Principal Components Analysis of the General Purpose Abbreviated Battery of the Stanford-Binet, Fourth Edition, for Young Children

With increased emphasis on preschool assessment, the technology and theoretical basis of intelligence measures suitable for this age group is of increasing importance. One method of examining the appropriateness of preschool measures involves verification of the factor structure of the measure as an indication of construct validity. Factor analytic studies of the Binet 4 have not resulted in consistent findings, and more specifically, the number of factors identified have demonstrated variability across age levels. In that many clinicians use abbreviated forms of the Binet 4, this study conducted a principal component analysis of the General Purpose Abbreviated Battery (GPAB) for a sample of 107 children (ages 2-7 years) who were referred for evaluation to a community-based pediatric psychoeducational outpatient clinic. The structure of the GPAB resulted in a single general intelligence component that mitigates against Binet Area Score interpretation for this age group when the GPAB is used. Implications of previous research as well as the results of this study are discussed relative to the interpretation and utility of the GPAB with preschool and young children.

Depends on who you ask: what maximizes participation of families in early intervention programs.

This two-part study was a preliminary investigation of the types of procedures that could be useful in maximizing the participation of families in early intervention programs for their special-needs infants, toddlers, and pre-schoolers. In Study 1, 64 professionals in the early intervention field completed a survey that described 29 potential techniques for maximizing participation of families. For each technique, the respondents endorsed whether they employed the procedure, or would if they could. In addition, they rated the expected effectiveness of each procedure. Verbal praise and encouragement were highly rated and almost universally in use, as were various types of written and resource materials. Tangible reinforcement was seldom employed and professional respondents tended to indicate that they did not expect that such techniques would be useful. In Study 2, 29 mothers of high-risk infants and toddlers currently in early intervention rated the same 29 procedures, but were significantly more likely to endorse the use of tangible reinforcers and logistical support. Comparisons among respondents from professional and parent samples were discussed, along with implications of the findings and necessary directions for future research in this area.