Use of a Brief Form of the Stanford-Binet Intelligence Scale (Fourth) for Gifted Children
Educational Leadership and School Counseling
Area scores from a short-form version of the Stanford-Binet Intelligence Test (Fourth) were compared with scores calculated from the long-form version for 33 gifted children. Three of the five mean difference contrasts are significantly different: Means from the Abstract/Visual Reasoning subtests, the Short-Term Memory subsets and the Test Composite obtained from the short form were significantly lower than their corresponding means from the long form. Correlation coefficients between corresponding area scores and the TEst Composite were strong and statistically significant. Coefficients from the two forms ranged from .58 to .93. In general, practitioners using the short form recommended by the test authors should expect to obtain scores very similar to those obtained from administration of the complete battery. If differences occur, the differences will likely reflect slightly higher scores from the complete battery.
Journal of School Psychology
McCallum, R. S.,
Karnes, F. A.
(1990). Use of a Brief Form of the Stanford-Binet Intelligence Scale (Fourth) for Gifted Children. Journal of School Psychology, 28(3), 279-283.
Available at: https://aquila.usm.edu/fac_pubs/7452