HD 1.1c Intelligence, IQ, Special Needs

Intelligence is ______ that allows the child to learn, think, experience, and adapt to new situations in the world.

a collection of abilities

Stanford-Binet Intelligence Scales (SB-5) for ages 2 to 85 is a traditional/contemporary IQ test

Traditional IQ test

Stanford-Binet Intelligence Scales (SB-5) for ages 2 to 85 measures patterns and levels of _______, including verbal, nonverbal, quantitative, and memory.

cognitive development

Stanford-Binet Intelligence Scales (SB-5) for ages 2 to 85 is used to

Diagnose childhood developmental disabilities

Provide info for special ed intervention (i.e., IEP or IFSP).

Wechsler Intelligence Scale for Children (WISC-IV) for ages 6 to 16 is a traditional/contemporary IQ test

Traditional IQ test (W)

Wechsler Intelligence Scale for Children (WISC-IV) for ages 6 to 16 measures ________, including verbal comprehension, perceptual organization, working memory, and processing speed.

verbal and performance abilities

Wechsler Intelligence Scale for Children (WISC-IV) for ages 6 to 16 is used to identify

strengths and weaknesses of verbal and performance abilities

Gardner’s Multiple Intelligence is a traditional/contemporary IQ test

Contemporary IQ test

Howard Gardner proposes a ____ view of a child’s mind

Pluralistic

Gardner believes that children have many different ____ strengths and styles, which are rooted from ___ ___.

Cognitive, evolutionary history

Gardner’s theory outlines ___ types of intelligences that are not typically considered when examining competencies.

8

Sternberg’s Triarchic Theory of Intelligence is a traditional/contemporary IQ test

Contemporary IQ test

Robert Sternberg’s theory states that people who are intelligent possess a high level of ____ and have the ability to ____ according to their personal _______, within the limits of their culture and society.

common sense, succeed, definition of success

The Sternberg Triarchic Abilities Test (STAT) addresses _ components of intelligence, which are

3, analytical, creative, and practical

Children with learning disabilities (LDs) are often children with ________ intelligence who exhibit emotional and/or physical ______ behavior.

average to above-average; maladaptive

Typically, LD children have a _____ impairment and the brain has difficulty processing information when it receives stimuli.

neurological

Children do/do not outgrow LD

Do not

Children with a ______ disability see letters and numbers in different positions.

visual-perceptual

Children who have an _________ disability may find it difficult to distinguish between the differences in sounds

auditory-perceptual

Children with ______ show symptoms of both

inattention and hyperactivity

Attention Deficit Hyperactivity Disorder (ADHD)

Some children who are inattentive and do not show signs of hyperactivity; these children have

Attention Deficit Disorder (ADD).

Children with a _______ disability have difficulty with coordination and may often appear clumsy or disoriented

motor-perceptual

Children who are ________ are defined as having subnormal cognitive functioning at an IQ level of 70 or below.

educationally delayed

An ______ can be designed for children with LD.

individualized education plan (IEP)