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ERIC Number: ED353068
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Stability of I. Q. in Preschool Years: A Review.
Hutchens, Teresa A.; And Others
The question of reliability in the intellectual assessment of young children is cause for concern among developmental psychologists and diagnosticians. The issue of reliability is confounded by normal variability in skills during early childhood, by the problem of consistency across time of age-appropriate assessment measures, and by the selection of subsequent or concurrent measures. Stability across time of measures of children's intellectual ability during infancy and the preschool years is of particular interest to those practitioners faced with diagnosis, placement, and treatment decisions. Research to address temporal stability in mental measurement in the preschool period has yielded inconsistent findings. Differential results appear to be due, at least in part, to children's age at the time of evaluation, the choice of intellectual assessment instrument, the length of the test-retest interval, and unique characteristics of the sample studied. Because the implications of the reliability of intellectual measures for controversial placement issues and long-range educational programming are significant, practitioners should identify trends in assessment practices that relate to the stability of assessment across time and across measures. (MM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A