1. Intelligence and its Measurement

2. What Is Intelligence? Intelligence Defined: Views of the Lay Public
Sternberg et al (1981, 1982, 1986)
Cognitive rather than psychometric
Computational, experiential, and practical

3. What is Intelligence? (cont’d.)
Intelligence Defined: Views of Scholars and Test Professionals
Sir Francis Galton: Intelligence is dependent on sensory input
Alfred Binet: Practical Approach: IQ=Educable?
David Wechsler: Intelligence = Aggregate of abilities
Jean Piaget: Intelligence = function of maturation
Factor-Analytic Theories of Intelligence
The Information-Processing View

4. What is Intelligence? (cont’d.)
Factor-Analytic Theories of Intelligence

5. What is Intelligence? (cont’d.)
The Information-Processing View

6. Multiple Intelligence Model
Howard Gardner’s
Multiple Intelligence Model
( )

7. Logical-Mathematical

8. Spatial

9. Linguistic

10. Bodily-Kinesthetic

11. Musical

12. Interpersonal

13. Intrapersonal

14. Naturalistic

15. Existential

16. & Naturalist

17. Measuring Intelligence
Types of Tasks Used in Intelligence Tests
Infants
Children
Adults
Theory in Intelligence Test Development and Interpretation

18. Intelligence: Some Issues
Nature Versus Nurture
Inheritance and interactionism
The Stability of Intelligence
The Construct Validity of Tests of Intelligence
Other Issues
The measurement process
Personality
Gender
Family environment
Culture

19. Sample Items from the Chitling Intelligence Test
[Adrian Dove]
A "handkerchief head" is:
(a) a cool cat, (b) a porter, (c) an Uncle Tom, (d) a hoddi, (e) a preacher.

20. Sample Items from the Chitling Intelligence Test
[Adrian Dove]
A "handkerchief head" is:
(a) a cool cat, (b) a porter, (c) an Uncle Tom, (d) a hoddi, (e) a preacher.
Which word is most out of place here?
(a) splib, (b) blood, (c) gray, (d) spook, (e) black.

21. Sample Items from the Chitling Intelligence Test
[Adrian Dove]
A "handkerchief head" is:
(a) a cool cat, (b) a porter, (c) an Uncle Tom, (d) a hoddi, (e) a preacher.
Which word is most out of place here?
(a) splib, (b) blood, (c) gray, (d) spook, (e) black.
A "gas head" is a person who has a:
(a) fast-moving car, (b) stable of "lace," (c) "process," (d) habit of stealing cars, (e) long jail record for arson.

22. Sample Items from the Chitling Intelligence Test
[Adrian Dove]
A "handkerchief head" is:
(a) a cool cat, (b) a porter, (c) an Uncle Tom, (d) a hoddi, (e) a preacher.
Which word is most out of place here?
(a) splib, (b) blood, (c) gray, (d) spook, (e) black.
A "gas head" is a person who has a:
(a) fast-moving car, (b) stable of "lace," (c) "process," (d) habit of stealing cars, (e) long jail record for arson.
"Bo Diddley" is a:
(a) game for children, (b) down-home cheap wine, (c) down-home singer, (d) new dance, (e) Moejoe call.

23. Sample Items from the Chitling Intelligence Test
[Adrian Dove]
A "handkerchief head" is:
(a) a cool cat, (b) a porter, (c) an Uncle Tom, (d) a hoddi, (e) a preacher.
Which word is most out of place here?
(a) splib, (b) blood, (c) gray, (d) spook, (e) black.
A "gas head" is a person who has a:
(a) fast-moving car, (b) stable of "lace," (c) "process," (d) habit of stealing cars, (e) long jail record for arson.
"Bo Diddley" is a:
(a) game for children, (b) down-home cheap wine, (c) down-home singer, (d) new dance, (e) Moejoe call.
"Hully Gully" came from:
(a) East Oakland, (b) Fillmore, (c) Watts, (d) Harlem, (e) Motor City.

