Introducing the

Fifth Edition of the

New!

©2003 The Riverside Publishing Company

 Gale H. Roid, Ph.D.
Dr. Roid is Lloyd Dunn Professor of
Educational and Psychological
Assessment, Peabody College of
Vanderbilt University, Nashville,
Tennessee.

He is author or co-author of six

published tests including the SB5
and the Leiter International
Performance Scale—Revised.
Harvard University, BA
University of Oregon, MA, Ph.D.
Fellow, APA, Division 5
Diplomate, American Board of Assessment
Psychology

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
 The SB5 is an individually administered assessment
of intelligence and cognitive abilities.
©2003 The Riverside Publishing Company
 A Continued Tradition
of Excellence…
1905 Binet and Simon versions in France
1916 Stanford Revision of the Binet-Simon Scale—Lewis M. Terman
1937 Stanford-Binet, 2e, Forms L and M—Lewis M. Terman, Maud A.
Merrill
1960 Stanford-Binet, 3e, Form L-M—Lewis M. Terman, Maud A.
Merrill
1972 Stanford-Binet, Form L-M (renorming)—Lewis M. Terman,
Maud A. Merrill, Robert L. Thorndike
1986 Stanford-Binet Intelligence Scale, 4e—Robert L. Thorndike,
Elizabeth P. Hagen, Jerome M. Sattler
2003! Stanford-Binet Intelligence Scales, 5e—Gale H. Roid

New!
©2003 The Riverside Publishing Company
 Age Range

The SB5 is appropriate for a broad age

range of 2 to 85+ years—providing one
comprehensive assessment for all ages.

©2003 The Riverside Publishing Company

 New Features of the

• Broad age range of 2 to 85+ years

• Visual-Spatial Processing—5th factor
• Nonverbal (low verbal) Scale
• Change-Sensitive Scores
• Abbreviated IQ
• Extensive low- and high-end items
• Enhanced child-friendly manipulatives

©2003 The Riverside Publishing Company

 Comprehensive Coverage
of Five Factors

•Fluid Reasoning
•Knowledge
•Quantitative
Reasoning
•Visual-Spatial
NEW
Processing NEW

•Working Memory
©2003 The Riverside Publishing Company
 All Five Factors Measured
in Verbal and Nonverbal
Domains

FACTORS DOMAINS

Nonverbal Verbal
Fluid Reasoning
Knowledge
Quantitative Reasoning
Visual-Spatial Processing
Working Memory

©2003 The Riverside Publishing Company

 Improved Floor and
Ceiling

• Extensive low-end items for better

measurement of low-functioning
children and adults.

• Extensive high-end items ensure

measurement of the highest levels
of gifted performance.

©2003 The Riverside Publishing Company

 Improved Design for
Assessing Preschoolers

Toys, manipulatives, and

colorful artwork make the
SB5 child friendly.

Format engages the child

by alternating activities.

©2003 The Riverside Publishing Company

 Improved Design for
Assessing Adults

Extended age range and enhanced

measurement of memory increases
usability with:
• Adults
• Elderly populations
• Individuals with
neuropsychological difficulties

©2003 The Riverside Publishing Company

 Assessing Individuals
with Limited Language

Nonverbal Scale is useful for individuals

whose ability may be underestimated by
verbal tasks alone.
• English language learners
• Deaf, hearing impaired
• Language impaired
• Individuals with autism, head
injuries, aphasia, or stroke

©2003 The Riverside Publishing Company

 Assessing Individuals
with Limited Language

Provides comprehensive assessment of

intelligence using tasks with low
language demands (Nonverbal IQ).

• Examiner uses brief, spoken directions

• Examinee responds nonverbally

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 • Learning disabled • Attention Deficit/
• Individuals with Hyperactive Disorder
Mental Retardation • Autistic/Asperger’s
• Developmentally Syndrome
delayed
• Speech and language
• Gifted delayed
• English language
• Alzheimer’s/dementia
learners
• Traumatic brain injury

©2003 The Riverside Publishing Company

 Additional Features

• Provides an opportunity
to document test-taking
behaviors

• Provides a comparison of
verbal and nonverbal
performance

• Easy to score by hand or

with the optional SB5
Scoring ProTM scoring
and reporting program
©2003 The Riverside Publishing Company
 Continues Tradition

Blends important features of earlier editions of

the Stanford-Binet with improvements in the
psychometric design.

