Stanford-Binet Intelligence Scale: Mental Retardation

Stanford-Binet Intelligence Scale
Definition
The Stanford-Binet Intelligence Scale: Fourth Edition (SB: FE) is a
standardized test that measures intelligence and cognitive abilities in
children and adults, from age two through mature adulthood.
Purpose
The Stanford-Binet Intelligence Scale was originally developed to help
place children in appropriate educational settings. It can help determine
the level of intellectual and cognitive functioning in preschoolers,
children, adolescents and adults, and assist in the diagnosis of a learning
disability, developmental delay, mental retardation , or giftedness. It is
used to provide educational planning and placement, neuropsychological
assessment, and research. The Stanford-Binet Intelligence Scale is
generally administered in a school or clinical setting.
Precautions
The Stanford-Binet Intelligence Scale is considered to be one of the best
and most widely used intelligence tests available. It is especially useful in
providing intellectual assessment in young children, adolescents, and
young adults. The test has been criticized for not being comparable for all
age ranges. This is because different age ranges are administered
different subtests. Additionally, for very young preschoolers, it is not
uncommon to receive a score of zero due to test difficulty or the child's
unwillingness to cooperate. Consequently, it is difficult to discriminate
abilities in this age group among the lower scorers.
Administration and interpretation of results of the Stanford-Binet

Intelligence Scale requires a competent examiner who is trained in
psychology and individual intellectual assessment, preferably
a psychologist .
Description
The Stanford-Binet Intelligence Scale has a rich history. It is a descendant
of the Binet-Simon scale which was developed in 1905 and became the
first intelligence test. The Stanford-Binet Intelligence Scale was
developed in 1916 and was revised in 1937, 1960, and 1986. The present
edition was published in 1986. The Stanford Binet Intelligence Scale is
currently being revised and the Fifth Edition is expected to be available in
the spring of 2003.
Administration of the Stanford-Binet Intelligence Scale typically takes

between 45 to 90 minutes, but can take as long as two hours, 30 minutes.
The older the child and the more subtests administered, the longer the
test generally takes to complete. The Stanford-Binet Intelligence Scale is
comprised of four cognitive area scores which together determine the
composite score and factor scores. These area scores include: Verbal
Reasoning, Abstract/Visual Reasoning, Quantitative Reasoning, and
Short-Term Memory. The composite score is considered to be what the
authors call the best estimate of "g" or "general reasoning ability" and is
the sum of all of subtest scores. General reasoning ability or "g" is
considered to represent a person's ability to solve novel problems. The
composite score is a global estimate of a person's intellectual
functioning.
The test consists of 15 subtests, which are grouped into the four area
scores. Not all subtests are administered to each age group; but six
subtests are administered to all age levels. These subtests are:
Vocabulary, Comprehension, Pattern Analysis, Quantitative, Bead
Memory, and Memory for Sentences. The number of tests administered
and general test difficulty is adjusted based on the test taker's age and
performance on the sub-test that measures word knowledge. The
subtest measuring word knowledge is given to all test takers and is the
first subtest administered.
The following is a review of the specific cognitive abilities that the four
area scores measure. The Verbal Reasoning area score measures verbal
knowledge and understanding obtained from the school and home
learning environment and reflects the ability to apply verbal skills to new
situations. Examples of subtests comprising this factor measure skills
which include: word knowledge, social judgment and awareness, ability
to isolate the inappropriate feature in visual material and social
intelligence, and the ability to differentiate essential from non-essential
detail.
The Abstract/Visual Reasoning area score examines the ability to

interpret and perform mathematic operations, the ability to visualize
patterns, visual/motor skills, and problem-solving skills through the use
of reasoning. An example of a subtest which determines the
Abstract/Visual Reasoning score is a timed test that involves tasks such as
completing a basic puzzle and replicating black and white cube designs.
The Quantitative Reasoning area score measures: numerical reasoning,