24. Verbal Subtests
Information:
Who was the “father of our country?
What is the population of the United States?
At what temperature does ice freeze?

25. Verbal Subtests
Similarities
In what way are red and green alike?
How are a worm and a chicken alike?
In what way are loud and soft alike?

26. Verbal Subtests
Vocabulary
What is an orange?
What does considerate mean?
What does deprecate mean?
What does pusillanimous mean?

27. Verbal Subtests
Comprehension
How would you find your way out if you were lost in the forest without a compass?
What is a purpose of the United Nations?
Why might money become obsolete?

28. Repeat these numbers backward: 2-8-4; 9-5-3 6-8-2-5; 4-9-7-1
Verbal Subtests
Digit Span
Repeat these numbers
5-4-9; 3-8-5 ; ;
Repeat these numbers backward:
2-8-4; 9-5-3 ; ;

29. If a $900 TV set is on sale for 1/3 off, how much would it cost?
Verbal Subtests
Arithmetic
If you bought $3.58 in merchandise and gave the storekeeper a $20.00 bill, how much change should you get back?
If a $900 TV set is on sale for 1/3 off, how much would it cost?
Sales tax is 7-percent; how much would a $146 suit cost, sales tax included?

30. Performance Subtests
Block Design
Matrix Reasoning
Visual Puzzles
Picture Completion
Figure Weights
Symbol Search
Coding

31. Block Design

32. Matrix Reasoning

33. Visual Puzzles
Q: "Which 3 of these pieces go together to make this puzzle?"
A: "Options 1, 3 and 6 go together to make this puzzle.”

34. Picture Completion
“What is missing in this picture?

35. Figure Weights Q: "Which one of these goes here to balance the scale?"
A: "Option 2 goes there to balance the scale.”

36. Coding

37. Supplemental Examples
"When I say go, draw a line through each red square and yellow triangle."

38. Cognitively Impaired (Mental Retardation)
Significantly subaverage intellectual functioning
Concurrently with limitation in adaptive skills
Manifested before age 18

39. Four assumptions essential to understanding and appropriately applying the definition
Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers and culture.
Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.
Within the individual, limitations often coexist with strengths.
With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disability generally will improve.

40. Assessing Adaptive Behavior
Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives.
Measurement of adaptive behavior has proven difficult because of the relative nature of social adjustment and competence.

41. Identification and Assessment
Assessing Intellectual Functioning
Standardized tests are used to assess intelligence
A diagnosis of MR requires an IQ score at least 2 standard deviations below the mean (70 or less)
Important considerations of IQ tests:
IQ is a hypothetical construct
IQ tests measure how a child performs at one point in time
IQ tests can be culturally biased
IQ scores can change significantly
IQ testing is not an exact science
Results are not useful for targeting educational objectives
Results should never be used as the sole basis for making decisions regarding special education services

42. Subaverage intellectual functioning
I.Q. 2 or more standard deviations below the mean
on a valid & reliable individually administered test
generally I.Q< (Mean=100, =15)

43. Deficits in 2 or more related adaptive skill areas

44. communication

45. self-care

46. home living

47. social skills

48. community use

49. self-direction Oh! Gosh, which one should I wear? I can’t decide, this
one? No this one?
Ooooooh!!!

50. health and safety

51. academics

52. leisure

53. work

54. Manifested before age 18 18 is somewhat arbitrary
represents the end of the developmental period

55. Characteristics of Students with MR
Mild MR
Usually not identified until school age
Most students master many academic skills
Most able to learn job skills well enough to support themselves independently or semi-independently
Moderate MR
Most show significant delays in development during the preschool years
As they grow older the discrepancies in age-related adaptive and intellectual skills widens
Severe MR
Usually identified at birth
Most have significant central nervous system damage
Likely to have health care problems that require intensive supports