•Measures multiple factors in addition to

hierarchical “g”
•Uses modern item-response theory to
provide strong psychometric foundation
•Retains concept of Routing subtests using a
point-scale format from SB IV
•Incorporates functional level design from
SB L-M on non-routing subtests
©2003 The Riverside Publishing Company
 Comparing and
(2003) (1986)
• Age: 2–85+ years • Age: 2–23 years
• Measure of “g” • Measure of “g”
• 2 routing tests • 1 routing test
• Vocabulary • Vocabulary
• Object Series/Matrices
• 5 factors • 4 factors
• Fluid Reasoning • Verbal Reasoning
• Knowledge • Quantitative Reasoning
• Quantitative Reasoning • Abstract/Visual Reasoning
• Visual-Spatial Processing • Short-Term Memory
• Working Memory
• Verbal/Nonverbal • Verbal/Abstract &
Visual Reasoning
• M = 100, SD = 15 • M = 100, SD = 16
©2003 The Riverside Publishing Company
 Comparing and
(2003) (1986)
• Routing subtests use • All tests use point-
point-scale format scale format (one
• All other subtests use
item type across
ages)
functional level format
(mixture of item types
at different ages)
• Includes new • Includes Bead
activities—Object Memory, Memory
Series, Procedural for Objects, Number
Knowledge, Form Series, Quantitative,
Patterns, Block Span, and Matrices,
Verbal Analogies, Equation Building,
Position and Direction, and Pattern Analysis
Early Reasoning, and
Last Word
©2003 The Riverside Publishing Company
 Comparing and
(2003) (1972)
• Age: 2–85+ years • Age: 2–18 years
• Measure of “g” • Measure of “g”
• 2 Routing tests • 1 (unofficial) Routing test
• Point-scale and age • Age scale format
scale formats used
• Multiple scores • 1 score
• 4 IQ scores
• 5 factor scores
• 10 subtest scores
• Change-sensitive scores
• Verbal/Nonverbal • Verbal
• M = 100, SD = 15 • M = 100, SD = 16
©2003 The Riverside Publishing Company
 Functional Levels
• Used in the following editions of the
Stanford-Binet: Forms L, M, and L-M
• Return to age/developmental scale was
requested by examiners and recommended
by experts
• Simulated using the SB IV data
•Reliabilities were similar between
heterogeneous item sets and SB IV subtests
• Research on the “testlet” used in computer-
adaptive testing provided further technical
support for functional levels
©2003 The Riverside Publishing Company
 Functional Levels
Approach to Assessment
• Recognized as multi-stage, tailored
testing

• Enriches factor measurement within

shorter, more efficient test administration

• Often associated with chronological age

•Varies significantly in individuals with
exceptionalities
•Estimated starting level used vs. age level

©2003 The Riverside Publishing Company

 Scores

• 4 Intelligence Score Composites and

5 Factor Indexes
• Mean = 100, SD = 15
• 10 Subtest Scores
• Mean = 10, SD = 3
• Percentile Ranks
• Change-Sensitive Scores (CSS)
• Age Equivalents

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
 Full Scale IQ

Nonverbal IQ Factor Indexes Verbal IQ

5 Nonverbal Subtests Fluid 5 Verbal Subtests

Fluid Reasoning Reasoning Fluid Reasoning
Knowledge Knowledge Knowledge
Quantitative Quantitative Quantitative
Reasoning Reasoning Reasoning
Visual-Spatial Visual-Spatial Visual-Spatial
Processing Processing Processing
Working Memory Working Working Memory
Memory
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
 Fluid Reasoning
Ability to solve verbal and nonverbal
problems using inductive or deductive
reasoning.

Subtest Activities

Nonverbal Verbal
NEW
NEW Object Series/ Early Reasoning
Matrices Verbal Absurdities
NEW
NEW Verbal Analogies

©2003 The Riverside Publishing Company

 Knowledge
Accumulated store of general information
acquired at home, school, work, or “in life.”
Often referred to as crystallized ability.

Subtest Activities

Nonverbal Verbal
NEW
NEW Procedural Knowledge Vocabulary
Picture Absurdities

©2003 The Riverside Publishing Company

 Quantitative Reasoning
Facility with numbers and numerical problem
solving, whether with word problems or with
figural relationships. Emphasizes problem-
solving process more than academic
mathematical knowledge.

Subtest Activities

Nonverbal Verbal
Nonverbal Verbal
Quantitative Quantitative
Reasoning Reasoning

©2003 The Riverside Publishing Company

 Visual-Spatial Processing
Ability to see patterns, relationships,
spatial orientation, or the “gestalt” among
diverse pieces of a visual display.

Subtest Activities

Nonverbal Verbal
Form Board Position and
NEW
NEW Form Patterns Direction

©2003 The Riverside Publishing Company

 Working Memory
Short-term processing of information
whether verbal or visual, emphasizing
“transformations” or “sorting out” of
diverse information.

