A Study of the Kingore Observation Inventory As a Screening Procedure for the Identification of Highly Able Second Graders
Total Page：16
File Type：pdf, Size：1020Kb
AN ABSTRACT OF THE THESIS OF Elizabeth I. Vaughn-Neely for the degree of Doctor of Philosophy in Education presented on May 2. 1994. Title: A Study of the Kingore Observation Inventory as a Screening Procedure for the Identification of Highly Able Second Graders Abstract approved: Redacted for Privacy The purpose of this study was to determine if the inferences derived from the Kingore Observation Inventory as a screening device are sufficiently valid for the identification of potentially gifted youngsters. Differences in predicting the WISC-III Full Scale IQ scores and/or percentile ranks using the KOI were assessed. The value of screening procedures to identify potentially gifted youngsters is essential for accurate identification of gifted young students. The Kingore Observation Inventory is a screening procedure administered by educators within the classroom environment over a six-week period that furnishes a percentile rank of overall intellectual functioning. The Wechsler Intelligence Scale for Children-Third Edition is a comprehensive assessment instrument of cognitive abilities that yields a standard score with a mean of 100 and standard deviation of 15. The WISC-III is time consuming and is an expensive assessment instrument in terms of professional resources required for administration and interpretation. A less costly and more easily administered instrument that will effectively predict the intellectual functioning of youngsters would be an invaluable tool. As part of a comprehensive assessment procedure to identify young gifted children within a school district in Oregon the KOI was administered to all primary students. A stratified sample that consisted of 89 second grade children previously assessed with the KOI in the first grade were administered the WISC- III. These children varied in age from 6.5 to 8.7 years. The sample included of 42 females and 47 males, of whom 6 were Asian, 1 was Black, 2 were Hispanic, and 80 were Caucasian/Not Hispanic. A correlational analysis, logistic regression analysis, discriminant analysis, and t-tests for paired differences were performed using SAS programs (SAS Institute Inc., 1990), version 6.07. Evidence was shown for the effects of Age on KOI Percentile scores for the target population. The study findings provide clear evidence that the KOI is not an adequate screening tool for the identification of intellectual giftedness for primary-aged students in the school district. This may indicate use of the KOI is not an adequate screening device for other populations as well. ©Copyright by Elizabeth I. Vaughn-Neely May 2, 1994 All Rights Reserved A STUDY OF THE KINGORE OBSERVATION INVENTORY AS A SCREENING PROCEDURE FOR THE IDENTIFICATION OF HIGHLY ABLE SECOND GRADERS by Elizabeth I. Vaughn-Neely A THESIS submitted to Oregon State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Completed May 2, 1994 Commencement June 1994 APPROVED: Redacted for Privacy Assistantrofessor of Education in ch ge of major Redacted for Privacy Director of Schoo1/1/Education Redacted for Privacy Dean of Graduate Sc Date thesis is presented May 2, 1994 Typed by the researcher Elizabeth I. Vaughn-Neely ACKNOWLEDGMENTS I would like to express my sincere appreciation to my major professor, Dr. Barbara Mc Ewan, for her guidance and support. She provided assistance during every phase of this journey continually reminding me of the path to follow. She warned me of the potholes to avoid and the tendency of hoops to invariably decrease in size.I respect her personal commitment to excellence and appreciate her unwavering faith in my ability. Dr. Marjorie Reed, my minor professor, continually prodded me to search for and consider one more issue or perspective in the field. She has encouraged me to envision a career of continued research of intellectual development through an educational setting and pursue it.Dr. Reed epitomized the role of exceptional teacher. All the members of my committee provided expertise that was distinctly appropriate to my growth as a professional. Dr. Warren Suzuki required continued reflection of my goals and challenged me to consider where I would make the greatest difference in children's lives. Dr. Henry Lee stressed improvement of my research design as well as the statistical analyses essentially providing an apprenticeship in quantitative research and patiently answered the questions of this novitiate.I would like to thank Dr. Keith Parrott for his interest in my research and guidance as my graduate council representative. I would like to acknowledge the support and generosity of the school district. Dr. William Auty, Director of Educational Evaluation and Assessment, provided me with opportunities to develop expertise in the field of educational evaluation by addressing issues of deep concern to all the professionals in 509J. The