Habit Heroes!

On a recent trip with my family to Innoventions at Epcot I was very pleased to see that Blue Cross Blue Shield of Florida and Anthem Blue Cross Blue Shield are sponsoring a new attraction.  According to the teaser posters displayed in the construction area, “Habit Heroes” is coming to Innovations East at Epcot which will take the place of the "Don't Waste It" exhibit. 

                            Poster illustrating the power of a bad habit.

An online search doesn’t reveal much about the coming attraction other than some guesses posted on Disney discussion boards.  It appears that the attraction is geared to teach children about the power of a bad habit and what it takes to make new, healthy habits.  I certainly hope this is the case and I applaud Disney in this new endeavor. 

As a cognitive behavioral psychologist, I am focused on behavioral change.  Changing study habits, eating habits, or any behavioral change for that matter often follows a similar process.  First the behavior you want to change must be identified, new behaviors must be targeted, and then your day to day behaviors must be measured in an effort to reach your new behavioral goal.  Along the way motivation and commitment are bolstered along with establishing support and developing coping mechanisms for when things fall off track. 

For example, if a student wants to raise their grades, a snapshot of the process could be:

1)      Identify the Behavior to Change:  For the purpose of this example let’s say it’s to reduce “screen time” while increasing study time.

2)      Target New Behaviors: The student identifies that he will give up 30 minutes of TV and 30 minutes of video game playing per day for an extra 1 hour of studying.  This goal is written down by the student and reinforced in a self reinforcement statement.    

3)      Self Monitor New Behaviors: The student will start a log of how many minutes they participate in “screen time” behaviors, and how many minutes they spend studying per day. 

As you might be able to surmise, the process could very well be the same for changing other habits, such as to stop smoking, to stop using swear words, or to lose weight.  However it all beings with an awareness and building the determination to do something about your bad habit.  Also, it requires the belief that you are capable of changing your behavior and that changing behavior can help you reach a targeted goal.  If this exhibit at Innoventions helps equip young people with the basic tools to change bad habits, then this is surely a good thing. 

As a father to two young children and Disney season pass holder, I am often struck by the unhealthy food choices at Disney.  In fact I am so bothered by it I started a blog on the subject here.  In this regard Disney’s efforts to educate young people about establishing healthy habits is a step in the right direction. 

One memorable experience I recently had was watching the “One Man’s Dream” movie and exhibit at Hollywood Studios.  All of the photos in the exhibit and clips of Walt in the movie were taken from the 1960’s and early 1970’s.  I was struck by how everyone looked so healthy and very thin.  When the movie was over, the doors opened up and we went outside into the park and saw obese children eating oversized sugar treats and adults on mobility scooters too overweight to walk.  The contrast from the 1960’s movie to present was night and day.

However food is not the only changes in our modern environment our children face.  When I attended graduate school the subject of computer games, X-Box, Wii, and so on was never mentioned in class.  In my practice I make it standard protocol to ask parents of children with learning disabilities or suspected ADHD how much time their child participates in gaming activities.  There has been occasion where it was apparent that if the child would put the same amount of time, energy, and determination in their schoolwork that they do at X-Box, the parent might not even need the evaluation in the first place. 

The point here is that we are living in a world full of temptations that we as parents simply didn’t face growing up.  How many of us reading this post only had 3-5 TV channels growing up depending on the time of day or day of the week?  And not only did you have to get up to change the channel, but the TV channels all went to a test pattern at a certain time of the night as if to say, “You kids have watched enough TV for today!  Now go to bed!”  I distinctly remember staying up to watch Saturday Night Live as a child at night, and after the show was over America the Beautiful played and the station pulled the plug until 6am Sunday morning.  This was the same for all stations where I lived.

Now our kids have an endless supply of TV channels, and if nothing is on the DVR has recorded more shows than we could ever possibly watch.  We have the internet, video games, our kids have Nintendo DSI’s, i-pads, cell phones, and the list goes on and on.  We are truly living in a different environment; an environment full of limitless temptations, time killers, and unhealthy outlets for kids.  As adults we need to make every effort to teach kids the process of instilling good habits- for their health, education, and financial independence. 

If your child needs help in changing a habit and you are not able to correct it on your own, please use the Contact Form or call me at (813) 774-6340.

My Child Missed the AGP Cut Off. What Now?

The most common requests I get for assessments include IQ assessments for determining a child's IQ, learning disability assessments, or to get a “second opinion” regarding an IQ assessment that was previously administered by a school.  