Subtest Activities

Nonverbal Verbal
Delayed Response Memory for Sentences
NEW
NEW Block Span NEW Last Word
NEW

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
 Fairness

• Quantitative analyses performed to

ensure items had no bias across
groups
• Qualitative bias review performed by
experts
Gender Religion
Ethnicity Region
Culture Socio-economic status

©2003 The Riverside Publishing Company

 Reliability*
Internal Consistency

Component Reliability
FSIQ, NVIQ, VIQ .95 to .98
5 Factor Indexes .90 to .92
10 Subtests .84 to .89

*Split-half reliability Note: Mean reliabilities across ages

©2003 The Riverside Publishing Company

 Reliability
Test-Retest

• SB5 measures abilities that are relatively

stable across time
• Retest scores may show some increase due
to practice effects and familiarity of testing
procedures
• Overall, IQ scores on the SB5 appear to be
quite stable and less affected by practice
effects

• Retesting may be possible after 6 months vs.

the typical 12 month interval
©2003 The Riverside Publishing Company
 Reliability
Inter-Scorer Agreement

• How two or more examiners score the

responses on multiple-point items of the
same examinee

• Items with poor inter-scorer agreement

were deleted from the final edition

• Median inter-scorer correlation is .90

©2003 The Riverside Publishing Company

 Content Validity
• Professional judgment of content
• researchers, experts, examiners reviewed
content
• item bank of all SB5 items

• Coverage of important constructs

• items reviewed and rated by experts in CHC
theory
• design and test specification developed

• Empirical item analyses

• classical and item-response methods employed
• item discrimination, percentage correct at
successive age levels, model-data-fit statistics,
and differential item functioning analyses
©2003 The Riverside Publishing Company
 Validity Data
Criterion-related validity data
obtained with the following:

• SB IV • WPPSI-R ®
• SB L-M • WAIS ® -III
• WJ III ® • WIAT ® -II
• Bender ®-Gestalt II • WISC-III ®

WAIS-III, WIAT-II, WISC-III, and WPPSI-R are registered trademarks of The Psychological Corporation ®.
©2003 The Riverside Publishing Company
 Concurrent Validity

Assessment SB5 FSIQ

SB IV .90
SB L-M .85
WPPSI-R .83
WISC-III .84
WAIS -III .82
WJ III Tests of Cognitive Abilities .78

©2003 The Riverside Publishing Company

 Concurrent Validity

Assessment SB5 ABIQ

SB5 Full Scale, Ages 2–5 .81
SB5 Full Scale, Ages 6 and above .87
SB IV, Composite SAS .71
WISC-III .69
WAIS-III .81

©2003 The Riverside Publishing Company

 Predictive Validity Evidence

WJ III Tests of SB5 IQ Scores

Achievement FSIQ NVIQ VIQ
Reading .84 .79 .82
Comprehension
Broad Math .76 .70 .75
Math Reasoning .80 .75 .78
Written Expression .70 .67 .65
Academic
.84 .79 .82
Applications

©2003 The Riverside Publishing Company

 Predictive Validity Evidence

SB5 IQ Scores
WIAT-II
FSIQ NVIQ VIQ
Math .79 .72 .79
Oral Language .77 .70 .78
Reading .67 .52 .75
Writing .53 .42 .58
Total .80 .70 .83

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
 Steps for Hand-Scoring
1. Verify chronological age.
2. Check all raw scores for accuracy and
transfer them to page 1 of Record Form.
3. Sum the raw scores and convert raw
scores to scaled scores (use Appendix A).
4. Sum the scaled scores and convert sums
of scaled scores into standard scores (use
Appendix B).
5. Complete Profile Graphs.
6. Optional: obtain supplemental scores.

©2003 The Riverside Publishing Company

 All except
Special scores
are recorded on
page one of
Record Form

©2003 The Riverside Publishing Company

 Transfer raw 4 4
scores to 5 5 3 5
page 1 of 4 3 1 1
Record Form. 1 0 / /
/ / / /
/ / / /
The maximum raw
scores possible 9 10 8 8 10
appear in light print. 10 9 9 8 11 47

Enter examinee’s
actual raw score in 3 5 6 6
each box over the 2 1 3 1
shaded numbers. / / 0 /
/ / / /
Sum raw scores and / / / /
convert to scaled
scores (Appendix A). 5 15 6 9 7
9 8 10 10 8 45
Sum scaled scores.
19 17 19 18 19
©2003 The Riverside Publishing Company
IQ and
Factor Scores
90
Convert sums
of scaled scores 47 96 39 91 101
to standard 45 93 32 88 98
scores 92 94 34 91 97
(Appendix B). 19 97 42 90 104
17 91 27 86 98
19 97 42 91 103
Choose level of 18 94 34 88 100
confidence: 19 97 42 90 104
90% or 95%

Example is for a Standard Scores

4-year old male.
Mean = 100
©2003 The Riverside Publishing Company
SD = 15
 Profile Subtest Scaled
Scores
Enter
subtest 10 9 9 8 11 9 8 10 10 8
Scaled
Scores.

