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DEMOGRAPHIC VARIABLES and INTELLIGENCE TEST SCORES in DISABILITY APPLICANTS ROBERT BRUCE CLAPP JR. Bachelor of Science Ohio

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DEMOGRAPHIC VARIABLES and INTELLIGENCE TEST SCORES in DISABILITY APPLICANTS ROBERT BRUCE CLAPP JR. Bachelor of Science Ohio DEMOGRAPHIC VARIABLES AND INTELLIGENCE TEST SCORES IN DISABILITY APPLICANTS ROBERT BRUCE CLAPP JR. Bachelor of Science Ohio Dominican University May 1981 Masters of Arts Cleveland State University December, 1989 Educational Specialist in Counseling Cleveland State University December, 2002 Submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY IN URBAN EDUCATION at the CLEVELAND STATE UNIVERSITY MAY, 2014 © Copyright by Robert Bruce Clapp Jr. 2014 We hereby approve this dissertation of Robert Bruce Clapp Jr. Candidate for the Doctor of Philosophy in Urban Education degree This Dissertation has been approved for the Office of Doctoral Studies, College of Education and Human Services and CLEVELAND STATE UNIVERSITY College of Graduate Studies by: ____________________________________ Dr. Kathryn C. MacCluskie, Committee Chairperson Counseling, Administration, Supervision, and Adult Learning ____________________________________ Dr. Graham B. Stead: Methodologist Curriculum and Foundations ____________________________________ Dr. Sarah M. Toman; Committee Member Counseling, Administration, Supervision, and Adult Learning ____________________________________ Dr. Aaron T. Ellington; Committee Member Counseling, Administration, Supervision, and Adult Learning ____________________________________ Dr. Deborah Koricke; Committee Member Center for Effective Living April 28, 2014 Student’s Date of Defense DEDICATION Reverend Robert Clapp (1924-2011) He taught me how to believe in God; and to believe in our fellow man. ACKNOWLEDGEMENTS To Vanessa, Hannah and Robby Clapp; for their patience during this long, challenging journey. To Drs. Sarah M. Toman and Kathryn C. MacCluskie, for amazing support and patient revising. To Dr. Graham B. Stead Methodologist for his guidance great instruction in the process. To Drs Aaron T. Ellington and Deborah Koricke for their great support in the writing process. To the Center for Effective Living for providing the data and an excellent learning experience. ABSTRACT The American Psychological Association (2012) has published Guidelines for the Assessment of and Intervention with Persons with Disabilities. These guidelines emphasize the importance of recognizing social and cultural diversity for persons with disabilities (guideline 8, p. 49 ) and the need to apply assessment approaches that are “psychometrically sound, fair, comprehensive, and appropriate for clients with disabilities” (guideline 14, p. 52). In addition, the American Association on Intellectual and Developmental Disabilities (AAIDD; 2011) has indicated IQ testing is a major tool in assessing intellectual disability. Also, the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV; Wechsler, 2008) and the Wechsler Intelligence Scale for Children (WISC-IV; Wechsler, 2003) have become two of the most widely used tests in the world for assessing intellectual disability (Chen & Zhu; 2008). Studies on both assessments have focused mainly on people who are generally functioning in the average range of cognitive ability. Among people whose level of functioning is less sophisticated, however, issues related to possible test bias are even more concerning, because their test scores might be even more deleteriously affected by bias than a test-taker whose ability is in the "average" range. To illuminate possible psychometric bias against people with disabilities resulting from cultural differences, this study looks specifically at any differences in the sample between age, gender, and race (specifically Blacks and Whites) as assessed by the WAIS- IV or WISC-IV scores, particularly among people being evaluated for disability benefits. This study seeks to investigate the possible presence of significant correlations between subtest, Index, and Full Scale scores and selected demographic variables. Since the data vi in this archival analysis will be derived from assessments of people who had been referred due to problems resulting from some form of cognitive impairment, the mean test scores fall below “average" scores for the standardization sample, which is considered to be roughly representative of the general U.S. population. Analyses of subscale scores will be conducted to determine whether subtest variability appears to have a significant relationship with any of three demographic variables of age, gender, and race. The purpose of this psychometric analysis is to implement the established practice guidelines in order to help assure the best possible care for persons being assessed for intellectual disability. vii TABLE OF CONTENTS ABSTRACT ....................................................................................................................... vi LIST OF TABLES ............................................................................................................. xi CHAPTER: I. INTRODUCTION AND STATEMENT OF THE PROBLEM ......................... 1 Intelligence ....................................................................................................8 Race .............................................................................................................10 Fairness ........................................................................................................11 Research Hypothesis ...................................................................................14 Summary .....................................................................................................15 II. REVIEW OF THE LITERATURE .................................................................. 16 Disability .....................................................................................................16 Age ..............................................................................................................18 Gender .........................................................................................................20 History of Intelligence Testing and Racial Differences ..............................22 Nature: The Hereditarian Model .................................................................35 Nurture: The Disparity is argued to be from Environmental Causes ..........39 Beyond Nature versus Nurture: Towards a More Complex Understanding .............................................................................................42 Determining Which Scales to Use ...............................................................44 Subscales .....................................................................................................44 Summary .....................................................................................................46 III. RESEARCH METHODOLOGY ..................................................................... 48 viii Research Hypothesis ...................................................................................48 Procedure .....................................................................................................48 Participants ..................................................................................................50 Instruments ..................................................................................................50 WISC-IV ............................................................................................. 50 WAIS-IV ............................................................................................. 53 Analyses ......................................................................................................56 Summary .....................................................................................................57 IV. RESEARCH RESULTS ................................................................................... 58 Introduction .................................................................................................58 Demographics ..............................................................................................59 Analysis of the WISC IV scores for Age, Race, and Gender: Research Hypothesis 1 ................................................................................................61 Full Scale Intelligence Quotient (FSIQ) ............................................. 62 Indices ................................................................................................. 63 Analysis of the WAIS- IV scores for Age, Race, and Gender: Research Hypothesis 2 ................................................................................................65 Full Scale Intelligence Quotient (FSIQ) ............................................. 66 Indices ................................................................................................. 66 Conclusion ...................................................................................................68 V. RESULTS ......................................................................................................... 69 Research Hypotheses ...................................................................................69 First Research Hypothesis................................................................... 69 ix WISC-IV Results ......................................................................... 70 WAIS-IV Results ........................................................................ 70 Discussion ...................................................................................................71 Limitations and Implications for Future Research ......................................74
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