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A simultaneous screening/assessment procedure for identifying the gifted student
Author(s) -
Linn Margaret,
Lopatin Edward
Publication year - 1990
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199010)27:4<303::aid-pits2310270404>3.0.co;2-l
Subject(s) - psychology , test (biology) , vocabulary , population , screening test , standard score , wechsler intelligence scale for children , intelligence quotient , clinical psychology , statistics , psychiatry , medicine , mathematics , pediatrics , cognition , philosophy , linguistics , environmental health , biology , paleontology
In response to the new demands on their time, school psychologists are seeking more efficient ways to deliver routine services. This study seeks to develop an efficient, but accurate, simultaneous screening/assessment procedure for identifying gifted students for special programs. The screening procedure uses the four‐subtest (Vocabulary, Picture Arrangement, Arithmetic, Block Design) short form of the WISC‐R; students exceeding designated cut‐off sum of scaled scores at screening are immediately given the remaining six subtests to assess program eligibility. To evaluate the proposed procedure, the statistical relationship between subtest and full test scores was estimated using test score data from 203 students who had received the full WISC‐R. The relationship allowed the prediction of false negatives for specific sum of scaled score cutoff scores. For this population, a subtest screening score of 52 proved to be both efficient and accurate, minimizing false negatives while saving up to one hour of psychologist's time per child recommended for testing.