Plot each
score to
create a
graphic
profile of
performance.

©2003 The Riverside Publishing Company

Profile Composite 96 93 94 97 91 97 94 97

Standard Scores

Enter the Standard Score

for each composite.

Plot each standard score

to create a graphic profile
of performance.

Do not connect Full Scale

and Fluid Reasoning.

©2003 The Riverside Publishing Company

 Supplemental Scores
Page 2 of Record Form

Use Appendix B
Table B.9, Page 255

Use Appendix C
Pages 258-270

©2003 The Riverside Publishing Company

 Abbreviated Battery IQ
• Useful for screenings, re-evaluations, or
as part of a comprehensive evaluation
• Enter the scaled scores from the 2
Routing Tests and add them together
• Consult Appendix B, Table B.9 to obtain
SS, PR, confidence interval for the ABIQ

10

18
90

94 34 88 102

©2003 The Riverside Publishing Company

 Change Sensitive
Scores (CSS)
• Optional scoring method
• Useful when evaluating extreme performance
levels (high or low) or documenting growth
• Consult Appendix C to obtain the CSS, standard
error, and age equivalent for composites

9 10 8 8 10 45 9
5 15 6 9 7 42 15
14 25 14 17 17 87 24

457 453 433 450 447 451 458 457 459

4 5 5 5 5 3 3 2 4
4-1 3-8 3-8 3-11 4-0 3-10 3-10 3-9 3-9

©2003 The Riverside Publishing Company

 Change Sensitive
Scores (CSS)
• Derived from an equal interval scale reflecting
both item difficulty and person’s ability
• Uses a centering constant of 500, aligned to an
age equivalent of 10-0
• Average increment of change is 430 to 520
(2 year-old to adult age range)
• Allows for more precise measurement
• Adapts testing to person’s ability
• Used for all item calibrations in SB5
• permits items to be in order of difficulty
• prevents overlapping of item difficulty from level
to level
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
 7-Step Interpretation
Method
1. Assumptions
2. Purpose and Context
3. Nonverbal vs. Verbal
4. Full Scale IQ
5. Factor Indexes
6. Comparison of Nonverbal and Verbal
Subtests
7. Qualitative Interpretation

©2003 The Riverside Publishing Company

 Steps 1 and 2

1. Is the assumption of standard

administration correct?
A. Were any test procedures changed?
B. Was the protocol scored correctly?

2. Consider the purpose of the testing and

its cultural and linguistic context.
A. What was examiner’s purpose for
testing?
B. Is the test appropriate for the examinee?
(cultural and linguistic issues)
©2003 The Riverside Publishing Company
 Step 3
3. Consider whether Nonverbal and Verbal
IQ provide equally good indicators of the
true level of functioning.
A. If approximately the same, then the Full
Scale can be used as representative of the
examinee’s general cognitive ability level.

B. If significant differences exist, and are

infrequent (less than 15% of population),
be cautious about using the Full Scale IQ.

C. If significant differences exist, consider

all relevant variables to determine which
score better represents the true level of
functioning.
©2003 The Riverside Publishing Company
 Example
of Step 3
Age: 10-1, female
NVIQ 93
VIQ 103
FSIQ 98
1. Difference between NV and V is 10 points.

2. Minimum difference needed for statistical

significance at .05 level for her age is 9.7 points.
Her difference is statistically significant
(see TM, p. 168, Table B.1).

3. However, her difference is not uncommon

27-32% of the population had a score difference
of 9 to 10 points (see TM, p. 169–170, Table B.2).
©2003 The Riverside Publishing Company
 Case
Study for
CASE # ELL 05
Step 3 Age: 16-10, female
NVIQ 78
VIQ 97
FSIQ 87

Lori is native of Pakistan

Native language is Urdu

Immigrated to U.S. two years ago

Parents college educated in Pakistan
Spoke English, but in ELL program
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
 Step 4
4. Can Full Scale IQ provide the best
indicator of the overall level of
functioning?
A. Possibly if NVIQ and VIQ are not
significantly and practically different.
B. The FSIQ is the most reliable score.
C. The FSIQ has strong predictive promise.
D. Caution is still needed:
• Although comprehensive, the SB5 does
not measure all aspects of intelligence.
• Intellectual functioning may be
influenced by a variety of factors.

