COMPARISON OF THE SIT
WITH THE WISC-R FOR GIFTED STUDENTS
FRANCES A. KARNES
AND
K. ELIOT BROWN
University
of
Southern Mksissippi
There has been a need to identify a quick screening and reevaluation instrument to
determine eligibility status for specialized programs. The Slosson Intelligence Test
(SIT)
is one instrument that has been suggested for this purpose.
In
a ten-year review
of validity studies with the
SIT,
Stewart and Jones
(1976)
found substantial cor-
relations between the
SIT
and
WISC.
They recommended that future validity
studies with the
SIT
focus on specific subgroups with restricted
IQ
ranges. The pres-
ent study compared the
SIT
with the
WISC-R
for a group
of
intellectually gifted
students. The results indicated reduced correlations between the measures. The
calculated regression equation was dissimilar to the one reported by Stewart and
Jones for nonrestricted
IQ
populations, although predictive ability was greater. The
need for comparing the
SIT
with other measures for specific subgroups was sup-
’
ported.
Recent years have seen a tremendous increase
in
the number of local school
programs for the intellectually gifted. This growth of interest and service has led many
states to establish minimum guidelines for determining eligibility status for a gifted
program. One of the more common guidelines is an IQ of
130,
while in some states an IQ
of
120
on an individually administered intelligence test (Wechsler Scales or Stanford-
Binet) is the minimum requirement. This requirement for individual testing, coupled with
recent federal regulations that have mandated services for children with special education
needs, has placed a tremendous burden on local school districts
in
terms of identifying
these children through accurate referrals and efficient use of school testing personnel.
These developments have led to the need for identifying a quick screening device that
would aid in the initial referral process
so
as to maximally utilize individual testing time
while minimizing errors
in
identification. The Slosson Intelligence Test (SIT) (1963) is
frequently mentioned as a possible instrument to accomplish these needs. The
SIT
is
a
relatively short test that requires approximately
20
to
30
minutes to administer. In addi-
tion, it is easy to score and requires limited training to administer. The test is partially
based on the Stanford-Binet
(S-B)
and the Gesell Developmental Schedules (GDS). The
SIT has been used previously to identify children
in
need
of
a more extensive evaluation.
Typically, the Wechsler Scales or the Stanford-Binet are used for a comprehensive
assessment. Stewart and Jones (1976) caution that the SIT fails to yield diagnostic infor-
mation and should not be used as the sole IQ criterion
in
placement decisions. In light of
the recent federal regulations that govern special education placement, it seems hardly
likely that a professional examiner would use the SIT for such purposes.
In
a ten-year review of studies that examined the validity of the SIT with the S-B
and the WISC and WISC-R, Stewart and Jones (1976) found substantial correlations
between the SIT and other IQ measures. They noted that the SIT correlated more highly
with the verbal section of the Wechsler test than with the performance section. In terms
of using the SIT as an initial screening device
or
reevaluation instrument, Stewart and
Jones suggested that regression equations be calculated and the standard error of es-
timate be used to generate
SIT
IQ ranges “indeterminate with respect to the decision be-
Requests for reprints should
be
sent
to
Frances
A.
Karnes, Dept. of Special Education, University
of
Southern Mississippi, Southern Station,
Box
51
15.
Hattiesburg,
MS
39401.
478