Understanding IQ Trends in Students with Emotional Disturbance: What Practitioners Need to Know
As a Special Education Director, staying informed about the latest research is crucial for ensuring that our practices are evidence-based and effective. One such important piece of research is the study titled "Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data" by Kanaya and Ceci. This study sheds light on how IQ trends, particularly the Flynn effect, impact children diagnosed with Emotional Disturbance (ED) and offers valuable insights for practitioners in the field.
The Flynn Effect and Its Implications
The Flynn effect refers to the observed rise in IQ scores over time, approximately 0.31 points per year in the United States. This phenomenon can lead to inflated IQ scores when older norms are used, prompting test publishers to introduce new norms periodically. The study by Kanaya and Ceci explores how this effect influences IQ trends in children with ED, a group often overlooked in previous research.
Key Findings from the Study
- Children with ED experienced a significant drop in IQ scores when retested on newer norms, similar to the general population.
- Despite the drop in IQ scores, the re-diagnosis rates for ED did not change significantly, indicating that the Flynn effect did not directly impact ED diagnoses.
- The study suggests that the IQ decline is not due to the inability of ED services to maintain cognitive levels but rather the impact of changing norms.
Implications for Practitioners
Understanding these findings can help practitioners in several ways:
- Awareness of Norm Changes: Practitioners should be aware of when new IQ test norms are introduced and how this might affect the interpretation of scores.
- Diagnosis Considerations: The study highlights the importance of considering multiple factors in ED diagnoses, beyond just IQ scores.
- Advocacy for Comprehensive Evaluations: Encouraging comprehensive evaluations that include behavioral and emotional assessments can lead to more accurate diagnoses and better support for students.
Encouraging Further Research
This study opens the door for further research into the impact of the Flynn effect on other special education categories and the development of more refined diagnostic criteria for ED. Practitioners are encouraged to engage with ongoing research and contribute to the evolving understanding of these complex issues.
For those interested in delving deeper into this topic, I highly recommend reading the original research paper. It provides a comprehensive analysis and is a valuable resource for anyone involved in special education.
To read the original research paper, please follow this link: Longitudinal IQ Trends in Children Diagnosed with Emotional Disturbance: An Analysis of Historical Data.
