ERIC Number: EJ1117041
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Intellectual Assessment of Children and Youth in the United States of America: Past, Present, and Future
Kranzler, John H.; Benson, Nicholas; Floyd, Randy G.
International Journal of School & Educational Psychology, v4 n4 p276-282 2016
This article briefly reviews the history of intellectual assessment of children and youth in the United States of America, as well as current practices and future directions. Although administration of intelligence tests in the schools has been a longstanding practice in the United States, their use has also elicited sharp controversy over time. At present, intelligence tests are primarily used in school settings for determining eligibility for special education and related services. In clinical settings, intelligence tests are used for diagnostic, predictive, and treatment planning purposes. Over the past decade, the use of contemporary theory, particularly the Cattell-Horn-Carroll theory (CHC), has increasingly been used for test development and interpretation.
Descriptors: Intelligence Tests, Children, Youth, Test Construction, Test Interpretation, Intellectual Disability, Learning Disabilities, Special Education, Disabilities, Educational Legislation, Educational Quality, Equal Education, Federal Legislation, Test Use, Intelligence Quotient, Cognitive Ability, Testing, Examiners, Diagnostic Tests
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act