Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. First, we examined whether motivation is less than maximal on intelligence tests administered in the context of low-stakes research situations. Specifically, we completed a meta-analysis of random-assignment experiments testing the effects of material incentives on intelligence-test performance on a collective 2,008 participants. Incentives increased IQ scores by an average of 0.64 SD, with larger effects for individuals with lower baseline IQ scores. Second, we tested whether individual differences in motivation during IQ testing can spuriously inflate the predictive validity of intelligence for life outcomes. Trained observers rated test motivation among 251 adolescent boys completing intelligence tests using a 15-min “thin-slice” video sample. IQ score predicted life outcomes, including academic performance in adolescence and criminal convictions, employment, and years of education in early adulthood. After adjusting for the influence of test motivation, however, the predictive validity of intelligence for life outcomes was significantly diminished, particularly for nonacademic outcomes. Collectively, our findings suggest that, under low-stakes research conditions, some individuals try harder than others, and, in this context, test motivation can act as a third-variable confound that inflates estimates of the predictive validity of intelligence for life outcomes.

/pdf/role-of-test-motivation-in-intelligence-testing-d6ijl7bj14.pdf

Role of test motivation in intelligence testing

Sex education for individuals with intellectual disabilities is important. However, our knowledge about effective methods for teaching sex education to this population is limited. We report the results of a systematic review identifying methods for sex education programs aimed at individuals with intellectual disabilities. In all, 20 articles were included that met the criteria set in terms of topic—the effectiveness of sex education programs—and population of interest—individuals with intellectual disabilities. In these articles, methods for increasing knowledge and for improving skills and attitudes were reported. However, the studies revealed that generalization of skills to real-life situations was often not achieved. There are indications that the maintenance of knowledge and skills still needs extra attention. Moreover, detailed descriptions of the program materials, program goals, and methods used in the programs were often lacking in the reports. Although there is some evidence for methods that ma...

/pdf/identifying-effective-methods-for-teaching-sex-education-to-3szuecntka.pdf

Identifying Effective Methods for Teaching Sex Education to Individuals with Intellectual Disabilities: A Systematic Review

Individuals with neurodevelopmental disorders, including Autism (ASD) and intellectual disability (ID), have a right and need for appropriate sexuality and relationship education (SRE). These individuals often have the same desires as typically-developing people to express their sexuality and form intimate relationships; and may have an increased risk of sexual exploitation and abuse. While there are various materials recommended for teaching SRE to these groups, there is a lack of empirical evaluation of such. A systematic review was carried out on peer-reviewed articles published in English between 1980 and March 2018 to identify what SRE programs have been evaluated empirically, highlighting their content, methods of delivery, efficacy in changing knowledge and behavioural outcomes, and limitations. Thirty-three studies were retained for inclusion which quantitatively evaluated SRE interventions delivered to individuals diagnosed with ID (approximately 63%) and ASD. Most of the studies evaluated stand-alone programs derived from mixed sources within the broader SRE literature. They focused more on biological content (e.g., anatomy, puberty, reproduction) and self-awareness/safety (e.g., boundaries, assertiveness, privacy) than personal sexuality (e.g., sexual orientation, masturbation) and relationships (e.g., dating, emotions, parenting). Most programs improved outcomes, however the overall quality of included studies was poor. Limitations included scant description of theoretical and ethical paradigms within programs and use of non-validated outcome measures. Recommendations for future research and clinical implications are discussed.

Autism and Intellectual Disability: A Systematic Review of Sexuality and Relationship Education

Given a choice between five instructor- and five self-set deadlines, more students in a self-paced developmental psychology course chose the former. Students in the two conditions did not differ on a measure of academic performance or the number of testing days used to complete the course. Students who chose to set their own deadlines missed fewer deadlines, showed accelerated pacing, and rated the opportunity to choose more favorably than did those in the instructor-set deadline condition. Most students indicated that, if given the choice again, they would make the same decision, but a higher percentage of students who chose instructor-set deadlines would reverse their choice.

Student Selection of Deadline Conditions in a Personalized Psychology Course

Amad is a wonderful 16-year-old young man from Syria who has recently relocated to the United States from his war-torn native country. In his last few years in Syria, he was primarily at home with his mother, and they sought refuge with a maternal aunt in the United States seeking asylum and treatment of Amad's disability. At 8 years of age, he had intelligence testing in the United Arab Emirates, which showed a verbal intelligence score on the Wechsler intelligence scale for children (WISC) of 68 and a performance of 64. His working memory was 67 and his processing speed was 65. On arrival in the United States, his achievement was roughly at a third-grade level in Arabic. In the year and a half that he has been in the United States, he quickly improved his English skills, which he learned as a toddler. His father remains in Syria unable to safely immigrate and his mother is raising him alone in the United States with the help of her sister. They come to you for an urgent care visit because Amad recently was accused of sexual harassment by two girls at his high school. He is in a substantially separate program but is included for lunch and technology. While in the computer laboratory, he repeatedly approached the girls and asks them to "date" him, and on 1 occasion sat behind 1 girl and repeatedly reached out to stroke her long blonde hair. His mother is distraught because she recently found out that Amad also has a Facebook page and had been attempting to contact the same two girls on social media. The girls' parents recently threatened to file criminal harassment charges and Amad's mother comes to you asking for help with making Amad stop this activity. What would you do next?

Sexuality and Intellectual Disability

Amer~can Psychological Assoc~atlon Graduate study ~npsychoiogy for 198

Self-Pacing: Helping Students Establish and Fulfill Individualized Plans for Pacing Unit Tests.

Preschool children were tested on a modified form of the Wechsler Preschool and Primary Scale of Intelligence. Equal numbers of high and low scoring children were assigned to token and no-token groups. The tokens, exchangeable for back-up items, were shown to be reinforcers for each of the children in the study. Four weeks later, the children were retested. This time children in the token group received tokens for correct answers. High- as well as low-scoring children who received tokens did better than children who did not receive tokens. This suggests that high-scoring children, like low-scoring children, are not all maximally motivated to do their best by intrinsic reinforcement and that preschool children are similar to older children in this regard.

http://prx.sagepub.com/content/63/2/555.full.pdf

Effect of Incentives Delivered for Correctly Answered Items on the Measured IQS of Children of Low and High IQ

In line with the current trend toward normalization of developmentally disabled individuals, various institutions are implementing training programs for effective living skills—sex education being one such program. The purpose of the present study was to investigate the effects of a modified PSI training program on the sexual knowledge and behavior of three developmentally disabled females. Results indicted significant increases in the acquisition of sexual information, and follow-up data illustrated effective retention. Procedures used to control for potential weaknesses of the design are discussed. The possibilities for and implications of peer teaching of the program are also discussed.

A behavioral approach to sex education

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Self-Pacing: Helping Students Establish and Fulfill Individualized Plans for Pacing Unit Tests.

Effect of Incentives Delivered for Correctly Answered Items on the Measured IQS of Children of Low and High IQ

A behavioral approach to sex education