administrators, instructional facilitators, classroom teachers, and secretaries provided encouragement and deep interest in the project.I wish I could thank all the people who provided practical reassurance and guidance individually. However, their knowledge, kindness and assistance were deeply appreciated. Sincere appreciation is extended to Ben Yu, statistician. As a novice regarding multivariate statistical analyses, Ben provided assistance and guidance concerning statistical questions as they arose and the SAS/STAT program. I am extremely thankful for the support and guidance provided by my husband, Grady Neely, who has always encouraged me to follow my aspirations. He has shared his strength and laughter throughout this journey always believing that I would be successful and regularly conveying confidence in my ability. Table of Contents I. Introduction 1 Introduction to the Problem 1 Statement of the Problem 3 II. Review of the Literature 4 Introduction 4 General Identification Considerations 7 Oregon's General Identification Procedures 9 Testing Young Children 11 Constructs of Intelligence 12 Assessment Instruments 16 The Kingore Observation Inventory 18 The Wechsler Scales 20 Summary 24 III. Methodology 25 Introduction 25 Qualitative Factors 26 Sampling Procedures 28 Study Sample 29 KOI Procedures 29 Data Entry Procedures 30 WISC-III Scores 30 Data Analysis 31 IV. Results 34 Descriptive Statistics 34 Savage Scores 43 Base Rates 46 Logit Analysis 49 Discriminant Analysis 53 Logit Versus Discriminant Analysis 55 Mean-Age Comparisons 57 KOI Evaluators 61 V. Discussion, Conclusions, and Recommendations 69 Discussion 69 Conclusions 76 Recommendations 77 References 79 Appendices A. Sample Kingore Observation Inventory Scoring Procedures 87 B. Psychological Corporation Letter Granting Permission to Use the 91 WISC-III C. Description of the Standard Subtests for the WISC-III 93 D. School District Approval to Conduct Research 95 E. Oregon State University Human Subjects Approval 97 F. Parent Letter Requesting Permission for Child's Participation in 99 the Study G. Request for Parent Interview 102 H. Parent Interview Protocol 105 I. Memo to School District Personnel 111 J. SAS/STAT Program 114 K. Subject Data of Students Categorized as Gifted on the 1992-1993118 KOI L. Subject Data of Students Not Categorized as Gifted on the 1992- 122 1993 KOI M. Scatterplots of the Pearson Residual Where Case #65 Was 125 Identified as a Point of High Influence and the Diagonal Element of the Hat Matrix in the Estimated Logistic Model Where Case #81 Was Identified as a Point of High Influence N. Logit Parameter Estimates for All Observations, Excluding #65, 128 Excluding #81, and Excluding Both #65 and #81 0. Probability of Average WISC-III Score Varying Kingore 130 Identification, Gender, and Age for 1992-1993 KOI Data for All 89 Observations, 88 Observations Excluding #65, 88 Observations Excluding #81, and 87 Observations Excluding Both #65 and #81 P. Figural Representation of Test Score Data for 36 Students 132 Categorized as Gifted According to the 1992-1993 KOI (No Recoded Scores) Q. Figural Representation of Subject Data for Students Not 134 Categorized as Gifted on the 1992-1993 KOI (No Recoded Scores) R. Evaluator Scoring and Hit Rates for 1992-1993 and 1993-1994 136 School Years S. Children's Score Stability with the Same Evaluator 139 T. Children's Score Stability with the Different Evaluators 141 List of Figures Figure Page 1. WISC-III Full Scale IQ Scores Sorted by 1992-1993 KOI and 38 WISC-III Test Results 2. WISC-III Verbal Scale IQ Scores Sorted by 1992-1993 KOI and 38 WISC-III Test Results 3. WISC-III Performance Scale IQ Scores Sorted by 1992-1993 39 KOI and WISC-III Test Results 4. WISC-III Full Scale IQ Scores Sorted by 1993-1994 KOI and 41 WISC-III Test Results 5. WISC-III Verbal Scale 10 Scores Sorted by 1993-1994 KOI and 42 WISC-III Test Results 6. WISC-III Performance Scale IQ Scores Sorted by 1993-1994 43 KOI and WISC-III Test Results 7. Mean-Age Comparison of Students Classified as Gifted or 58 Average by the 1992-1993 KOI or WISC-III 8. Mean-Age Comparison of Students Classified as Gifted or 59 Average by the Contingency Table Data for the 1992-1993 KOI and WISC-III 9. Mean-Age Comparison of Students Classified as Gifted or 60 Average by the 1993-1994 KOI or WISC-III 10. Mean-Age Comparison of Students Classified by the 61 Contingency Table Data for 1993-1994 KOI and WISC-III 11. Diagnostic Plots of Pearson Residuals Versus Evaluator from 62 Logistic Regression of WISC-III Classification on KOI Classification, Gender, Age, and the Gender X KOI Identification Interaction Based on 1992-1993 and 1993-1994 KOI Scores 12. Completed Sample of a KOI Scoring Sheet 88 13. KOI Scoring Form 89 14. Scatterplot of the Pearson Residual Where Case #65 Was 126 Identified as a Point of High Influence 15. Scatterplot of the Diagonal Element of the Hat Matrix in the 127 Estimated Logistic Model Where Case #81 Was Identified as a Point of High Influence 16.