56. Prevalence and Causes Prevalence Causes
During the 2005–2006 school year, approximately 0.81% of the total school enrollment received special education services in the MR category and 9.6% of the total school-age population
Causes
More than 350 causes of MR have been identified

57. Biological Causes Prenatal causes include: Down syndrome
Fetal alcohol spectrum disorders
Fragile X syndrome
Klinefelter syndrome
Phenylketonuria
Prader-Willi syndrome
Williams syndrome
Perinatal causes include:
Intrauterine disorders
Neonatal disorders
Postnatal causes include:
Head injuries
Infections
Degenerative disorders
Malnutrition

58. Trisomy-21

59. Down Syndrome

60. Down Syndrome

61. Down Syndrome

64. Maternal age & risk for Down Syndrome

65. Amniocentesis

66. Features of FAS
FAS features are variable. They may or may not be present in a given child. However, the most common and consistent features of FAS involve the growth, performance, intelligence, head and face, skeleton, and heart of the child.
Growth is diminished. Birth weight is lessened. The growth lag is permanent.
Performance is impaired. The FAS infant is irritable. The older FAS child is hyperactive. Fine motor skills are impaired with weak grasp, poor eye-hand coordination, & tremors.
Average IQ is in the 60s. (This level is considered mild mental retardation).
The head is small (microcephalic). This decrease may not even be apparent to family and friends. It is primarily due to failure of brain growth.

67. Fetal alcohol spectrum disorders

69. Fragile X Syndrome

70. Environmental Causes Minimal opportunities to develop early language
Child abuse and neglect
Chronic social or sensory deprivation

71. Longitudinal Studies of Early Intervention:
Harold Skeels
Series of studies done by Skeels and associates (1930s – 1960s)
Skeels & Skodak: Series of studies of 100 adopted children
Skeels & Dye: Skeels (1942) and Skeels (1966): best-known most-quoted research in the field

72. Results with Skeels & Dye children
Experimental group
N = boys 3 girls
CA = 18 months IQ = 64.3
Control Group
N = 12
CA = 16 months IQ = 86.7
Treatment
Experimental group – mentally retarded, unsuitable for adoption; placed with retarded woman in institution
Control group remained in orphanage
1939 results
Experimental group CA = 38 months IQ = 91.8
IQ points
Control group CA = 47 months IQ = 60.5
–26.2 IQ point

73. 1942 results 
Experimental group CA = 71 months IQ = 95.9
IQ points
 Control group CA = 83 months IQ = 66.1
–20.6 IQ points
1966 follow-up
Experimental group
11 adopted in good homes
2 retained since still in MR range
11 married, 1 divorced, 2 not married
9 had children
Control group
11 living, 2 married, 1 divorced
5 in institutions, rest blue collar except one whose educational
achievement and income equaled total of others combined

74. Variables Associated with Psychosocial Retardation
Prenatal
Poor nutrition
Inadequate prenatal care
Illegitimacy
Mother working
Pregnancy itself
Early age
High number
Close intervals
Late in age

75. Variables Associated with Psychosocial Retardation (cont’d)
Postnatal
Language development
Role Models
Type of language
Limitations on conceptualizations
Stimulation
Physical environment
Single parent
Crowded living situation
Poor nutrition and medical/health care

76. Teratogens (Infections&Toxins)
Rubella (German measles)
Heavy Metals (Pb, Hg)
STDs (syphilis, AIDS, herpes simplex)
Rh incompatibility
Toxoplasmosis
Carbon monoxide
Medications, prescription or non-prescription
Meningitis
Encephalitis

77. Meningitis

79. Prevention
The biggest single preventive strike against MR was the development of the rubella vaccine in 1962
Toxic exposure through maternal substance abuse and environmental pollutants are two major causes of preventable MR that can be combated with education and training
Advances in medical science have enabled doctors to identify certain genetic influences
Although early identification and intensive educational services to high-risk infants show promise, there is still no widely used technique to decrease the incidence of MR caused by psychosocial disadvantage

80. END