Use of the Stanford Binet fourth edition in identifying young gifted children

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Abstract
Due to its recent availability, little has been published regarding use of the Stanford Binet Fourth Edition. This fourth edition contains significant changes from the Stanford Binet L‐M. This article describes the comparaitive impact of the two editions on the Identification of children for a university affiliated preschool for the gifted. Results suggested that the fourth edition test composite identifies fewer preschool age children as scoring in the gifted range than does the L‐M when the criterion is set at 1.5 standard deviations above the mean. However, use of a partial composite derived from Verbal Reasoning and Short Term Memory subtests, combined with a screening procedure, offers a viable alternative to the test composite of the fourth edition and can contribute to a total assessment battery. Informal observations are also provided concerning administration of the fourth edition to young children.

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