©2003 The Riverside Publishing Company

 Steps 5 and 6
5. Consider the profile of the factor indexes.
A. Factors are based on extensive research
(CHC Theory) providing strong construct
validity evidence
B. Can be used to verify strengths and
weaknesses in an individual profile
C. Can be useful in cross-battery assessment

6. Consider the nonverbal and verbal

subtests.
A. Contrast verbal and nonverbal performance
within each factor (task demands)
B. Determine preferences and relative strengths
or weaknesses

©2003 The Riverside Publishing Company

 Example Age: 10-1, female
of Step 5 FR 112
KN 97
QR 111
VS 94
WM 77

1. Working Memory was statistically and

practically lower than all the other factor index
scores except Visual-Spatial Processing.

2. All differences except VS/WM are unusual

(see TM, p. 169–170, Table B.2)
• FR and WM (< 2% of population)
• KN and WM (13% of population)
• QR and WM (< 1% of population)
• VS and WM (< 18% of population)
©2003 The Riverside Publishing Company
 Case
Study for
CASE # LD 07
Step 5 Age: 7-0, male
FR 100 KN 97
QR 94 VS 91
WM 74

Documented Learning Disability

Identified by school’s regression
discrepancy formula

Research shows that WM is key

predictor of Learning Disabilities
©2003 The Riverside Publishing Company
 Example
of Step 6 Age: 10-1, female
FR NV 12 V 12
KN NV 10 V 9
QR NV 13 V 11
VS NV 10 V 8
WM NV 7 V 5
1. All Verbal subtests are lower than Nonverbal subtests
except for Fluid Reasoning.

2. Her average of all subtest scaled scores is 9.7.

3. Verbal Working Memory is statistically and practically

lower than her average (TM, p. 171, Table B.3).

4. Her weakness in Working Memory provides evidence for

problems in her memory processes.
©2003 The Riverside Publishing Company
 Case
Study
CASE # ELL 05
ELL05 for Age: 16-10, female
Step 6 NVFR 12 NVKN 8
NVQR 11 NVVS 7
NVWM 10
VFR 5 VKN 3 VQR 8
VVS 6 VWM 11

NV Subtests: Higher than V except WM

WHY IS VWM HIGHER?

Interesting “W” pattern (KN and VS low)

WHY IS VKN SO LOW?
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
©2003 The Riverside Publishing Company
 Case
Study CASE # ADHD 03
ADHD03 Age: 12-0, male
for Step 6 NVFR 13 NVKN 16
NVQR 16 NVVS 18
NVWM 11
VFR 14 VKN 16 VQR 16
VVS 11 VWM 13

DSM-4 criteria for Combined-type ADHD

Lowest NV Subtest NVWM (11)

Lowest V Subtests: VVS (11) and VWM (13)
SCATTER INDEX: 9 points
©2003 The Riverside Publishing Company
 Step 7
7. Consider qualitative interpretation
including testing-of-limits.
A. Consult Table 5.2 in Examiner’s Manual
(p. 144–145) for suggested areas of qualitative
interpretation
B. Analyze responses, task demands, errors, and
observations made during testing
C. Complete the Test Session Behavioral
Observations checklist in the Record Form
D. Complete standardized testing before testing-
of-limits so the test results are not invalidated
E. Consider Change-Sensitive Scores
©2003 The Riverside Publishing Company
 TM

©2003 The Riverside Publishing Company

 SB5 Scoring Pro

Using the SB5 Scoring Pro, you can:

– Add, edit, and search records of
individuals
– Look up and display standard score,
percentile ranks, and confidence intervals
and calculate and display indexes and
profiles
– Record test session observations and
narratives
– Produce customized reports

©2003 The Riverside Publishing Company

 SB5 Scoring Pro

Individual Data
Enter new individual
and test information

©2003 The Riverside Publishing Company

 SB5 Scoring Pro
Enter Scores
• Guided Entry
– Provides step-by-step prompts for entering
scores
– Use if new to the scoring process or want
extra help
• Quick Entry
– Allows for quick entry of scores manually on
the electronic record form
– Use if familiar with the scoring process
• Raw Score Totals Only
– Allows for entry of raw score totals

©2003 The Riverside Publishing Company

 SB5 Scoring Pro

Example of Enter
Scores Screen
©2003 The Riverside Publishing Company
 SB5 Scoring Pro

Sum of Scaled and Standard

Scores, Percentile Rank, and
Confidence Intervals
©2003 The Riverside Publishing Company
 SB5 Scoring Pro

