Intelligence and Academic Abilities Flashcards
Carroll proposed An Integrated Model of Intelligence
the three-stratum theory of intelligence.
Benefits of intelligence testing
A uniform way of comparing cognitive performance
Excellent predictors of academic achievement
Identified strengths and weaknesses can create individualized learning plans
Limitations of intelligence testing
A single score is often inadequate in explaining multidimensional aspects of intelligence
Does not capture complexity and immediacy of real-life situations (e.g., motivation for the test)
Influences such as physical/emotional stability, limited experiences, unfamiliarity with language
Reasons for conducting intelligence testing (IQ testing)
As part of a comprehensive psycho-educational evaluation to aide in the: Identification of intellectual disability (ID); Identification of specific learning disabilities (SLD); Identification of intellectual giftedness
Determine placement in specialised programs / funding
Neuropsychological evaluation
Clinical Intervention
Research
Five dimensions of Wechsler Intelligence Test for Children (WISC-V)
Verbal comprehension
Visual spatial
Fluid reasoning
Working memory
Processing speed
Advantages of IQ scores diagram
IQ scores at different ages to compare despite the increasing knowledge;
easy to read and understand
Intelligence vs. Achievement
Intelligence:
Predicts future performance;
Predicts ability to learn a new skill;
Measure a person’s potential
Achievement:
Assesses overall learning accomplishments;
Skills children learn through direct intervention;
Assesses current performance;
Areas such as reading, spelling, writing, maths
Intelligence is associated with achievement
Intelligence makes achievement possible
The Weschler Individual Achievement Test, Australia and New Zealand (WIAT-III)
Achievement testing in conjunction with IQ testing can help identify SLDs, one of the most commonly used in Australia is the WIAT-III.
Provides norm referenced information about a student in the four main areas of achievement;
Covers ages 4 through adulthood;
Provides diagnostic information and recommended interventions
The WIAT-III and similar achievement tests provide a:
General estimate of academic achievement (Total achievement composite);
An analysis of a student’s academic strengths and weaknesses in reading, math, spelling, written expression, and oral language (listening and speaking). May be used as part of a comprehensive assessment for identifying a learning disability;
Investigation of related factors that may affect academic achievement, such as Phonological Awareness
Specific Learning Disorders (SLDs)
Affects a person’s ability to “receive, store, process, retrieve or communicate information”;
Can manifest in one or more areas of academic achievement;
Outstanding feature of SLD is that the student’s underachievement is unexpected;
Prevalence is between 5-15% of students;
Greatly benefit from the use of appropriate adaptations, accommodations and compensatory strategies
Classification of SLDs
Difficulties learning and using academic skills;
The affected academic skills are substantially below those expected for the individual’s chronological age and cause significant interference with academic or occupational performance;
The learning difficulties began during school age;
Are not better accounted for by intellectual disabilities, other neurological disorders, lack of Proficiency in the language of academic instruction or inadequate educational instruction
Historical Perspective to SLD
Previous methods of identification and assessment have failed to adequately distinguish between groups.
Advances in cognitive theory and assessment methods assisting with understanding cognitive differences between groups (e.g., SLD vs. slow learners)
Ability-Achievement Discrepancy (AAD)
Comparison of child’s achievement to their FSIQ using standard assessment;
A discrepancy between ability and achievement may be statistically significant but not clinically relevant;
Discrepancies typically not evident until the child reaches the 3rd or 4th grade;
Does not consider adequacy of educational instruction
Dyslexia
One subtype of an SLD, with impairment in reading is dyslexia. Dyslexia is a neurobiological disorder that causes a marked impairment in the development of basic reading and spelling skills.
Word Recognition (WR): 5-8% of school age population; Listening Comprehension (LC); WR X LC = Reading comprehension
The poor phonological recoding skills of children with learning disabilities leads them to have special difficulty with pseudowords that can be pronounced only by using phonological recoding
Response to Intervention (RTI) in Dyslexia children
Such as systematic phonics instruction, is vital to dyslexia diagnosis.
Intervention can be important in helping children with RD
