7. 6-11 Years-of-Age
TRADITIONAL INTELLIGENCE TESTING
HISTORIC ASSESSMENTS OF INTELLIGENCE
• Binet & Simon, France 1904
– Purpose
• Identify children unable to learn in school
– Need help
– Developed test
• Assessed
– Memory
– Verbal Skills
– General Knowledge
– Developed concept of mental age (MA)
• An individual’s level of mental development relative to
others
8. TRADITIONAL INTELLIGENCE TESTING
• Wechsler Scales
• Overall IQ
– Verbal Comprehension Index
– Working Memory Index
– Processing Speed Index
• Determines weak & strong areas
6-11 Years-of-Age
10. 6-11 Years-of-Age
TYPES OF INTELLIGENCE:
• Sternberg’s Triarchic Theory of
intelligence
– 3 forms of Intelligence:
• 1. Analytical intelligence
• 2. Creative intelligence
• 3. Practical intelligence
11. 6-11 Years-of-Age
• 1. Analytical intelligence
– Ability to:
• Analyze
• Judge
• Evaluate
• Compare
• Contrast
TRIARCHIC THEORY OF INTELLIGENCE
STERNBERG CONT.
12. 6-11 Years-of-Age
• 2. Creative intelligence
– Ability to:
• Create
• Design
• Invent
• Originate
• Imagine
TRIARCHIC THEORY OF INTELLIGENCE
STERNBERG CONT.
13. 6-11 Years-of-Age
• Practical intelligence
– Ability to:
• Use
• Apply
• Implement
• Put ideas into practice
TRIARCHIC THEORY OF INTELLIGENCE
STERNBERG CONT.
14. TRIARCHIC THEORY OF INTELLIGENCE
STERNBERG CONT.
• In school:
– High analytic
• Favored in conventional schooling
– High creative
• Not at top of class, do not conform to expectations
– High practical
• Do not relate well to demands of school
• Often successful as adults
6-11 Years-of-Age
16. HOWARD GARDNER OF THE MULTIPLE INTELLIGENCE
THEORY
HTTPS://WWW.YOUTUBE.COM/WATCH?V=L2QTSBP4FRG
17. 6-11 Years-of-Age
HOWARD GARDNER THEORY OF MULTIPLE
INTELLIGENCES
– verbal
– mathematical
– spatial
– bodily-kinesthetic
– musical
– interpersonal
– intrapersonal
– naturalist
Everyone has all of these intelligences to
varying degrees. Which are your strengths?
19. 6-11 Years-of-Age
USING INTELLIGENCE TESTS
• Psychological tests are tools
• Avoid using information in negative ways
– Avoid stereotyping & expectations
– IQ NOT sole indicator of competence
– Use caution in interpreting an overall IQ score
21. 21
EXTREMES OF INTELLIGENCE
• IQ score of 70 or below
– Intellectual disability
• (mental retardation)
• IQ score of 130 or above
– Gifted
22. EXTREMES OF INTELLIGENCE
• Intellectual disability
– For proper diagnosis
• Clinicians observe
– Functioning in everyday environment
– Person’s background
– Community standards
23. 23
EXTREMES OF INTELLIGENCE
• Features of intellectual disability ?
– Most consistent sign
• Person learns very slowly
– Other areas of difficulty
• Attention
• Short-term memory
• Planning
• Language
24. 24
EXTREMES OF INTELLIGENCE
• Causes of intellectual disability
– Biological causes
• Prenatal difficulties or birth complications
• Genetic disorders
– Most common
• Fragile X syndrome
• Down syndrome
• Biological abnormalities
– Cerebellum
• Regulates motor behavior
• Possibly learning & attention
25. 25
EXTREMES OF INTELLIGENCE
• Mild intellectual disability
– IQ 50–70
– About 85%
– Termed “educational”
• Can have a somewhat normal life
– May need assistance
– Get married
– Work in unskilled or semiskilled jobs
– Intellectual performance may improve with age
26. 26
EXTREMES OF INTELLIGENCE
• Moderate intellectual disability
– IQ 40-55
– About 10%
– Most Down syndrome
– Can care for themselves
– Benefit from vocational training
– Need to be taught basic skills
• Hygiene
• Taking the bus
27. EXTREMES OF INTELLIGENCE
• Severe and profound intellectual disability
– IQ 25-40
– 3% to 4%
– Often require lifelong careful supervision
– Group homes
28. 28
EXTREMES OF INTELLIGENCE
• Quality of life
– Depends largely on sociocultural factors
• Intervention programs
– Comfortable and stimulating residences
– Social opportunities
– Economic opportunities
– Proper education
29. EXTREMES OF INTELLIGENCE
• Gifted and talented
– Gifted
• IQ 130-144
– Highly gifted
• IQ 145 and above
– Problem
• Keeping them stimulated
– Or else?
– Specialized programs needed
31. 31
DEVELOPMENTAL DISABILITIES AND EDUCATION
• Autism
– Identified in 1943
• Extremely unresponsive to others
• Uncommunicative
– Possibly mute
– May gain language and lose it
• Repetitive
• Rigid
• Symptoms appear before age 3
– Can be identified
• 18-24 mos.
32. 32
DEVELOPMENTAL DISABILITIES AND EDUCATION
• Unusual motor movements
– “self-stimulatory” behaviors
• Jumping
• Arm flapping
• Making faces
– Relieves anxiety
– May engage in self-injurious behaviors
• Banging heads
• At times seem overstimulated &/or under stimulated by
environments
33. DEVELOPMENTAL DISABILITIES AND EDUCATION
• Over ½ intellectual disabilities
• Most social deficits
• How do we help them?
35. DEVELOPMENTAL DISABILITIES AND EDUCATION
• Autism increase in # diagnosed
– 1 in 150
• To (10 yrs.)
• 1 in 68
– Boys continue
• 5-1 boys/girls
– Why increase?
36. DEVELOPMENTAL DISABILITIES AND EDUCATION
• Learning Disabilities
– Gov’t defines learning disabilities
– 3x’s more common in boys
– Children excluded:
• Severe emotional disorders
• 2nd language background
• Sensory disabilities
– EX: Blind
• Neurological deficits
37. LEARNING DISABILITIES DEFINITION INCLUDES:
Significant difficulty in school-
related area
Listening
Thinking
Reading
Writing
Spelling
Math
80% also have reading problems
38. DEVELOPMENTAL DISABILITIES AND EDUCATION
• Specific Disabilities
– Dyslexia
• Severe impairment in ability to read & spell
– Common problem
– Writing may be extremely slow & illegible
– Spelling errors
• Problem matching sounds & letters