ABIQ and Change

Sensitive Scores
©2003 The Riverside Publishing Company
SB5 Scoring Pro
Interpretive
Worksheet

Replicates Record Form

scores, profiles, special
scores, and test
observations

©2003 The Riverside Publishing Company

 SB5 Scoring Pro
Score Summary Stanford-Binet Intelligence Scales, Fifth Edition Score Summary Report

Report Confidential Report for

Kayla H. Sample

Examinee: Kayla H. Sample Examiner: J. Smith

Select from: Date of Birth: 1/6/1993

Date of Testing: 1/6/2003
Date of Report: 1/27/2003
School/Agency: Green Elementary

•IQ and Factor Index Age: 10 years 0 months

Sex: Female
Grade/Occupation: 5th Grade
ID: 2829
Scores ___________________________________________________________________________
IQ and Factor Index Score Results
•Subtest Scores
Sum of Standard Percentile 95% Confidence Interval
•IQ/Factor Index Score Scaled Scores Score Score Range Percentile

Difference IQ Scores
Full Scale IQ (FSIQ) 105 103 58 99-107 47-68

•Subtest/Profile Nonverbal IQ (NVIQ) 58 110 75 104-116 61-86

Comparisons
Verbal IQ (VIQ) 47 96 39 90-102 25-55
Abbreviated IQ (ABIQ) 23 109 73 100-116 50-86
Factor Index Scores
•Subtest Score Fluid Reasoning (FR) 22 106 66 97-113 42-81
Differences Knowledge (KN) 22 106 66 98-114 45-82
Quantitative Reasoning (QR) 21 103 58 95-111 37-77
•Scatter Indices Visual Spatial (VS) 26 117 87 108-124 70-95
Working Memory (WM) 14 83 13 77-93 6-32
•Change Sensitive
Scores

©2003 The Riverside Publishing Company

 SB5 Scoring Pro
Excerpt from
Narrative Report
Test Results
Kayla earned a Full Scale IQ score of 103 on the Stanford-Binet Intelligence Scales, Fifth
Edition. Her current overall intelligence is classified as Average and is ranked at the 58th
percentile. There is a 95 percent probability that her 'true' FSIQ is included in the range of
scores between 99 and 107
Standard Percentile 95% Confidence Interval Descriptive
Score Score Range Percentile Classification
IQ Scores
Full Scale IQ (FSIQ) 103 58 99-107 47-68 Average
Nonverbal IQ (NVIQ) 110 75 104-116 61-86 High Average
Verbal IQ (VIQ) 96 39 90-102 25-55 Average
Abbreviated IQ (ABIQ) 109 73 100-116 50-86 Average

Factor Index Scores

Fluid Reasoning (FR) 106 66 97-113 42-81 Average
Knowledge (KN) 106 66 98-114 45-82 Average
Quantitative Reasoning (QR) 103 58 95-111 37-77 Average
Visual Spatial (VS) 117 87 108-124 70-95 High Average
Working Memory (WM) 83 13 77-93 6-32 Low Average

NOTE: An asterisk (*) indicates that the score has been calculated based on prorated test score information.

Combines score information, narrative

text, and test session behavioral
observations.
©2003 The Riverside Publishing Company
 SB5 Scoring Pro
SB5 Ability-
Achievement WJ III ® Date of Testing:
SB5 Ability Score Type:
1/6/2003
FSIQ

Discrepancy SB5 Ability Score: 103

Analysis
Predicted-Difference Method
Predicted Actual
Score Score Diff. Signif. Freq.
WJ III ® Tests of Achievement
Letter-Word Identification 102 90 12 .01† <20%
Calculations 102 95 7 ns >25%
Math Fluency 101 102 -1 ns
Passage Comprehension 102 95 7 ns 25%
Applied Problems 102 100 2 ns >25%
Word Attack 101 90 11 .05† <25%
Reading Vocabulary 102 98 4 ns >25%
Quantitative Concepts 102 103 -1 ns

WJ III ® Composites
Basic Reading Skills 102 90 12 .01† <20%
Reading Comprehension 102 90 12 .01† <15%
Broad Math 102 99 3 ns >25%
Math Calculation Skills 102 99 3 n >25%
Math Reasoning 102 105 -3 ns

___________________________________________________________________________________
_________

† significant at the .05 level

Choose Predicted Difference
or Simple Difference Method

©2003 The Riverside Publishing Company

Evaluating Differences
between Scores

1. Differences should be statistically significant

2. Magnitude of the difference should be uncommon

4 types of score-differences provided in manual

a. Differences between/among IQ and factor indexes
b. Frequency of IQ and factor indexes differences
c. Differences between single subtest and average of
examinee’s subtests
d. Scatter among the subtests in the 2 domains

©2003 The Riverside Publishing Company

Frequency of IQ and Factor
Index Differences

Table lists cumulative percentage of examinees in

the norm sample who obtained each magnitude of
absolute difference, from 0 to 40 or greater
(TM, p. 169–170, Appendix B, Table B.2).

