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Relevant bibliographies by topics / Slosson Intelligence Test – Validity

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Academic literature on the topic 'Slosson Intelligence Test – Validity'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Slosson Intelligence Test – Validity"

1

Alston, Reginald J. "A Concurrent Validity Study of the APTCOM's General Intelligence Scale: A Pilot Investigation." Journal of Applied Rehabilitation Counseling 21, no. 1 (1990): 32–34. http://dx.doi.org/10.1891/0047-2220.21.1.32.

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The general intelligence scale of the APT/COM computer-assisted vocational evaluation system was investigated for concurrent validity, using the Slosson Intelligence Test as the criterion. Fifteen university students with disabilities served as subjects in this pilot study. It was found that the APTICOM's intelligence scale is significantly correlated to the Slosson Intelligence Test. Implications for rehabilitation research and practice are discussed.

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2

Prewett, Peter N., and Diane B. Fowler. "Predictive validity of the Slosson Intelligence Test with the WISC-R and the WRAT-R level 1." Psychology in the Schools 29, no. 1 (1992): 17–21. http://dx.doi.org/10.1002/1520-6807(199201)29:1<17::aid-pits2310290104>3.0.co;2-e.

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3

Bell, Nancy L., Marggi Rucker, A. J. Finch, and Joanne Alexander. "Concurrent validity of the Slosson full-range intelligence test: Comparison with the Wechsler intelligence scale for children–third edition and the Woodcock Johnson tests of achievement–revised." Psychology in the Schools 39, no. 1 (2001): 31–38. http://dx.doi.org/10.1002/pits.10002.

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4

Erford, Bradley T., and Donald B. Hofler. "Technical Analysis of the Slosson Written Expression Test." Psychological Reports 94, no. 3 (2004): 915–25. http://dx.doi.org/10.2466/pr0.94.3.915-925.

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The Slosson Written Expression Test was designed to assess students ages 8–17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 ( n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficie

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5

Karnes, Frances A., James E. Whorton, Billie Bob Currie, and Steven W. Cantrall. "Correlations of Scores on the WISC—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth." Psychological Reports 58, no. 3 (1986): 887–89. http://dx.doi.org/10.2466/pr0.1986.58.3.887.

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For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant.

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6

Brown, Ted, and Carolyn Unsworth. "Evaluating Construct Validity of the Slosson Visual-Motor Performance Test Using the Rasch Measurement Model." Perceptual and Motor Skills 108, no. 2 (2009): 367–82. http://dx.doi.org/10.2466/pms.108.2.367-382.

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The aim of this study was to evaluate the construct validity of the Slosson Visual-Motor Performance Test by applying the Rasch Measurement Model to evaluate the test's scalability, dimensionality, differential item functioning based on sex, and hierarchical ordering. Participants were 400 children ages 5 to 12 years, recruited from six schools in Melbourne, Victoria, Australia. The Slosson Visual-Motor Performance Test requires a child to copy 14 different geometric designs three times each for a total 42 scale items. Children completed the test under the supervision of an occupational therap

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7

Williams, Thomas O., Ronald C. Eaves, Suzanne Woods-Groves, and Gina Mariano. "Stability of Scores for the Slosson Full-Range Intelligence Test." Psychological Reports 101, no. 1 (2007): 135–40. http://dx.doi.org/10.2466/pr0.101.1.135-140.

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The test-retest stability of the Slosson Full-Range Intelligence Test by Algozzine, Eaves, Mann, and Vance was investigated with test scores from a sample of 103 students. With a mean interval of 13.7 mo. and different examiners for each of the two test administrations, the test-retest reliability coefficients for the Full-Range IQ, Verbal Reasoning, Abstract Reasoning, Quantitative Reasoning, and Memory were .93, .85, .80, .80, and .83, respectively. Mean differences from the test-retest scores were not statistically significantly different for any of the scales. Results suggest that Slosson

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8

Sattler, Jerome M., Dene E. Hilson, and Theron M. Covin. "Comparison of Slosson Intelligence Test—Revised Norms and Peabody Picture Vocabulary Test—Revised with Black Headstart Children." Perceptual and Motor Skills 60, no. 3 (1985): 705–6. http://dx.doi.org/10.2466/pms.1985.60.3.705.

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Slosson Intelligence Test IQs (revised norms) and Peabody Picture Vocabulary Test—Revised (PPVT-R, Form L) standard scores for 100 black rural Headstart children were correlated and then compared by use of a one-way design for repeated measures. Although the correlation of .48 between the two tests was significant, Slosson IQs ( M = 100.27, SD = 14.82) were significantly higher than PPVT-R scores ( M = 74.80, SD = 14.23). These results suggest that the two instruments are not equivalent. There is a need for further research with these two instruments with black and with white children.

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9

Myers, Meyer, John C. Brantley, Lisbet Nielsen, Gary Cowan, and Cynthia Howard. "Software Review: Slosson Intelligence Test Computer Report (SIT-CR)." Journal of Psychoeducational Assessment 8, no. 4 (1990): 556–57. http://dx.doi.org/10.1177/073428299000800413.

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10

WILLIAMS, THOMAS O. "STABILITY OF SCORES FOR THE SLOSSON FULL-RANGE INTELLIGENCE TEST." Psychological Reports 101, no. 5 (2007): 135. http://dx.doi.org/10.2466/pr0.101.5.135-140.

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