Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data
The overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
MDPI AG
2018-10-01
|
Series: | Journal of Intelligence |
Subjects: | |
Online Access: | http://www.mdpi.com/2079-3200/6/4/45 |
id |
doaj-39563106d25141a8b64f386b9ab41a74 |
---|---|
record_format |
Article |
spelling |
doaj-39563106d25141a8b64f386b9ab41a742020-11-25T00:39:56ZengMDPI AGJournal of Intelligence2079-32002018-10-01644510.3390/jintelligence6040045jintelligence6040045Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical DataTomoe Kanaya0Stephen J. Ceci1Department of Psychology, Claremont McKenna College, Claremont, CA 91711, USADepartment of Human Development, Cornell University, Ithaca, NY 14853, USAThe overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined IQ trends in ED children who were repeatedly tested on various combinations of the WISC, WISC-R, and WISC-III using a geographically diverse, longitudinal database of special education evaluation records. Findings on test/re-test data revealed that ED children experienced IQ trends that were consistent with previous research on the Flynn effect in the general population. Unlike findings associated with test/re-test data for children diagnosed with cognitive disorders, however, ED re-diagnoses were unaffected by these trends. Specifically, ED children’s declining IQ scores when retested on newer norms did not result in changes in their ED diagnosis. The implications of this unexpected finding are discussed within the broader context of intelligence testing and special education policies.http://www.mdpi.com/2079-3200/6/4/45IQFlynn effectEmotional Disturbancehistorical analysislongitudinal methods |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tomoe Kanaya Stephen J. Ceci |
spellingShingle |
Tomoe Kanaya Stephen J. Ceci Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data Journal of Intelligence IQ Flynn effect Emotional Disturbance historical analysis longitudinal methods |
author_facet |
Tomoe Kanaya Stephen J. Ceci |
author_sort |
Tomoe Kanaya |
title |
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data |
title_short |
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data |
title_full |
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data |
title_fullStr |
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data |
title_full_unstemmed |
Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data |
title_sort |
longitudinal iq trends in children diagnosed with emotional disturbance: an analysis of historical data |
publisher |
MDPI AG |
series |
Journal of Intelligence |
issn |
2079-3200 |
publishDate |
2018-10-01 |
description |
The overwhelming majority of the research on the historical impact of IQ in special education has focused on children with cognitive disorders. Far less is known about its role for students with emotional concerns, including Emotional Disturbance (ED). To address this gap, the current study examined IQ trends in ED children who were repeatedly tested on various combinations of the WISC, WISC-R, and WISC-III using a geographically diverse, longitudinal database of special education evaluation records. Findings on test/re-test data revealed that ED children experienced IQ trends that were consistent with previous research on the Flynn effect in the general population. Unlike findings associated with test/re-test data for children diagnosed with cognitive disorders, however, ED re-diagnoses were unaffected by these trends. Specifically, ED children’s declining IQ scores when retested on newer norms did not result in changes in their ED diagnosis. The implications of this unexpected finding are discussed within the broader context of intelligence testing and special education policies. |
topic |
IQ Flynn effect Emotional Disturbance historical analysis longitudinal methods |
url |
http://www.mdpi.com/2079-3200/6/4/45 |
work_keys_str_mv |
AT tomoekanaya longitudinaliqtrendsinchildrendiagnosedwithemotionaldisturbanceananalysisofhistoricaldata AT stephenjceci longitudinaliqtrendsinchildrendiagnosedwithemotionaldisturbanceananalysisofhistoricaldata |
_version_ |
1725292377954844672 |