Instruction
Discussion question: Find a test to assess, intelligence or education, find a similar alternative test for administration with an individual who may be blind, deaf, or nonverbal. How are they similar? How are they different?
Classmate response: Class,
The Standard-Binet Intelligence test is a widely used test along with the Wechsler scales. The test is an American reworking of the French Binet-Simon intelligence test. This test determines intelligence through analyzing five factors of cognitive ability. Fluid reasoning knowledge, quantitative reasoning, visual-spatial processing and working memory are all categories of the test (Roid & Pomplun, 2012). Answers are measured both verbally and non-verbally and weighted for a combined score which is known as the intelligence quotient.
For students who are with deaf-blindness, there is a specific intelligence test used called Callier-Azusa Scale (Knoors & Vervloed, 2010). The scale determines the overall development of people who are deaf-blind. There are two variations of the test that are given one which is tilted “G” and the other “H”. Administration of test G is given by a teacher or guardian who knows the child well. The test observes the child’s motor development, perceptual abilities, daily living skill, language, socialization, and direction. Test H assesses communicative abilities, breaking it down into four categories: representational and symbolic ability, receptive communication, intentional communication, and reciprocity.
Both tests examine a child intelligence level and provides them with a score that could be measured against other students/ children. The Standard-Binet Intelligence test is more commonly used than the Callier-Azusa Scale is. The test also does not have a close parent or guardian administering the test. The Callier-Azusa Scale also determines a student’s ability to live day to day where the other test does not While they have some differences, both tests measure a child’s cognitive ability. Another similarity is that both are standardized and given to large groups of people to be measured against one another after the results are given.
Reference:
Knoors, H., & Vervloed, M. P. (2010). Educational programming for deaf children with multiple disabilities: Accommodating special needs. The Oxford handbook of deaf studies, language and education, 2, 82-96.
Roid, G. H., & Pomplun, M. (2012). The stanford-binet intelligence scales. The Guilford Press.
Henderson, Destiny