Adaptive intelligence diagnostic

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The AID test battery is an intelligence test battery from the inventory of psychological-diagnostic procedures, which is used to record complex and basic cognitive abilities ("intelligence") in children and adolescents.

history

The Adaptive Intelligence Diagnostic ( AID ) appeared for the first time in 1985. In accordance with the requirement of DIN 33430 that the calibration of relevant procedures should be checked for topicality at least every eight years, the 2nd generation of this procedure was introduced ( AID 2 - Version 2.1 ), which also offers new additional tests; Version 2.2 of AID 2 shows minor changes, especially in the calibration tables . This edition also includes a version AID 2-Turkish , which was developed for use with children and adolescents living in German-speaking countries with Turkish as their mother tongue and is also intended for German-speaking test administrators. For each sub-test, the test is carried out in the language (German or Turkish) that the test person has mastered better. The current 3rd generation primarily includes an additional subtest for reasoning (AID 3; Kubinger & Holochert-Ertl, 2014). This version has also been available in English since 2017. Apart from the traditional specification according to branched adaptive testing, there is now also the option of specifying the AID 3 computer-assisted according to the principle of tailored testing (Kubinger & Spohn, 2017).

The diagnostic added value of single test situations

This intelligence test battery based on the zeitgeist on the one hand, that is as economically as possible (ie with relatively little expenditure of time) to measure as accurately as possible a variety of cognitive areas, and the modern psychological test theory ( item response theory , IRT) on the other hand, what economical testing on a special technique, namely adaptive testing , has only just been accomplished. It is designed as an individual procedure in accordance with the "additional diagnostic value of individual test situations", ie a test leader (psychologist) tests a single test person (child / adolescent) in an interactive context.

Application area

The AID 2 test battery can be used for an age group from 6 to 15 years of age in school psychology, clinical psychology and in educational and career counseling

  • training and job-related aptitude diagnostics ,
  • training and job-related rehabilitation diagnostics,
  • Developmental diagnostics in early childhood and for
  • neuropsychological diagnostics (partial performance disorder diagnostics)

can be used.

The provision of language-free instructions for all subtests as well as additional tests for measuring manual-visual skills expand the range of possible applications, as the method can also be used for various questions in foreign-language test persons who have little or no command of German.

specification

When AID 2 is an individual process.

A special feature is that, despite the paper-pencil specification, adaptive testing is implemented for most of the subtests , which enables relatively high measurement accuracy with relatively few tasks. The so-called branched testing is implemented, that is, depending on the performance behavior of the test person, further tasks are selected according to a certain process system: Depending on the age, each test person is given a first group of five tasks; if at most one of them is solved, the test person is given an easier group of tasks next, at least four tasks are solved, one more difficult group of tasks and, in the event that they solve two or three tasks (approx. 50%), a next group of tasks with the same level of difficulty. Basically, two such branches are provided.

Since the items in question correspond to the Rasch model , the test performances of test persons working on different tasks are comparable.

Parallel forms and short forms are available for a number of subtests.

Test concept

With reference to the investment theory sensu Raymond B. Cattell , "intelligence" is defined as "the totality of all cognitive prerequisites which are necessary to acquire knowledge and develop action skills". In the sense of a pragmatic intelligence-theoretical position, a profile interpretation with highs and lows in relation to as many cognitive abilities as possible should be made possible; So it is directly about support-oriented diagnostics, especially with reference to the comparison of " fluid " and " crystallized intelligence". The AID 2 is also used as a screening method to record partial performance disorders (following the tradition of Alexander Romanowitsch Lurija ) in the sense of support-oriented diagnostics . Specifically, AID 2 is based on a hierarchical model of the partial services: perceiving (recognizing) , memorizing and processing / using visual, acoustic and tactile-kinaesthetic information / task materials. These processes relate to different sub-capabilities:

  • Ability to differentiate and structure as well as spatial orientation
  • Seriality
  • Retention
  • Linguistic information processing

The subtests of the intelligence test battery AID 2 are assigned to the verbal-acoustic or manual-visual area according to their task . The verbal-acoustic tasks test the acoustic perception and verbalized actions of the test person in dealing with words or symbols. The manual-visual tasks test the visual perception and manual action of the test person by handling and working with objects and perceiving visual forms.

construction

The test battery consists of eleven sub-tests and three additional tests.

