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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12621
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dc.contributor.authorBerman, Jeanetteen
dc.contributor.authorPrice, Ianen
dc.date.accessioned2013-05-23T15:44:00Z-
dc.date.issued2013-
dc.identifier.citationAustralian Journal of Guidance and Counselling, 23(1), p. 18-33en
dc.identifier.issn1839-2520en
dc.identifier.issn1037-2911en
dc.identifier.urihttps://hdl.handle.net/1959.11/12621-
dc.description.abstractTwo tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of their learning. Full-scale, Composite, and Factor scores from The Stanford Binet Intelligence Scales - Fifth Edition (SB5) and the Das Naglieri Cognitive Assessment System (CAS) were compared and individual profiles were examined. The SB5 is the latest version of a traditional test referenced to the Cattell-Horn-Carroll factor model of intelligence, while the CAS was developed from an information processing theory of intelligence. Full-scale measures of intellectual ability were found to differ significantly, with the SB5 approximately 8 points higher than the CAS. Analysis of the profiles assisted in understanding specific learning abilities and guided interventions. The implications of this for the relative utility of the two instruments, their interchangeablity, the meaningful interpretation of results, and their complementary contribution to practice are discussed.en
dc.languageenen
dc.publisherCambridge University Pressen
dc.relation.ispartofAustralian Journal of Guidance and Counsellingen
dc.titleA Comparison of the SB5 and the CAS in Educational Psychology Practiceen
dc.typeJournal Articleen
dc.identifier.doi10.1017/jgc.2012.18en
dc.subject.keywordsPersonality, Abilities and Assessmenten
dc.subject.keywordsSpecial Education and Disabilityen
local.contributor.firstnameJeanetteen
local.contributor.firstnameIanen
local.subject.for2008170109 Personality, Abilities and Assessmenten
local.subject.for2008130312 Special Education and Disabilityen
local.subject.seo2008939902 Education and Training Theory and Methodologyen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Psychology and Behavioural Scienceen
local.profile.emailjberman@une.edu.auen
local.profile.emailiprice@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20130521-093231en
local.publisher.placeUnited Kingdomen
local.format.startpage18en
local.format.endpage33en
local.identifier.scopusid84879934047en
local.peerreviewedYesen
local.identifier.volume23en
local.identifier.issue1en
local.contributor.lastnameBermanen
local.contributor.lastnamePriceen
dc.identifier.staffune-id:jbermanen
dc.identifier.staffune-id:ipriceen
local.profile.orcid0000-0002-4389-4193en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:12828en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleA Comparison of the SB5 and the CAS in Educational Psychology Practiceen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorBerman, Jeanetteen
local.search.authorPrice, Ianen
local.uneassociationUnknownen
local.identifier.wosid000317931400003en
local.year.published2013en
local.subject.for2020520503 Personality and individual differencesen
local.subject.for2020390407 Inclusive educationen
local.subject.for2020390411 Special education and disabilityen
local.subject.seo2020160302 Pedagogyen
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