General rule of thumb: If 15% or less of the

population has a difference of that magnitude, it
would be considered uncommon

©2003 The Riverside Publishing Company

Differences between Single
Subtest Scores and
Examinee’s Average
Table lists minimum value needed for statistical
significance at the .05 level for subtests within the
Verbal Domain and subtests within the Nonverbal
Domain (TM, p. 171, Appendix B, Table B.3).

Also shows cumulative percentage points (1%, 2%,

5%, 10%, 15%, and 25%) in the distribution for
absolute differences between a single subtest and
the average.

Option is included to consider all 10 subtests rather

than 5 in each domain.
©2003 The Riverside Publishing Company
Differences between and
among IQ and Factor Indexes

Table lists minimum values required for a

significant difference to exist between NVIQ and
VIQ and among the 5 factor indexes
(TM, p. 168, Appendix B, Table B.1)

Level of statistical significance is .05

(chance of difference being random is 5 out of 100)

Score differences greater than values listed are most

likely “real” differences

©2003 The Riverside Publishing Company

Differences between
Each Pair of Subtests

Compare the nonverbal and verbal subtests within

each factor for significant differences
(TM, p. 172, Appendix B, Table B.4).

May be helpful in forming hypotheses about the

individual’s verbal and nonverbal performance.

Caution:
1. Reliabilities of subtests are lower than composites
2. Number of comparisons is large so it is possible to
have 2 significant differences by chance

©2003 The Riverside Publishing Company

Scatter among the Subtests
Full Scale and Domain Scores

Useful in identifying strengths and weaknesses in

a cognitive profile.

Table lists the cumulative percentage of inter-

subtest scatter within the 5 subtest Nonverbal
Domain; the 5 subtest Verbal Domain; and for all
10 subtests (TM, p. 175, Appendix B, Table B.5).

General rule of thumb: If 15% or less of the

population has a scatter value of that magnitude, it
is considered uncommon.

©2003 The Riverside Publishing Company

Identification of
Learning Disabilities

• Ability-achievement discrepancies
• Predicted achievement (regression model)
• Simple difference
• Statistical significance and frequency of
difference (TM, Appendices C & D)

• Assessment of specific cognitive abilities

• May contribute to early identification of academic
difficulties
• Provides an alternative approach

©2003 The Riverside Publishing Company

 Identification of
Learning Disabilities
If comparing the SB5 to the WJ III Tests of
Achievement, consult the tables provided in the SB5
Technical Manual, (Appendix C and D).
Comparisons of SB5 Full Scale, Nonverbal, and Verbal
IQ scores to 12 WJ III ACH tests and 7 clusters are
available.

WJ III ACH Tests WJ III ACH Clusters

Applied Problems, Calculation, Letter-Word •Basic Reading Skills
Identification, Math Fluency, Passage •Reading Comprehension
Comprehension, Picture Vocabulary, •Broad Math
Quantitative Concepts, Reading Vocabulary, •Math Calculation
Understanding Directions, Word Attack, •Math Reasoning
Writing Fluency, Writing Samples •Written Expression
•Academic Applications
©2003 The Riverside Publishing Company
 Predicted Difference
Discrepancy Method
Tables are available in the Technical Manual
(Appendix C) for comparing SB5 IQ scores and
selected WJ III ACH scores.
• Predicted scores from SB5 IQ scores
(pp. 176–190, Tables C.1–C.3)

• Correlations between SB5 IQ scores and

WJ III ACH scores (p. 191, Table C.4)

• Differences required for statistical significance

(pp. 192–193, Tables C.5 & C.6)

• Percentage of population obtaining significant

differences (pp. 194–195, Tables C.7–C.9)
©2003 The Riverside Publishing Company
 Simple Difference
Discrepancy Method
Tables are available in the Technical Manual
(Appendix D) for comparing SB5 IQ scores and
selected WJ III ACH scores.
Differences required for statistical significance
• For ages 6-0 through 11-11 (p. 198, Table D.1)
• For ages 12-0 through 19-11 (p. 199, Table D.2)

Percent of population obtaining significant

differences
• Using Full Scale IQ (p. 200, Table D.3)
• Using Nonverbal IQ (p. 201, Table D.4)
• Using Verbal IQ (p. 202, Table D.5)