Generally, IQ assessments I administer are for a child to be included in the Academically Gifted Program (AGP).  It’s quite an honor to have your child included in the AGP and most of us as parents want every advantage for our child.  So it’s not surprising that I get a lot of requests for outside or private testing for the Tampa area gifted programs when a child did not make the cut off when tested with the initial IQ screening.

What I commonly tell parents is that, “Yes, you are justified in seeking a second opinion.”  There are many factors that could have influenced your child’s test score on any particular day.  Really, their score is simply a reflection of how they were doing on the day they were tested.  Could they have been caught by surprise?  Did they think they would get into trouble for answering a questions wrong to an adult?  Did the examiner take the time to build rapport with the child and put them at ease about the testing? 

Here is a little known piece of trivia about the testing process for most Tampa area schools.  In general, your child will not receive one IQ test to qualify for the AGP but two tests.  The first test is generally the Kaufman Brief Intelligence Test II (KBIT-2) and the second test is a more robust IQ test such as the Reynolds Intellectual Assessment Scales which is published right here in the Tampa area by Psychological Assessment Resources.  The Reynolds is an excellent test, and the Wechsler Individualized Intelligence Scale-IV is excellent as well.    

But did you know that what is good enough to rule your child out of AGP consideration is NOT good enough to use as documentation for a learning disability at many Florida colleges?  That’s right, the KBIT-2 can stop your child from further consideration for inclusion into the AGP but is not considered a worthy enough assessment for many area colleges to document the IQ score needed to diagnose a learning disability.  See here to review the documentation requirements at the University of Central Florida which specifically lists acceptable and non-acceptable IQ tests:

Acceptable IQ Tests:

• Kaufman Adolescent and Adult Intelligence Test (this is the full Kaufman, NOT the brief test administered in most public schools).
• Stanford Binet 4^th Edition
• Wechsler Adult Intelligence Scale - III (WAIS-III)
• Woodcock-Johnson III General Intellectual Ability (GIA)

Not Acceptable:

• Kaufman Brief Intelligence Test (KBIT)
• Slosson Intelligence Test
• Wechsler Abbreviated Scale of Intelligence (WASI)
• Wechsler Intelligence Scale for Children - III (WISC-III)

I know what you’ve thinking, “You can’t be serious, a test not accepted at some state universities are the first line test used in the public school?  How can this be?”  Well, it’s simple.  The KBIT-2 is a 20 minute screening tool.  It’s not made to give an actual IQ score, but an ESTIMATE of an IQ score.  There is a big difference here.  You can read the test’s description for the publisher here.  Remember, the key word used to sell the product is that you receive an IQ ESTIMATE. 

Here is some relevant information about the KBIT-2 in the form of abstracts of articles from peer reviewed academic journals calling into question the validity and use of the KBIT-2.  In a study titled, “A structural equation analysis of the Kaufman Brief Intelligence Test and the Wechsler Adult Intelligence Scale—Revised” it was found that:

The K-BIT Verbal Intelligence factor appeared to have a significant visuospatial component, calling into question the assumption that the WAIS—R and K-BIT provide equivalent measures of verbal intelligence.

In another study titled, “Relationship of the Kaufman Brief Intelligence Test-Second Edition and the Wechsler Abbreviated Scale of Intelligence in children referred for ADHD” researchers found that:

Results of this study indicated the WASI to be a more stable measure of ADHD children's intelligence, that the KBIT-2 Vocabulary scores were significantly lower than the WASI Verbal score, and that there was significant variability within participants. 

So there are obviously issues with the KBIT-2 as an assessment instrument.  In fact, the authors, Kaufman and Kaufman (2004b) recommend that the KBIT-2 be used as a. “screener for intellectual abilities in situations such as identification of children who are at-risk for academic problems, as part of gifted and talented selection (although full-scale assessment may be necessary to fulfill state guidelines), as part of assessment procedures for job applicants, as part of test batteries where the intellectual profile is not the primary concern, for forensic purposes, for re-evaluations, and for various similar circumstances that do not demand full-scale assessment of cognitive ability.” 

Most importantly, the test authors caution against using the KBIT-2 for the purposes of diagnosis or placement, as more comprehensive assessment would most likely be necessary for these purposes.

Believe it or not, I actually have the KBIT-2 and I do use it on occasion.  It is important that we remember to use it as a screening tool, and not the be-all end-all measure of intelligence.  Are the public schools justified in using the KBIT-2 as a screener for the AGP’s?  Absolutely.  At the same time, as a concerned parent, should you get a second opinion about your child’s IQ instead of settling for an estimate?  Again, the answer is a resounding, “Absolutely!!!”   

