Jean Spruill

The Mentally Retarded Offender Prevalence Rates Based on Individual Versus Group Intelligence Tests

A random sample of 10% of Floridas mentally retarded inmates were individually tested with the Wechsler Adult Intelligence Scale (WAIS), the Wide Range Achievement Test (WRAT), the Revised Beta, and the Vineland Social Maturity Scale. Results indicated that prevalence rates of retardation were approximately 1% when identification was based on individually administered IQ tests (the WAIS or Beta) as contrasted with the 4% prevalence rate established by entry-level group IQ testing. Entry-level group testing seriously overestimates the prevalence of retardation in prison. The process by which group tests are administered may contribute more to the increased prevalence rate than the type of test administered. Problems associated with group testing and suggestions for remediation are discussed. Program needs of the retarded are important and must be considered by the prison. It does not help to identify an inmate as retarded if adequate habilitation programs are not available.

Assessment of Mental Retardation

Publisher Summary The diagnosis of mental retardation can have a profound impact on a persons life. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR) distinguishes four categories of mental retardation based on degrees of severity: mild mental retardation, moderate mental retardation, severe mental retardation, and profound mental retardation. The diagnosis of mental retardation requires documentation that an individual displays diminished levels of intelligence as well as significant deficits in adaptive behavior during the developmental period. Adaptive behavior generally refers to a persons ability to meet the standards of personal behavior and independence expected from peers of their age within their culture. Measures of adaptive behavior typically ask respondents who know the person well to indicate whether the person displays important behaviors associated with a variety of adaptive behaviors. Individuals with mental retardation differ in their adaptive skill strengths and deficits and, except for those with severe and profound levels, are unlikely to show significant deficits in all areas of functioning.

Assessment of Mental Retardation with the WISC-III

Publisher Summary This chapter overviews the definition, etiology and the behavioral aspects of mental retardation (MR). Along with this, it also focuses on the use of the Wechsler intelligence scale for children-third edition (WISC-III) as an important assessment instrument in the complete evaluation of an individual with MR. Adaptive functioning along with the level of MR is also noteworthy in the classification of the individual. When a discrepancy between the IQ score and degree of adaptive deficit occurs, the clinician is required to administer alternative measures of intelligence or adaptive functioning to clarify the ability levels of the individual. The chapter also asserts that a diagnosis of MR can be undertaken only after careful interpretation of the entire clinical data structure, background information, history, intellectual and adaptive behavior measures, academic achievements, and several other factors appropriate to a particular individual. MR may exist concurrently with the other developmental deformities, mental, and neurological disabilities.

Comparison of the WAIS and WAIS-R: Different Results for Different IQ Groups

Using a procedure that eliminated repetition of identical items, thus avoiding order effects, we administered the Wechsler Adult Intelligence Scale (WAIS) and the WAis-Revised to 108 subjects. AH correlations between the two tests were significant and similar to those reported in the WAISR manual. For the group as a whole, verbal, performance, and full scale IQ scores on the WAIS-R were significantly lower than their respective WAIS scores; however, this difference was not consistent across IQ levels. Subjects of both average and borderline intelligence had WAIS IQ scores significantly above their WAIS-R scores. For the mildly retarded subjects, the performance IQs were equal for the WAIS and WAIS-R, whereas the WAIS-R verbal and full scale IQ scores were higher than the corresponding WAIS IQ scores. However, these score differences were small (1 point) and of little practical value. The differences of moderately retarded subjects, on the other hand, were large and in the reverse direction: The WAIS-R IQ scores were significantly higher than the WAIS IQ scores. Clinical implications of these findings are discussed.

Relationship Between the WAIS-R and Wide Range Achievement Test-Revised.

This study is a concurrent validation of Level II of the WRAT-R using the WAIS-R Verbal, Performance, and Full Scale IQ scores as criterion measures. Forty-five subjects were administered the WAIS-R and WRAT-R and their scores correlated. The results showed the same pattern of correlations between the WAIS-R IQ scores and the WRAT-R Reading, Spelling, and Arithmetic standard scores that has been found between the WAIS and WRAT and the WISC-R and WRAT. For this sample, the standard scores on the WRAT-R averaged approximately nine points below the average WAIS-R IQ scores. The inclusion of some retarded subjects in the sample may have lowered the mean standard scores for the WRAT-R. Prior research has indicated that WRAT scores are not predicted effectively by IQ scores of retarded subjects. While the WRAT-R appears to have the same relationship to intelligence scores as the WRAT, further research is needed to determine if this holds for other subject groups and for Level I of the WRAT-R.

A comparison of the Wechsler adult intelligence scale-revised with the Stanford-Binet intelligence scale (4th edition) for mentally retarded adults

Comparisons were made between scores on the Stanford-Binet Intelligence Scale: 4th Edition (Binet IV) and the Wechsler Adult Intelligence Scale-Revised (WAIS-R) for 2 groups of mentally retarded adults. The implications of the findings were discussed, and caution was urged in using the Binet IV to evaluate mentally retarded adults

Relationship between the WRAT and WRAT-R

Level II of the Wide Range Achievement Test and the Wide Range Achievement Test-Revised were administered to 45 subjects. The results indicated that the WRAT-R standard scores were significantly lower (8–11 points) than the WRAT Standard scores for Reading, Spelling, and Arithmetic. Correlations between the standard scores of the two tests were .98, .97, and .79 for Reading, Spelling, and Arithmetic, respectively. Reasons for the lower arithmetic correlation are discussed. Vocational and guidance counselors, school psychologists, and other users should consider these findings when using WRAT and WRAT-R scores in making academic/vocational or other placement decisions. The WRAT-R should be used as a screening, not diagnostic, instrument for academic problems.

Two Types of Tables for Use with the Stanford Binet Intelligence Scale: Fourth Edition

Confidence intervals for the Stanford Binet Intelligence Scale: Fourth Edition were computed for the Verbal Reasoning SAS, the Quantitative Reasoning SAS, the Abstract/Visual Reasoning SAS, the Short-Term Memory SAS, and the Composite SAS. These intervals were computed separately for each age group using the 90% and 95%7o levels of confidence. The differences required for significance among the Area SASs and between the Area SAS and Composite SAS were computed for the .05 and .10 levels of significance. In addition, the differences necessary to determine that subtest scaled scores are significantly different from the mean of the respective areas were calculated for the .05 and .10 level. The Bonferroni t inequality was used to control for multiple comparisons. All values were computed using the standard errors of measurement for the standardization sample reported in the Technical manual. The use of the tables in interpreting test scores is discussed.

Coordinating the Psychology Human Research Participant Pool.

In this article, we discuss procedures for coordinating the psychology human participant pool for research purposes. We describe our research retirement and the mechanics of how we recruit participants and report credit for research participation. We also provide an evaluation of the procedures from the viewpoints of experimenters, instructors, and students. Although we identify some problems, the procedures have worked well for us. We discuss areas needing improvement.

Theoretical Approaches to Assessment and Treatment

Theories of psychopathology are collections of assumptions and facts relevant to behavior, as well as descriptions of how they interact to explain the development and persistence of abnormal behavior. Such theories have proved invaluable to both researchers and practitioners in their efforts to understand and alleviate human suffering. In fact, it can accurately be said that any attempt to understand, assess, or treat abnormal behavior presupposes some theory or model of psychopathology. At a general level, professionals’ theory of psychopathology acts as a guide to direct their performance in achieving their particular goals. In this regard, the terms approach and orientation well describe this role of theory.