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Intellectual disability can be defined by; “significant impairment of intellectual functioning, significant impairment of adaptive/social functioning and age of onset before adulthood” (British Psychological Society, 2000). As explained by Gordon (2010), an individual can be classified as intellectually disabled (ID) if they score below a 70 on a reliable and standardized IQ test. Professionals rely on The Wechsler Adult Intelligence Scale Third Edition (WAIS-III) and the Wechsler Intelligence Scale for Children Fourth Edition (WISC - IV) to measure IQ among adults and children (Gordon 2010) p 197). These two tests are very popular and have been used in the United States for a number of years.
Strengths.
These tests can help assist counselors by looking and comparing IQ scores of students. By having this valuable information, counselors can determine placement and needs of students. IQ tests don’t measure everything, but like Drummond & Jones (2010) state, “these test measure a broad spectrum of cognitive abilities, such as reasoning, comprehension, judgement, memory, and spatial ability” (p 155). An entire section of the ACA (2005) Code of Ethics covers evaluation, assessment, and interpretation. As stated in the code, “the primary purpose of educational, psychological, and career assessments are to provide measurements that are valid and reliable in either comparative or absolute terms.”
Weaknesses.
The WAIS-III and WISC- IV have been labeled reliable and valid, however; according to Gordon (2010) “there have been some concerns about how accurately these tests measure intellectual functioning at the extreme ends.” Nagle & Lazarus (1979) conducted one evaluation with 30 participants, with IQ’s ranging from 55-75 and enrolled in special education classes to compare the WAIS and the WISC. Gordon (2010) informs readers that the study found WAIS scores to be significantly higher. IQ scores on the WAIS were higher by thirteen points, but there were significant correlations suggesting content was related despite nonequivalence of scores (Gordon (2010) p 197). A study was done to analyze the discrepancy between the scores of the two IQ tests. Another research study was done in the UK with students who were sixteen years of age, were selected from four special education schools, and had to speak English (Gordon (2010) p 198). The students tested, according to Gordon, (2010) were seven males and eight females who received informed consent from head teachers at their current school and were administered the WAIS-III UK Edition and the WISC-IV UK Edition. Students were split into two groups, groups one and two, and the group they were assigned to determine which assessment they would take first (Gordon (2010) p 198).
The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
Not only does the KBIT-2 lack in accommodating for cultural and language barriers, but it is also deficient towards those with mild to moderate motor difficulties due to the fact that the test requires minimal motor skills (Bain & Jaspers, 2010). However, since the test does not require time limits individuals with mild motor difficulties could be assessed. Overall, the Kaufman Brief Intelligence Test, Second Edition appears to be psychometrically strong and feasible assessment to administer (Bain & Jaspers, 2010).
The most notable Supreme Court case regarding this issue was Atkins v. Virginia in 2002. Deryl Atkins was sentenced to lifetime imprisonment after robbing a man and shooting him eight times with his accomplice. Atkins had an IQ of 59 and the courts consider legal mental retardation below an IQ of 70. Atkins was saved from the death penalty due to this and has saved many others since. More recently, Freddie Lee Hall has been on death row for over 30 years and his case is being reconsidered because of the previously mentioned case. He has tested his IQ multiple times and ranged in between 60-80, most commonly in the low 70’s. The problem lays in that the Supreme Court gives each state the freedom to decide what IQ is justified as mentally retarded, as well as what happens to criminals that meet that standard.
Wayne, PA: Author. Wechsler, D. (2008). The 'Standard'. Wechsler adult intelligence scale–fourth edition. San Antonio, TX: Pearson University Press, Inc.
Encyclopedia of Educational Psychology (2008). Individuals with Disabilities Education Act. Retrieved April 9, 2011, from http://www.sage-ereference.com/educationalpsychology/Article_n139.html
Even if stigma were to be resolved, it would still be very difficult for those with mental disabilities to integrate back into society by themselves, but with the help of their community then the possibility should increase. The accounts of Elena Lindsay and Daniel Morris both display the importance of community outreach and how with it they both were able to become a part of society again and reduce some of their anxiety triggers associated with their conditions. Elena’s employment provided her stability and Daniel was able to find housing for himself in order to regain control of his life. I think it’s awful that a fifth of the homeless population, according to the documentary, have mental health conditions that go untreated and I believe
In this world, there are many different individuals who are not only different in demographics but also different neurologically. Due to an immense amount of people it is important to first understand each individual, in order, to better understand them and to help them when it comes to certain areas such as education, the work force, and etc…. For this reason psychologists have aimed to further understand individuals through the use of psychological assessments. This paper aims to examine a particular assessment tool, the Stanford-Binet Intelligence Scales (Fifth Edition), which measures both intelligence and cognitive abilities (Roid, 2003). This assessment is usually administered by psychologists and the scores are most often used to determine placement in academics and services allotted to children and adolescents (despite their compatibility for adults) (Wilson & Gilmore, 2012). Furthermore before the investigation dives into the particulars of the test, such as its strengths and weakness’, it is best to first learn more about the intelligence scales general characteristics.
