Youth with autism spectrum disorder (ASD) often present with emotional problems such as anxiety and depression (American Psychiatric Association, 2013). A recent study of the "Child Behavior Checklist 6-18" (CBCL; Achenbach & Rescorla, 2001) indicated good sensitivity but relatively low specificity for identifying emotional problems…

Suggests improper application of standardized IQ tests may misidentify or underrefer thousands of intellectually gifted students each year. Presents 10 hazards that can bias IQ scores of gifted children and cautions psychological examiners and consumers of IQ test information to be aware of these hazards. (Author/AH)

The McCarthy Scales of Children's Abilities and the Stanford-Binet were compared as instruments for identifying and assessing intellectually gifted preschool and primary aged children. The McCarthy Scales consistently produced lower scores than the Binet. Low to moderate correlations existed between the two scales. (Author/CL)

Fifty gifted students, aged 9-17, were tested with the gifted identification battery from Stanford-Binet IV and the SRA Educational Ability Series (EAS). The EAS was found to be a feasible test for screening gifted students. The discrepancies between the standard scores of the two tests were low and favored the EAS. (Author/JDD)

Tested the effectiveness of the Stanford Binet Intelligence Test and the Bayley Scales of Infant Development in assessing the development of 30 preschool children. Demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either test is a relatively frequent occurrence. (JAC)

The study comparing the differential validity of the Kaufman Assessment Battery for Children (K-ABC) and the Stanford-Binet Intelligence Scale raised questions concerning the ability of the K-ABC to discriminate among at-risk preschoolers functioning in the lower ranges of cognitive ability. (Author/DB)

This article maintains that the older Stanford-Binet Intelligence Scale (Form L-M) is the best tool for assessing extraordinarily gifted children despite the acknowledged deficits of the scale in comparison with newer instruments. Although the article finds that the Stanford-Binet uses outdated terminology, is highly verbal, has 20-year-old norms,…

This article concludes that the Stanford-Binet Intelligence Scale: Fourth Edition is poorly suited for assessment of children less than five years old with possible mild mental retardation and for persons of any age with possible severe mental retardation. The continued use of Form L-M is recommended for these populations. (Author/DB)

This paper discusses applications of intelligence tests in schools, considering Binet's original warnings that his tests were primarily useful for identifying students needing intervention and inappropriate for classifying normal students. American applications of Binet's work for ranking are seen as stages of shifting from remedial to custodial…

Forty-five gifted children, ages 11-17, were tested with the Stanford-Binet Intelligence Scale and the Woodcock-Johnson Tests of Achievement. Results indicated 18 of 20 correlations between the area and composite scores were significant. The Stanford-Binet Short-Term Memory standard age score mean was lower than other scores' means. (Author/JDD)

The Slosson Intelligence Test (SIT) and the Stanford-Binet, Fourth Edition (SBIV) were administered to 95 elementary students referred because of either learning problems or potential giftedness. SIT scores predicted SBIV verbal scores more accurately than composite scores. Overall the SIT predicted SBIV scores better for students with learning…

For 40 gifted students, the mean Full Scale score of the Wechsler Intelligence Scale for Children-Revised was 13.52 points higher than the mean composite score of the Stanford-Binet, Fourth Edition (Binet-IV). Between the two instruments, 11 of 15 possible subscale correlations were significant. Use of the Binet-IV might result in placement of…

This essay presents arguments in favor of continuing individualized intelligence testing in schools. Issues discussed include questions of validity in the concept of intelligence and its testing, ethical issues, legal issues, racial/minority and cultural issues, poor correlation between test results and teaching, and alternatives proposed by…