©2003 The Riverside Publishing Company

Early Prediction of Learning
Disabilities

New Composite Indexes

LD-Reading =
(1.875) NVKN+VKN+NVWM+VWM+25

LD-Math=
(1.875) NVQR+VQR+NVWM+VWM +25

©2003 The Riverside Publishing Company

 Calculating Composites
LD Reading

• NVKN = 10 NVWM = 8
• VKN = 5 VWM = 3

• (1.875) times 26 = 48.75

• Add 25 = 73.75
• Round to 74
(2 SD below average)

©2003 The Riverside Publishing Company

Nonverbal Early Prediction of
Learning Disabilities or
Giftedness

Nonverbal LD Screener =
NVKN + NVQR + NVWM

Nonverbal Gifted Screener =

NVFR + NVKN + NVQR + NVVS

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
Core Profiles in the
Normative Sample
FLAT PROFILES:
High (9%) Low (11%)
Average (33%)

LOW Verbal (7%)

HIGH Verbal (6%)

HIGH Quantitative (8 %)
©2003 The Riverside Publishing Company
Core Profiles from the
Normative Sample

•LOW Quantitative Reasoning (8%)

•HIGH Fluid Reasoning (9%)

•LOW Fluid Reasoning (10%)

•High Knowledge (Crystallized) (8%)

©2003 The Riverside Publishing Company

Specificity of Subtests

IDEAL Variance: Common > Specific > Error

NONVERBAL Averages:
Common 62% > Specific 24% > Error 14%

SUBTESTS Common Specific Error

NVFR 52 33 15
NVKN 67 18 15
NVQR 74 12 14
NVVS 59 28 13
NVWM 58 30 12
©2003 The Riverside Publishing Company
Specificity of Subtests
Overall Average:
SB5 is IDEAL! (64% > 22% > 14%)

NONVERBAL Averages:
EXCELLENT PATTERNS
NVFR 52% > 33% > 15%
NVVS 59 % > 28 % > 13%
NVWM 58 % > 30% > 12%
GOOD PATTERN:
NVKN 67% > 18% > 15%
LESS THAN IDEAL:
NVQR 74% > 12% > 14%
©2003 The Riverside Publishing Company
Specificity of Subtests

IDEAL Variance: Common > Specific > Error

VERBAL Averages:
Common 65% > Specific 21% > Error 14%

SUBTESTS Common Specific Error

VFR 62 23 15
VKN 61 28 11
VQR 73 14 13
VVS 70 17 13
VWM 60 24 16
©2003 The Riverside Publishing Company
Specificity of Subtests

VERBAL Averages:
EXCELLENT PATTERNS
VFR 62% > 23% > 15%
VKN 61% > 28% > 11%
VWM 60% > 24% > 16%
FAIR PATTERN:
VVS 70% > 17% > 13%
LESS THAN IDEAL:
VQR 73% >14% >13%
©2003 The Riverside Publishing Company
Interpretation of Change
Sensitive Scores (CSS)
CSS Age Equiv Tasks
525 >21-0 Difficult Verbal Analogy

500 10-0 Math word problem

475 5-6 Form Patterns

(Walking person)

450 3-3 Vocabulary (action picture)

425 < 2-0 Car under the cup

©2003 The Riverside Publishing Company
Items in Quantitative
Reasoning by
Curriculum Objective
Objective Level Items

Calculation 2 4, 5, 6
3 3, 4
4 5

Problem Solving 2
3 5, 6
4 2, 3, 5

©2003 The Riverside Publishing Company

Items in Quantitative
Reasoning by
Curriculum Objective
Objective Level Items

Numeration 2 3, 4, 5, 6
& Number Concepts 3 1, 2, 5, 6
4 2, 3

Estimation & 2 1, 2
Measurement 3
4 1

©2003 The Riverside Publishing Company

©2003 The Riverside Publishing Company
 • Covers age range of 2 to 85+ years
• Provides 4 IQ score options
– Full Scale, Verbal, Nonverbal, and
Abbreviated
• Measures 5 Factors
– Knowledge, Fluid Reasoning,
Quantitative Reasoning, Visual-Spatial
Processing, and Working Memory
• Provides measurement of all 5 Factors
in two domains (Verbal and Nonverbal)
• Offers an optional scoring program

©2003 The Riverside Publishing Company

 Stanford-Binet Intelligence Scales,
Fifth Edition
• Watch for Assessment
Service Bulletins (ASB’s)

• Additional Information at
[Link]

©2003 The Riverside Publishing Company

 A Contemporary Assessment
with a Rich Tradition

©2003 The Riverside Publishing Company