scores IQ and Factor Index Scores

58. Interpretation Purpose and Content Special Education?Full Scale IQ, Nonverbal IQ Deficits in Learning Disabilities?more extended interpretation from supplemental batteries, such as Achievement Tests, may be needed Neurologically impaired adult?factor indexes and qualitative interpretations

59. Interpretation Nonverbal vs. Verbal Best starting points Difference has become increasingly important as society has become more culturally and linguistically diverse Full Scale IQ Used when NVIQ and VIQ are not significantly different Sum of all tasks in SB5 � covers both the Verbal and Nonverbal domains of cognitive ability

60. Interpretation � Full Scale IQ or Nonverbal IQ, usually main focus Nonverbal Fluid Reasoning: Object-Series Matrices a good measure of g that assesses analogical reasoning, attention to detail, perception of part versus whole, concentration, and some degree of spatial reasoning Verbal Fluid Reasoning verbal fluency, long-term storage of vocabulary meanings and variations, and verbal problem-solving strategies such as guessing and checking

61. Interpretation Factor Indexes Comparison of Verbal and Nonverbal subtests Nonverbal Knowledge may place a higher verbal demand on the examinee than other nonverbal subtests Nonverbal Quantitative Reasoning greatest relevance for school-based learning and possible academic interventions if this area is identified as a relative weakness in the examinee� Verbal Quantitative Reasoning Contrast between verbal and nonverbal subtests could be helpful in the differential diagnosis of neuropsychological conditions

62. Interpretation Nonverbal Visual-Spatial Processing highly relates to the Fourth Edition Pattern Analysis and with other block design tasks requiring visual construction Nonverbal Working Memory Contrasts should be powerful between nonverbal and verbal Verbal Working Memory potentially powerful tool to explain student cognitive deficits to teachers and parents �

63. Reliability Full Scale IQ scores, reliability extremely high (.97-.98) Consistent across all ages Higher reliability is expected due to the test length Verbal and Nonverbal IQ showed excellent stability (.95-.96) Five Factor Indexes avg. coefficients of .90 When compared to other cog. Batteries coefficient between .84 and .89� Test-retest subtest = .66-.93, abbreviated battery IQ = .84-.88, Factor Indexes = .79-.95, Nonverbal and Verbal IQ = .89-.95 Practice effects dwindle across intervals of several days or weeks

64. Reliability Interscorer Agreement Verbal knowledge subtest .95-.98 Nonverbal knowledge subtest.90-.97 Verbal reasoning subtests:early reasoning ..74-.97,, verbal absurdities .82-.89, verbal analogies .82-.88 Nonverbal spatial-processing .87-.94 All = .74-.97 shows high reliability and compares well to other published cognitive batteries

65. Validity Content-Related Validity professional judgment, coverage of important constructs, and empirical item analyses Criterion-Related Validity widely used measures of the same construct, important societal outcome measures, and membership in special groups Concurrent: relationship between SB5 and SBIV, correlation .90 Predictive Validity Construct Validity

66. Validity 7 year process of developing and screening individual test items resulted in selection of high-quality items Composite IQ scores of SB5 were found to be highly correlated with composite scores from previous SB editions and all of the major IQ batteries, such as Wechsler scales. (g) showed excellent measure of general intellectual ability

67. Strengths Enhanced nonverbal/low-verbal content that requires no (or minimal) verbal responses from the examinee Useful in assessing for LEP/ELL, deaf and hard of hearing, and autistic populations Extensive high-end items to ensure measurement of the highest levels of gifted performance Improved low-end items for better measurement of low functioning children and adults Valid measurement of abilities into the elderly years with enhanced assessment of working memory Modernized artwork and item content Child-friendly manipulative Ideal for measuring basic psychological processes in problem-solving models

68. Weaknesses Normative Interpretations rely on an accurate match between the characteristics of the examinee and the normative sample