The relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school students

dc.contributor.advisorBennett, Carson M.en_US
dc.contributor.authorBlood, Beverly A.en_US
dc.date.accessioned2011-06-03T19:23:18Z
dc.date.available2011-06-03T19:23:18Z
dc.date.created1989en_US
dc.date.issued1989
dc.description.abstractFor many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects were 75 elementary public school students who were enrolled in regular education classes at least 50% of their school day. The students were referred for comprehensive evaluations because of concern about their academic progress. Archival data from tests administered during the 1987-1988 school year were gathered from the students' cumulative school files.Pearson product moment correlations indicate that (in the sample studied) there was a significant positive correlation between the CSI scores and each of the Factor scores and the Composite scores. Analysis of variance (ANOVA) procedures were used to test mean differences. The data indicate that there was no statistically significant difference between the mean score of the CSI and the Verbal Comprehension Factor score, nor between the CSI and Memory Factor. However, the Nonverbal Reasoning/Visualization and Composite means differed significantly from the CSI mean.The results of this study suggest that the CSI can make a worthwhile contribution to referral information. Correlational and mean difference data derived from this study demonstrate the need for caution when interpreting and applying statistical findings. Additional research is needed to clarify further the relationship among group-administered and individually administered intelligence tests, and between the SB:FE and other individually administered intelligence tests.en_US
dc.description.degreeThesis (Ph. D.)en_US
dc.description.sponsorshipDepartment of Educational Psychology
dc.format.extentix, 78 leaves ; 28 cm.en_US
dc.identifierLD2489.Z68 1989 .B58en_US
dc.identifier.cardcat-urlhttp://liblink.bsu.edu/catkey/720137en_US
dc.identifier.urihttp://cardinalscholar.bsu.edu/handle/20.500.14291/175132
dc.sourceVirtual Pressen_US
dc.subject.lcshTest of Cognitive Skills.en_US
dc.subject.lcshStanford-Binet Test.en_US
dc.subject.lcshPsychological tests for children.en_US
dc.titleThe relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school studentsen_US
dc.title.alternativeAchievement on the test of cognitive skills and the Stanford-binet intelligence scale.en_US
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