concentration, and knowledge and application of numerical concepts.
The Quantitative Reasoning area is combined with the Abstract/Visual
Reasoning area score to create an Abstract/Visual Reasoning Factor
Score.
The Short-Term Memory score measures concentration skills, short-term

memory, and sequencing skills. Subtests comprising this area score
measure visual short-term memory and auditory short term memory
involving both sentences and number sequences. In one subtest that
measures visual short-term memory, the participant is presented with
pictures of a bead design, and asked to replicate it from memory.
Results
The Stanford-Binet Intelligence Scale is a standardized test, which means
that a large sample of children and adults were administered the exam as
a means of developing test norms. The population in the sample was
representative of the population of the United States based on age,
gender, race or ethnic group, geographic region, community size,
parental education, educational placement (normal versus special
classes), etc. From this sample, norms were established. Norms are the
performance of a comparison group of subjects—that nature of the
group should be specified, and this usually constitutes a normal group so
that the performance of the tested individual can be compared to this
group and thus evaluated.
The numbers of correct responses on the given subtests are converted to

a SAS score or Standard Age Score which is based on the chronological
age of the test subject. This score is similar to an I.Q. score. Based on
these norms, the Area Scores and Test Composite on the Stanford-Binet
Intelligence Scale each have a mean or average score of 100 and a
standard deviation of 16. For this test, as with most measures of
intelligence, a score of 100 is in the normal or average range. The
standard deviation indicates how above or below the norm a child's score
is. For example, a score of 84 is one standard deviation below the norm
score of 100. Based on the number of correct responses on a given
subtest, an age-equivalent is available to help interpret the person's level
of functioning.
Test scores provide an estimate of the level at which a child is functioning

based on a combination of many different subtests or measures of skills.
A trained psychologist is needed to evaluate and interpret the results,
determine strengths and weaknesses, and make overall
recommendations based on the findings and observed behavioral
observations.
Results
The Stanford-Binet Intelligence Scale is a standardized test, which means that a large sample
of children and adults were administered the exam as a means of developing test norms. The
population in the sample was representative of the population of the United States based on
age, gender, race or ethnic group, geographic region, community size, parental education,
educational placement (normal versus special classes), etc. From this sample, norms were
established. Norms are the performance of a comparison group of subjects—that nature of the
group should be specified, and this usually constitutes a normal group so that the performance
of the tested individual can be compared to this group and thus evaluated.
The numbers of correct responses on the given subtests are converted to a SAS score or
Standard Age Score which is based on the chronological age of the test subject. This score is
similar to an I.Q. score. Based on these norms, the Area Scores and Test Composite on the
Stanford-Binet Intelligence Scale each have a mean or average score of 100 and a standard
deviation of 16. For this test, as with most measures of intelligence, a score of 100 is in the
normal or average range. The standard deviation indicates how above or below the norm a
child's score is. For example, a score of 84 is one standard deviation below the norm score of
100. Based on the number of correct responses on a given subtest, an age-equivalent is
available to help interpret the person's level of functioning.
Test scores provide an estimate of the level at which a child is functioning based on a
combination of many different subtests or measures of skills. A trained psychologist is needed
to evaluate and interpret the results, determine strengths and weaknesses, and make overall
recommendations based on the findings and observed behavioral observations.
Read more: http://www.minddisorders.com/Py-Z/Stanford-Binet-Intelligence-

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Stanford-Binet Intelligence Scale

Administration and interpretation of results of the Stanford-Binet

Administration of the Stanford-Binet Intelligence Scale typically takes

The Abstract/Visual Reasoning area score examines the ability to

The Quantitative Reasoning area score measures: numerical reasoning,

The Short-Term Memory score measures concentration skills, short-term

The numbers of correct responses on the given subtests are converted to

Test scores provide an estimate of the level at which a child is functioning

Read more: http://www.minddisorders.com/Py-Z/Stanford-Binet-Intelligence-

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