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Personality Instrument

In: Philosophy and Psychology

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Personality Assessment Instrument
Tabatha Johnson
Measurement and Statistics/525
February 18, 2013
Dr. Christie Seiler, Psy.D.

It has been proven that the Stanford Binet test has helped diagnosed developmental disabilities and is very useful in clinical and neurological assessment on identifying intellectually deficient children. This paper will describe the characteristics, uses, and purposes of identifying intellectually deficient children. Analyzing the personality relationships of Cognitive Thinking with intellectually deficient children. Summarizing and differentiate diagnostically the targeted population of the intellectually deficient children. Identifying the psychometric properties of the Stanford Binet test for the particular population of the intellectually deficient children. Finally concluding with two review literatures, The Family Education Rights & Privacy Act and APA guidelines for development, administration and scoring and interpretation of tests for ethical consideration associated with the Stanford-Binet testing.

Stanford-Binet Personality Assessment Test The Stanford-Binet Personality Assessment Test was developed in France to initiate the modern field in intelligence testing. This test was revised in the United States by a French psychologist named Alfred Binet. He had been commissioned by the French government to cultivate a process classifying intellectually deficient children. This test was to determine the appointment in special-education programs. Although the children case histories were comprehensive and useful, the phase vital for this test consists of having an excessive amount of children. Because of this particular reason, in the year of 1916, at the University of Stanford a revised examination test was developed, by a psychologist named Lewis Terman, which became known as the “Stanford-Binet test.”
Characteristics, Uses, and Purposes of the Stanford - Binet test Years later Dr. Alfred Binet and a physician named Theodore Simon came together in the studying of mental retardation in French school pupils. Research was done at a boy’s school by Theodore Simon, in Grange-aux-Belles, between the years of 1905 and 1908. Because of his research the two men developed the Binet-Simon test, which assessed attention, memory, and verbal skills. Thirty matters fluctuating from the skill to touch one’s nose or ear, upon being asked, to the capability to draw designs and explain abstract perceptions from their memory, of what these tests consists of. The Binet-Simon test varied in various difficulties. It was determined by Binet that children intellectual ability increased with age, and upon defining the correct age of which an average child could answer them correctly, came the perception of

PERSONALITY ASSESSMENT INSTRUMENT 4 psychological age. Psychological Age was the child’s level of mental development relative to others. A confidence interval was placed by Binet around the returned test scores, because his belief was that intelligence was somewhat fake, and because there was an inherent margin error in these psychometric test ( Freides, D, 1972). The Stanford Revision of the Binet-Simon Scale was released in 1916, by psychologist Lewis Terman. This test was known as the “Stanford-Binet”, for short. By removing some of Binet-Simon test items and adding new ones, this was a help to graduate students and validated the experiments. This test was so widespread, the president of the American Psychological Association Robert Yerkes, decided to use it in developing the Army Alpha and the Army Beta tests. These two particular tests were used to classify recruits. High scoring recruits would earn an A grade which was classified as a high officer material, whereas the low scoring recruits who had an E grade would be prohibited for military service.
Analyzing the Stanford-Binet test with Cognitive Theory The psychology theory on Cognitive thinking focuses on a person’s internal state, which means motivation, problem solving, decision-making, thinking, and attention. The ideas of the Cattell-Horn-Carroll known as the CHC theory of cognitive functioning, is where the Stanford Binet Scale was originated upon. The evaluation of intelligence and cognitive ability was the main purpose of the test. In order to place children in gifted programs, this test is used to evaluate conceivable learning disabilities. Cognitive tests which measures fluid thinking,
PERSONALITY ASSESSMENT INSTRUMENT 5 knowledge, measureable reasoning, visual three-dimensional processing, and working remembrance, were the sequence used for the assessment tool. The scale in the Stanford Binet test aided in helping to diagnose developmental disabilities that can be helpful in clinical and neurological assessment, early childhood assessment, workers’ compensation evaluations, research on abilities and aptitudes, psycho educational evaluations for special education placements, adult social security, providing information for interventions such as IFSPs, IEPs, career assessment, industrial selection, forensic contexts, and adult neuropsychological treatment. The intelligence test began as a common intelligence test, in the year of 1916, using only similar vocabulary tests and a particular age scale. When the Stanford Binet Fifth Edition test came out, measures were performed on all five elements of cognitive ability using cross structure, verbal and non-verbal and age scales, verbal and non-verbal routing tests. Determining factors had proven that additional game structure which included colorful artworks, manipulative, and toys.
Diagnostically Difference for the Intellectually Deficient Child There is a very broad category in mental impairment, which includes people who would fiction at several different levels of efficiency. By saying this both physical growth and intelligence can be affected to some point. Several factors are contributed to the classification of an intellectually impaired child. The concern and complaint is not every person would agree with how the classification is evaluated. There are several different national organizations that use different ways of classification, because of this one factor.
In the IQ range of 75 to 85, a child is classified as Mild. In the IQ range of 50 to 75, a child is classified as Moderate. In the range of 0 to 50, a child is classified as Severe. Children that are mentally handicapped can be acknowledged by a set of social, mental, physical, and emotional characteristics. Characteristics are different for each child. Each child has some degree of learning problems. These children have poor language communication skills, illness, and lack of motivation, physical handicaps, behavior problems, and limited experiences. The mentally impaired child, learn by a process that is much different from that of a person who is not disabled, is what examiners have found to be factual. These children learn through smell, touch, sight, taste, and hearing. Brain damage makes them unable to do this, in the mentally impaired child. People, who are teaching the mentally impaired child, must have patience and respect for human need, plus a love for the student who is "different." It has been proven that mentally impaired children that come from single parent homes, have lower rates in understanding.
Identify the Psychometric Properties of the Stanford – Binet Test Undeveloped youngsters' skills to change swiftly and the instruments have to be sensitive to their delicate changes. Numerous outdated tools exemplify plunging delays of tests that initially were intended for big youngsters and, therefore, were not intended with the preschool youngster in notice. The use of outdated intelligence tests with young kids has been assessed lengthily due to poor psychometric properties of the tests, because of this the psychometric properties of psychological instruments evaluating appearances of early development are critical.

