Intellectual Functioning : Cognition as it relates to intelligence tests. Intelligence tests play a vital role in the assessment of individuals who are deaf for several reasons. They are used to guide in the development of IEPs, they assist in the determining educational program placement, and they are utilized to monitor progress. The origins of intelligence testing can be traced to Paris, france, in the early 1900s and the work of Alfred Binet. Designed to measure the same mental functions that contribute to classroom attention, the process revolved around mental abilities such as memory, attention, comprehension, discrimination, and reasoning. The first intelligence test was normed on a group of 50 children ranging in age from 3 to 11 and thought to have normal intelligence. After norms had been established, children suspected of being mentally retarded were given the test. Their performance was compared with children fr the norm group of the same chronological age. Those students, performing significantly below their intellectually normal agemates, were viewed s incapable of entering the regular classroom and were assigned to a classroom for mentally retarded individuals. The scale was refined twice, the second time in 1911. The next significant event in the development of intelligence tests occurred in 1916 when Lewis Terman of Stanford University published an extensive revision of Binet’s 1911 test. The revision became known as the Stanford-Binet and remains very popular. Within this revised test, Terman expressed a child’s level of performance as a global number, called an intelligence quotient (IQ). In addition, this instrument was normed on 400 American children, ages 4 through 19, from a variety backgrounds. The directions Terman provided for administering the items were clearer and more detailed than Binet’s, thus rendering it a more reliable and useful instrument (Edwars,1979; Seagoe,1970). From the onset, Binet’s and Simon’s test items were devised to differentiate between children who could profit frm normal
Intellectual Functioning : Cognition as it relates to
intelligence tests.Intelligence tests play a vital role in the
assessment of individuals who are deaf for several reasons. They
are used to guide in the development of IEPs, they assist in the
determining educational program placement, and they are utilized to
monitor progress. The origins of intelligence testing can be traced
to Paris, france, in the early 1900s and the work of Alfred Binet.
Designed to measure the same mental functions that contribute to
classroom attention, the process revolved around mental abilities
such as memory, attention, comprehension, discrimination, and
reasoning.The first intelligence test was normed on a group of 50
children ranging in age from 3 to 11 and thought to have normal
intelligence. After norms had been established, children suspected
of being mentally retarded were given the test. Their performance
was compared with children fr the norm group of the same
chronological age. Those students, performing significantly below
their intellectually normal agemates, were viewed s incapable of
entering the regular classroom and were assigned to a classroom for
mentally retarded individuals. The scale was refined twice, the
second time in 1911.The next significant event in the development
of intelligence tests occurred in 1916 when Lewis Terman of
Stanford University published an extensive revision of Binets 1911
test. The revision became known as the Stanford-Binet and remains
very popular. Within this revised test, Terman expressed a childs
level of performance as a global number, called an intelligence
quotient (IQ). In addition, this instrument was normed on 400
American children, ages 4 through 19, from a variety backgrounds.
The directions Terman provided for administering the items were
clearer and more detailed than Binets, thus rendering it a more
reliable and useful instrument (Edwars,1979; Seagoe,1970). From the
onset, Binets and Simons test items were devised to differentiate
between children who could profit frm normal classroom instruction
and those who would require special education. In essence, they
were designed to predict classroom success.
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