I do not think this on-line IQ test is a good predictor of a person’s future achievements. However, I do feel like they can be used in a positive way because they can help identify a persons strengths and weakness. Using the results of an IQ a teacher can help build on a child’s strengths or help a child be brought up to a certain level by using various teaching methods that the test helps identify (Myers p. 471). Therefore because of this an IQ test is a poor indictor of future achievement because a child can work to improve what...
Persons with disabilities encounter countless environmental and societal barriers which affect their daily lives. There is numerous definitions worldwide and in Canada for the term “disability”, and debates about who is considered a person with a disability. Winkler gives an elaborate definition of this term which will be used to define disability throughout this paper. Above and beyond the general definition, Winkler states “Persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others” (2009, p. 329). Winkler mentions that in addition
Can intelligence be measured? Does an IQ test actually measure a person’s intelligence? Does a high score indicate a genius? Does a low score indicate stupidity or merely ignorance? These questions have been asked over and over again by psychiatrists and scientists alike, but to date there are no clear answers. These questions cannot be answered without first defining what is meant by the term intelligence. Once intelligence has been defined then it should be easy to answer these questions; however, multiple definitions of the word tend to lead to further confusion.
Now, children with intellectual disabilities are respected, and cared for just like anyone else. This was not true prior to the mid 19th century. People and doctors feared them and they were often ignored. As time continued throughout history things changed for the better. Some people may have believed that someone either had an intellectual disability or not, but this is not true. There are different levels to it. Children with an intellectual disability can and do attend regular schools with a little extra help, but they do experience emotional and behavior problem along the way. Not all causes for intellectual disabilities can be found, but there are a few known ones. With all of this said, there are ways to prevent intellectual dishabilles and ways to treat it as well.
This knowledge and research is important for creating a standard model that would be used for those suffering from ID while hospitalized, their caregivers, and all other health professionals. The model will increase the awareness of the intellectual disability, identify the importance for medical professionals to have specific education for treating people with intellectual disabilities, demonstrate how to practice self-centered care, pinpoint the barriers to quality care for those with intellectual disabilities, and ultimately advocate for intellectual disabled patients in need of better services when hospitalized. The researchers hope to gain a solution for providing quality health care for patients with intellectual disabilities when they are placed in the
The Stanford-Binet Intelligence Scale is a standardized test that assesses intelligence and cognitive abilities. Intelligence is "a concept intended to explain why some people perform better than others on cognitive tasks. Intelligence is defined as "the mental abilities needed to select, adapt to, and shape environments. It involves the ability to profit from experience, solve problems, reason, and successfully meet challenges and achievement goals. Intelligence tests began as a psychologist's solution to a problem faced by Paris schools at the beginning of the century.
Psychologists have differed on the definition for intelligence and how to measure intelligence. In this paper the definition of intelligence and how it is measured will be discussed by comparing and contrasting the two intelligence tests and two achievement tests chosen from the Mental Measurement Yearbook. The intelligence tests chosen were the Primary Test of Nonverbal Intelligence (PTONI) and the Test of Memory and Learning, 2nd ed., (TOMAL-2) and the achievement tests chosen were the Basic Achievement Skills Inventory (BASI) and the Differential Ability Scales, 2nd ed. (DAS-II). The measures of the intelligence tests will be evaluated for reliability, validity, normative procedure, and bias, and then compared with the achievement tests.
Intelligence is commonly measured through the use of a number of scales and quantitative measures, like the Intelligence Quotient (IQ), developed by Alfred Binet in early 20th century to identify which French children needed more attention from their educators. The use of IQ tests progressively spread to all parts of the world. The use of these tests has raised controversy among psychologists and educators, with supporters of IQ tests assuming that the tests produce measure of genetically transmitted intelligence. On the other hand, critics of the tests have pointed out that IQ test provides a measure that defines intelligence through the use of cultural deterministic concepts. The ethnocentrism embedded in the assumptions of many commentators, has generated into a justification for a number of theoretical approaches, like those by Charles Murray and others (http://news.bbc.co.uk/2/hi/health/850358.stm).