The test's reliability and validity are the two key psychometric properties of the test. Reliability indicates the test's dependability and the test's ability to produce similar results under differing conditions. An indication of the test’s temporal stability is what considers the test-retest reliability. The degree, to which test scores are insensitive to individual differences between different assessors, indicates inter-rater reliability. Different items of the test measure the same underlying construct, which indicates internal consistency to a certain degree. The Internal stability can be measured in a number of ways. The connection among scores on the odd and even numbered items of a test refers to Odd-even reliability. He or she sometimes lacks enthusiasm to flourish on tests that do not look like face valid.
Ethical Considerations associated with the Stanford – Binet test
I reviewed literature, from The Family Education Rights & Privacy Act and APA guidelines for development, administration and scoring and interpretation of tests for ethical consideration associated with the Stanford-Binet testing.
The Family Education Rights& Privacy Act involves ethical considerations between guardian permission and the child acceptance. If it is the guardian trying to grant permission without the child’s acceptance for this testing, the permission process must include a description of the investigators’ plans for future use of already collected data in the event the child withdrawal. Permitting their child to participate at the onset of a longitudinal study can be very stressful; therefore this process will provides an opportunity for guardians who have concerns regarding future use to refuse to permit their child to participate.

PERSONALITY ASSESSMENT INSTRUMENT 8 APA guidelines for development, administration and scoring and interpretation of tests, ethical codes are to deliver direction for psychologists and ethics of professional behavior that can be useful by the APA and by other forms that choose to implement them. In being a basis of civil liability, is not intended as an Ethics Code and does not regulate whether the psychologist is legally accountable in a court action, whether a contract is enforceable or whether other legal penalties arise. Therefore, it has been proven the Stanford-Binet Assessment test is valid and reliable for these particular children.

Binet, Alfred; Simon, Th. (1916). The development of intelligence in children: The Binet-Simon Scale. Publications of the Training School at Vineland New Jersey Department of Research No. 11. E. S. Kite (Trans.). Freides, D. (1972). "Review of Stanford-Binet Intelligence Scale, Third Revision". In Oscar Buros. Seventh Mental Measurements Yearbook. Highland Park (NJ): Gryphon Press. pp. 772–773. "PersonalityAssessment", University/Subjects allied to Medicine/Healthcare, 2010-10-26 Santrock, John W. (2008) "A Topical Approach to Life-Span Development", (4th Ed.) Concept of Intelligence (283–284), New York: McGraw–Hill. Fancher, Raymond E. (1985) "The Intelligence Men: Makers of the IQ Controversy", New York (NY): W. W. Norton. Binet, Alfred; Simon, Th. (1916). The development of intelligence in children: The Binet–Simon Scale. Publications of the Training School at Vineland New Jersey Department of Research No. 11. E. S. Kite (Trans.). Baltimore: Williams & Wilkins. Retrieved 18 July 2010. Terman, Lewis Madison; Merrill, Maude A. (1937). Measuring intelligence: A guide to the administration of the new revised Stanford–Binet tests of intelligence. Riverside textbooks in education. Boston (MA): Houghton Mifflin. PERSONALITY ASSESSMENT INSTRUMENT 10
Terman, Lewis Madison; Merrill, Maude A. (1960). Stanford–Binet Intelligence Scale: Manual for the Third Revision Form L–M with Revised IQ Tables by Samuel R. Pinneau. Boston (MA): Houghton Mifflin.

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