Sub-tests (verbal-acoustic area) Task Tested ability
1 everyday knowledge Answering questions Acquire expertise about content that is commonplace in today's society
3 Applied computing Solve text calculations to use the appropriate arithmetic operations when solving everyday problems by drawing appropriate conclusions
5 Immediate reproduction - numerically ("forwards" and "backwards") Repeat rows of numbers Capacity of serial information processing (in the verbal-acoustic range)
Find 6 synonyms Answering questions elementary understanding of language; Capturing the meaning of language-bound terms or having a vocabulary that allows such terms to be expressed alternatively
9 Abstract functions Answering questions to arrive at a conceptual formation through abstraction
11 Social understanding and factual reflection Answering questions Understanding of factual contexts of the "social" environment or the extent of socialization in the sense that one is aware of socially adapted behavior and social conditions
Sub-tests (manual-visual area) Task Tested ability
2 Reality certainty Discover missing details on picture cards the reality in order to understand or control things of everyday life
4 Social and factual consistency Arrange image sequences to understand and control the sequence of social events or everyday facts
7 Coding and Associating Assign symbols Information processing speed and the ability for incidental learning
8 Anticipate and combine - figuratively Put the parts together Inferential thinking in terms of recognizing parts of a (concrete) whole and being able to shape this whole
10 Analyzing and synthesizing - abstract Add samples to be able to reproduce complex (abstract) shapes through suitable structuring
Additional tests Task Tested ability
5a Immediate reproduction - figural / abstract Repeat series of images Serial information processing capacity (in the visa-motor area)
5b Memorize and memorize Repeat meaningless syllables Retention capacity, which can be achieved by repeating the stimulus presentation once
10a structuring - visa-motor Decomposing patterns to be able to break down complex (abstract) shapes into elementary sub-components

Test parameters

Instead of an intelligence quotient (IQ) as the average value of all measured performance, which would assume a compensatory effect of the individual subtests in relation to the intelligence of the test person, the test battery AID 2 propagates a profile interpretation with regard to the performance in the individual subtests or an interpretation of Performance highs and lows.

15 test parameters are used for the eleven subtests and three additional tests in T values. The absolute (ie age-independent) ability parameters ξv (in the sense of the Rasch model) are also available for nine of these test parameters .

Additional special test parameters of AID 2 :

  • The (lower limit of) "intelligence quantity" is defined as the global measure of cognitive ability , ie the minimum sub-test performance is interpreted as the minimum cognitive ability . Usually given as a percentage rank, this test parameter can also be converted into an IQ equivalent based on requirements from practice.
  • The second lowest sub-test performance should be used as the minimum cognitive ability for interpretation if the lowest sub-test performance corresponds to a possible singular partial performance weakness, concerns a relatively less significant ability or is due to situational coincidences or energetic-motivational impairments (stated as a percentage rank).
  • The range of "intelligence" corresponds to the maximum difference of all sub-test performances as a percentage rank . This is interpreted as the degree of sophistication of the recorded skill spectrum.
  • The factor score for the factor "information processing in the social environment" as "primary IQ" in IQ values.

Quality criteria

Scaling : Two sub-tests fulfill this quality criterion by definition (one test fulfills the quality criterion scaling if the test values ​​resulting from the calculation rules adequately depict the empirical behavioral relationships), the remaining sub-tests and additional tests demonstrably due to the validity of the Rasch model or a generalization thereof.

Objectivity : accounting security and unambiguous interpretation are given. Certain test manager effects were detected in two sub-tests.

Reliability : The split-half reliabilities range from 0.70 to 0.95. The internal consistency is given due to the validity of the Rasch model. The stabilities of the sub-tests are between 0.64 and 0.95 when repeated after one month (with the exception of the additional test memorize and memorize )

Validation : The content is valid based on expert ratings. The construct validity in relation to a hierarchical model for Specific Learning Disorders is fulfilled. The discriminant validity is given (e.g. with regard to WMT, 3DW, test d2 and PFK 9-14). The compliance validity for selected special performance tests is medium to low.

Calibration : The calibration was carried out on a representative sample of N = 977 people, adjusted by the AID (precursor) representative survey (N = 2.144) and partially revised on a calibration control (N = 844).