To schedule an assessment, please use the Contact Form or call Dr. Bishop at (813) 774-6340.



What is the Process for Enrolling My Child in the AGP?

In this post I will review the typical steps taken for identification and enrollment of a child into the Academically Gifted Program (AGP).  The process can differ slightly from county to county so I will write this post in as general terms as I can.  If you have more specific questions about the process and how I can assist your child, please call me directly at (813) 774-6340. 

Step 1: Identification

The first step in the process is for your child to be identified as potentially Gifted.  Your child’s teacher can make this identification, or a parent can identify on their own and request that their child be evaluated.

Step 2: Testing

Testing in the Public Schools

Generally, if left to the school your child will be screened with an IQ test such as the Kaufman Brief Intelligence Test II (KBIT-II) several weeks after they have been identified by their teacher as needing AGP services.  If your child scores in the 98^th percentile or higher, they are then tested again with a more robust IQ test such as the Reynolds Intellectual Assessment Scales (RIAS) or Wechsler Intelligence Scale for Children (WISC-IV).  Again, your child will have to make an excellent score in this test.  The cut off is 130, or two standard deviations from the mean score of 100. 

Parents often complain about their child having to take two IQ tests.  I have heard many parents complain that the current testing process subjects their child to “double jeopardy” in that they have to make the cut off required on not one but two separate tests!

Further, the KBIT-II is a poor instrument for measuring IQ at high levels.  This is due to the brief nature of the test.  If a student experiences test anxiety, or has focus or attention difficulties, or becomes distracted, their IQ score will suffer.  The WISC-IV is a much more robust test and allows some flexibility if a child “bombs” a portion of the test.  A child can more than make up for poor performance on one subtest on the WISC-IV with superior performance on other subtests.   There are also two ways to score the WISC-IV if certain criteria are met.  The WISC-IV can be scored with the Full Scale IQ (FSIQ) or the General Ability Index (GAI).  The KBIT-II is not build with this same level of flexibility. 

Private Testing

Having your child tested by a private Psychologist is the preferred route many parents take.  A private psychologist generally can test your child quickly and often can have your child’s test results back to you in just a few days after your initial call. 

Additionally, if you go the private testing route you child can skip the KBIT-II as the prescreening tool.  There is no double jeopardy with two separate IQ tests.  Also, an experienced psychologist will take the time to match the student to the best test for them.  Finally, parents often opt to have their child tested in their home which can potentially cut down on test anxiety and put the child at ease during the testing process. 

Step 3: The Checklist

If your child scores a 130 or higher on the IQ test, the next step is usually for their teacher to complete a gifted checklist on your child.  The teacher will be asked to identify traits in your child that are common to gifted students. 

Traits on this checklist can include:

• High levels of curiosity
• Extremely verbal
• Well-developed powers of abstraction, conceptualization, and synthesis
• Quickly and easily sees relationships in ideas, objects, or facts
• Fluent and flexible thinking
• Elaborate and original thinking
• Excellent problem solving skills
• Learns quickly and with less practice and repetition
• Unusual and/or vivid imagination
• Enjoys learning new things

Step 4: Meeting with the Gifted Teacher

Generally the final step is for the parent or guardian to meet with the Gifted Teacher at your child’s school.  During this meeting the Gifted Teacher will explain what your child will be learning in the program and will go over goals, objectives, and expectations of the program.  Finally, you will be asked to sign a permission form allowing your child to participate and a confidentiality agreement. 

If you are looking for written documentation that your child should qualify for your county's Academically Gifted Program, please use the Contact Form or call Dr. Bishop at (813) 774-6340.  Dr. Bishop has completed well over 1,000 intelligence assessments and has qualified numerous children in Tampa for AGP services.  Dr. Bishop can provide the testing, support, and guidance required navigate through the qualification process.  



Considerations for Private Gifted Testing

Recent studies have found that 84% of time in classroom settings is spent on activities where the entire class participates as a group.  In other words, as little as 16% of time in your child’s day at school is spent receiving individualized attention catering to their specific level in any subject.  That being said, the importance of gifted testing (gifted assessment) to determine if your child meets criteria for the Academically Gifted Program (AGP) is more important than ever. 

