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The latest Issue of AEGIS has arrived full of articles like this conference follow-up by Louise Savage, Stephanie Oberly, and Lisa Gainer on the changes to gifted evaluations. Many thanks to Linda Sweeney for another informative issue and for all her work over the years with AEGIS. This last issue was her final one as editor and WVAGT is seeking another talented, concerned individual to fill that position. Volunteer NOW to help disseminate information to the community of the gifted and talented in West Virginia. Changes in Policy 2419 Regarding Intellectual Ability Requirements Recent changes in Policy 2419 (April 2007) regarding the intellectual ability requirements for children who are gifted merit special awareness by their teachers. As stated in the policy: General intellectual ability with a full-scale score at the 97th percentile rank or higher… with a consideration of 1.0 standard error of measurement at the 68% confidence interval…This means the Full-Scale score can go as low as 125 (e-mail dated August 21, 2007 from Vickie Mohnacky, WVDE. "On the WISC-IV, the 97th percentile is 128 and applying the confidence interval to the full-scale score, it is 125”). Another change is to determine if a clinically significant difference exists between verbal and performance scores. A clinically significant difference is one that occurs in 10% or less of the standardization sample. A statement in the report must indicate which is a better indicator of the student’s mental ability and the supporting reasons for this determination. Supporting data could be Westest, classroom performance, and/or individual achievement. Still another important change is explained by Vickie Mohnacky, WVDE in the same personal communication via e-mail August 21, 2007 to the effect that “the GAI (General Ability Index) may continue to be used when appropriate for all students. When Policy 2419 was revised, all clarifications to the previous Policy 2419 were included in the revised Policy 2419. The use of the greater between the verbal-performance scores was one of those clarifications. This was not meant to exclude the GAI. We can see how that might be misinterpreted, however. Therefore, we will issue a letter of clarification on the use of the GAI. Meanwhile, the GAI may be used as appropriate” and on a case by case basis. The GAI Method according to Technical Report #4. WISC-IV Wechsler Intelligence Scale for Children – Fourth Edition. General Ability Index (2005). Raiford, S., Weiss, L., Rolfhus, E., Coalson, Look for: A significant and unusual discrepancy between the Verbal Comprehension Index and the Perceptual Reasoning Index. If there is a significant discrepancy, the GAI cannot be computed and the discrepancy rule above will apply. A significant and unusual discrepancy between Perceptual Reasoning Index and the Processing Speed Index. A significant and unusual discrepancy between Verbal Comprehension Index and the Working Memory Index. If a clinically significant difference exists according to Tables B.1 and B.2, The 3 verbal scaled subtest scores and the 3 performance scaled subtest scores are summed (that includes any substitutions that have been made). The sum of the scaled scores is found in the left column of the Harcourt Brace GAI Table that appears in the above article and is the only table recommended by Harcourt Brace. Read across the row to determine the GAI Composite Score. The rationale for the use of the GAI is that the WISC-IV increased the influence of Working Memory and Processing Speed because research suggests they are important factors that contribute to overall intellectual functioning. In doing so, Verbal Comprehension and Perceptual Reasoning account for 60% of the Full Scale IQ. Working Memory and Processing Speed account for 40%. Processing Speed and Working Memory have been found to be frequently lower for gifted populations (WISC-IV Manual). The GAI analysis allows greater diagnostic flexibility and reduces the influence of Working Memory and Processing Speed. The GAI is not necessarily a more valid estimate of overall cognitive ability than is the Full Scale IQ. Working Memory and Processing Speed are vital to a comprehensive evaluation. Ignoring them could be misleading and their use in developing program goals would be lost. This communication refers only to the requirement related to mental ability. So far, the State Department of Education has not issued a letter of clarification about the use of the GAI, at which time there may be some changes. Until that time, this is the interpretation that the writers of this article are sharing with you and as well with colleagues in school psychology. Authors: Luise B. Savage, School Psychologist – Preston County Stephanie Oberly, Lead School Psychologist - Harrison County Lisa Gainer, School Psychologist – Monongalia County |
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