Individual evidence

  1. ↑ KD Kubinger , E. Wurst: Adaptive intelligence diagnostics (AID). Beltz, Weinheim 1985.
  2. ↑ KD Kubinger, E. Wurst: Adaptive intelligence diagnostics (AID). 3rd, supplemented edition. Beltz, Weinheim 1991.
  3. ↑ KD Kubinger, E. Wurst: Adaptive Intelligence Diagnostics - Version 2.1 (AID 2). Beltz, Göttingen 2000.
  4. ^ KD Kubinger: Adaptive Intelligence Diagnostic - Version 2.2 (AID 2) including AID 2-Turkish. Beltz, Göttingen 2009.
  5. ^ KD Kubinger, P. Deimann, U. Kastner-Koller: The diagnostic added value of single test situations. In: KD Kubinger, S. Holocher-Ertl (Ed.): Case book AID. Hogrefe, Göttingen 2012.
  6. ^ KD Kubinger: Adaptive Intelligence Diagnostic - Version 2.2 (AID 2) including AID 2-Turkish. Beltz, Göttingen 2009, p. 23.
  7. ^ KD Kubinger: Psychological diagnosis: theory and practice of psychological diagnosis. 2., revised. and exp. Edition. Hogrefe, Göttingen 2009, ISBN 978-3-8017-2254-8 , p. 82.

literature

  • S. Holocher-Ertl, KD Kubinger, C. Hohensinn: Gifted diagnosis : HAWIK-IV or AID 2. In: Childhood and development. Volume 17, 2008, pp. 99-106.
  • R. Horn: Intelligence tests for children, issue 1/03. A critical note on the K-ABC. In: Report Psychology. Volume 28, No. 3, 2003, p. 189.
  • C. Jacobs, D. Heubrock , F. Petermann: Adaptive Intelligence Diagnostic 2 (AID 2) by Klaus D. Kubinger and Elisabeth Wurst (test information). In: Diagnostica. Volume 49, No. 4, 2003, pp. 184-188.
  • C. Jacobs, F. Petermann: Adaptive Intelligence Diagnosticum 2 (AID 2; Version 2.2) [test review]. In: Journal of Psychiatry, Psychology and Psychotherapy. Volume 57, No. 4, 2009, pp. 297-299.
  • KD Kubinger: Comment on the test review by Gerolf Renner, Hermann-Josef Baur & Barbara Lischke on AID 2 (Adaptive Intelligence Diagnostic, Version 2.1). In: Report Psychology. Volume 28, No. 11/12, 2003, pp. 677-679.
  • KD Kubinger: On a practitioner's need of further development of Wechsler scales: Adaptive Intelligence Diagnosticum (AID 2). In: Spanish Journal of Psychology. Volume 7, 2004, pp. 101-111.
  • KD Kubinger: Towards economic Wechsler-like testing: Adaptive Intelligence Diagnosticum (AID 2). In: MA Lange (Ed.): Leading-Edge Psychological Tests and Testing Research. Nova Science Publisher, New York 2008, pp. 173-182.
  • KD Kubinger: The intelligence test-battery AID 2 as a prototypical globalized test. In: Testing International. Volume 19, 2008, pp. 13-14.
  • KD Kubinger: Test fairness for “globalized” Turkish children: The intelligence test battery AID 2-Turkish. In: Report Psychology. Volume 35, 2010, pp. 72-81.
  • KD Kubinger, S. Holocher-Ertl: Diagnostic procedures. In: G. Hörmann, W. Körner (Hrsg.): Introduction to educational counseling. Kohlhammer, Stuttgart 2008, pp. 86-100.
  • I. Preusche, U. Leiss: Intelligence tests for children. HAWIK-III, AID 2 and K-ABC in comparison. In: Report Psychology. Volume 28, No. 1, 2003, pp. 12-26.
  • I. Preusche, M. Koller, KD Kubinger: Language-free administration of intelligence tests not without an equivalence test: Using the example of AID 2. In: Practice of child psychology and child psychiatry. Volume 55, 2006, pp. 559-569.
  • G. Renner, H.-J. Baur, B. Lischke: Review of the Adaptive Intelligence Diagnostic 2. In: Report Psychologie. Volume 28, No. 11/12, 2003, pp. 668-676.
  • U. Schaarschmidt : Adaptive Intelligence Diagnostic 2 (AID 2). In: E. Fay (Ed.): Tests under the magnifying glass III. Pabst, Lengerich 2000, pp. 9-20.
  • I. Schmidt, U. Leiss: Short articles on: New tests in comparison, new research results on problems of the diagnostic process, first approaches to solving problems of psychological diagnostics that have long been unsolved. Comparison of intelligence tests for children and adolescents: HAWIK-III, AID 2 and K-ABC. In: Psychology in Austria. Volume 22, No. 2-3, 2002, pp. 16-21.
  • A. Titscher, KD Kubinger: An Innovative Method for Testing Children's Achievement-Related Reactions. In: School Psychology International. Volume 29, 2008, pp. 452-465.

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