Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-26T04:37:46.446Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessing Intellectual Functioning in Young Adolescents: How do the WISC-IV and SB5 Compare?

Published online by Cambridge University Press:  15 June 2012

Kimberley Wilson  and
Linda Gilmore
Kimberley Wilson
Affiliation:
Queensland University of Technology, Australia
Linda Gilmore*
Affiliation:
Queensland University of Technology, Australia
*
address for correspondence: Linda Gilmore, School of Learning and Professional Studies, Queensland University of Technology, Victoria Park Road, Kelvin Grove QLD 4059, Australia. Email: [email protected]
Get access

Abstract

The Wechsler Intelligence Scale for Children — Fourth Edition (WISC-IV) and the Stanford-Binet — Fifth Edition (SB5) are two of the most commonly used intelligence tests for children and adolescents. No comparative studies of the WISC-IV and SB5 have yet been published. In the current study the WISC-IV and SB5 were administered in counterbalanced order to 30 typically developing 12- to 14-year-old adolescents. There was a significant difference between Full Scale IQs on the two measures, with scores being higher on the WISC-IV. A significant difference was also found between Verbal IQs and there were large score differences for some participants. The article concludes that the WISC-IV and SB5 cannot be presumed to be interchangeable measures of intelligence.

Keywords

WISC-IVSB5intellectual assessmentintelligence testchildadolescent
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 22 , Issue 1 , June 2012 , pp. 1 - 14
Copyright
Copyright © The Authors 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Brown, T., & Morgan, S. (1991). Concurrent validity of the Stanford-Binet, 4th edition: Agreement with the WISC–R in classifying learning disabled children. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 3, 247–253. doi: 10.1037/1040-3590.3.2.247Google Scholar
Carvajal, H.H., Hayes, J., Lackey, K., Rathke, M., Weibe, D., & Weaver, K. (1993). Correlations between scores on the Wechsler Intelligence Scale for Children-III and the General Purpose Abbreviated Battery of the Stanford-Binet IV. Psychological Reports, 72, 1167–1170.Google Scholar
Flynn, J.R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95, 29–51. doi: 10.1037//0033-2909.95.1.29Google Scholar
Greene, A., Sapp, G., & Chissom, B. (1990). Validation of the Stanford-Binet Intelligence Scale: Fourth Edition with exceptional black male students. Psychology in the Schools, 27, 35–41. doi:10.1002/1520-6807(199001)27:1<35::AID-PITS2310270106>3.0.CO;2-QGoogle Scholar
Hollinger, C., & Baldwin, C. (1990). Comparing scores on the Stanford-Binet, Fourth Edition with the WISC—R for exceptional children. Psychological Reports, 66, 979–984.CrossRefGoogle ScholarPubMed
Lavin, C. (1996). The Wechsler Intelligence Scale for Children — Third Edition and the Stanford-Binet Intelligence Scale: Fourth Edition: A preliminary study of validity. Psychological Reports, 78, 491–496.CrossRefGoogle Scholar
Lukens, J. (1990). Stanford-Binet, Fourth Edition and the WISC–R for children in the lower range of intelligence. Perceptual and Motor Skills, 70, 819–822. doi:10.2466/PMS.70.3.819-822Google Scholar
Lukens, J., & Hurrell, R. (1996). A comparison of the Stanford-Binet IV and the WISC-III with mildly retarded children. Psychology in the Schools, 33, 24–27. doi:10.1002/(SICI)1520-6807(199601)33:1<24::AID-PITS3>3.0.CO;2-WGoogle Scholar
Minton, B.A., & Pratt, S. (2006). Gifted and highly gifted students: How do they score on the SB5? Roeper Review, 28, 232–236. Retrieved from http://www.roeper.org/RoeperInstitute/roeperReview/index.aspxGoogle Scholar
Newton, J., McIntosh, D., Dixon, F., Williams, T., & Youman, E. (2008). Assessing giftedness in children: Comparing the accuracy of three shortened measures of intelligence to the Stanford-Binet Intelligence Scales, Fifth Edition. Psychology in the Schools, 45, 523–536. doi: 10.1002/pits.20321Google Scholar
Prewett, P., & Matavich, M. A. (1994). A comparison of referred students’ performance on the WISC-III and the Stanford-Binet Intelligence Scale: Fourth Edition. Journal of Psychoeducational Assessment, 12, 42–48. doi: 10.1177/073428299401200104Google Scholar
Roid, G.H. (2003a). Stanford-Binet Intelligence Scales, Fifth Edition. Itasca, IL: Riverside.Google Scholar
Roid, G.H. (2003b). Stanford-Binet Intelligence Scales, Fifth Edition: Technical manual. Itasca, IL: Riverside.Google Scholar
Rust, J.O., & Lindstrom, A. (1996). Concurrent validity of the WISC-III and Stanford-Binet IV. Psychological Reports, 79, 618–620.Google Scholar
Saklofske, D.H., Schwean, V., Yackulic, R., & Quinn, D. (1994). WISC-III and SB:FE performance of children with attention deficit hyperactivity disorder. Canadian Journal of School Psychology, 10, 167–171. doi:10.1177/082957359501000210Google Scholar
Sattler, J. (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego: Author.Google Scholar
Simpson, M., Carone, D. Jr., Burns, W., Seidman, T., Montgomery, D., & Sellers, A. (2002). Assessing giftedness with the WISC-III and the SB-IV. Psychology in the Schools, 39, 515–524. doi:10.1002/pits.10057CrossRefGoogle Scholar
Urbina, S. (2004). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.Google Scholar
Wasserman, J., & Tulksy, D. (2005). A history of intelligence assessment. In Flanagan, D.P. & Harrison, P.L. (Eds.), Contemporary intellectual assessment: theories, tests, and issues (pp. 3–22). New York: Guilford Press.Google Scholar
Wechsler, D. (2003). Wechsler Intelligence Scale for Children — Fourth Edition. San Antonio, TX: Psychological Corporation.Google Scholar
Wechsler, D. (2005). Wechsler Intelligence Scale for Children — Fourth Edition. (Australian Standardised Edition). HarcourtAssessment: Psychological Corporation.Google Scholar