The question for most parents is, “Do we wait for weeks to determine if our child meets criteria, or do we go ahead and arrange for private testing now?”  There are many factors one might consider to make this determination.  With the cost of a gifted evaluation running anywhere from $300-$650, often the decision comes down to finances.  

Many parents ask, “Will I get a good return for my investment?”

Historically pull-out programs by focus area is the most common way to address the needs of gifted students at the elementary level.  Conversely, the most utilized approach for catering to the academic needs of gifted students at the secondary level is special class grouping by subject.  Special class grouping is one of the primary ways to deliver differentiated curriculum, and is an excellent way to prepare your child for more rigorous honors or AP classes later in their academic career.

Gifted instruction gives your child an opportunity to learn, grow, and be challenged in a way that is appropriate for their intellectual level.  Additionally, gifted students benefit from classroom interactions with fellow students at similar performance levels. 

Most teachers work very hard to challenge all of their students.  However, The National Research Center on Gifted and Talented (NRC/GT) found that 61% of classroom teachers had no training in teaching gifted students.  Additionally, researchers at the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years.  The unfortunate reality is that not all teachers are able to recognize and support gifted learners.

It is not uncommon for gifted students to be so far ahead of their same-age peers that they know 50% or more of the curriculum for their grade level before the school year begins.  This is especially true if as a parent you have been reading or working with your child over the summer.  Boredom or frustration experienced by the child can lead to low achievement, despondency, or unhealthy work habits.

The bottom line is that waiting for weeks to place your child in a gifted program may have potentially negative results.  Behavioral problems can result if a child is excessively bored in a classroom.  Children can exhibit unwanted behaviors of daydreaming, poor attention to detail, sloppy work, working quickly and not checking their work, and poor effort if they are not challenged.  These behaviors if not addressed quickly can potentially develop into longer term habits.

Don’t wait to have your child tested / assessed for the Academically Gifted Program.  Have your child tested today.



The Flynn Effect: Are IQ's Rising?

The "Flynn effect" is named after political scientist James Flynn, who has researched the environmental and cultural impact on IQ. Azar (1996) reports in the APA Monitor that the average IQ of a 20-year old in 1996 is approximately 15 points higher than that of a 20-year old 50 years ago.  The article, titled, “People are becoming smarter—why?” postulates that the rising IQ scores do not reflect a change in the global intelligence purportedly measured by traditional tests. Azar hypothesizes that escalating scores are the product of more specific skills that allow people to excel on tasks like those included in these tests, along with improved socioeconomic status, better nutrition, and an increasingly technological society.

Most researchers agree that genetic factors account for about 40-80% of the variation in IQ test results. If this is true, then environmental or other factors must account for 20-60% - which is a large range.

Some environmental factors that have a large effect upon later IQ test results include prenatal ones, such as:

• Whether or not, prior to the birth, mother drank large amounts of alcohol during her pregnancy (fetal alcohol syndrome).
• The mother was exposed to large amounts of lead.
• Schooling.
• The quality of toys used.
• The amount of external stimulus the child was subjected to.
• Prolonged malnutrition also has a marked negative effect on IQ test.
• In contrast, babies who were breastfed have IQs up to 10 points on average higher than those who weren’t

According to Azar, IQ scores gains differ somewhat, depending on the particular measure used to assess intelligence. On the Raven's Progressive Matrices IQ test, which emphasizes visuo-spatial skills, the increase has been dramatic. The maximum score on this test is 60 points; people (born in 1877) tested in 1942 scored an average 24, while people (born in 1967) tested in 1992 scored an average of 54!  Because IQ is based on average score of a population, both were said to have an IQ of 100 in their respective generations. It should also be noted that these two samples were of substantially different ages when they took the test (65 and 25), but this difference is not likely to be the only cause of the IQ score discrepancy.

The increase in average IQ scores has not been as dramatic for traditional intelligence tests such as the Stanford-Binet and the Wechsler Adult Intelligence Scale. These tests, in addition to testing visuo-spatial ability, also test more verbally-acquired, school-taught knowledge such as vocabulary, general knowledge, and arithmetic. The fact that scores on traditional tests of intelligence has not increased as dramatically suggests that the increases are the product of skills that aren't particularly affected by schooling. Researchers have argued that the rapidity of the increase does not have a genetic explanation.  The increase must then be environmental.

What environmental changes might account for rising IQ scores? The article reports a number of possible factors. First, the technology boom seen since the industrial revolution has made people more adept at skills that are measured on IQ tests. Our society has become increasingly visual ever since the advent of movies in the 1920's. It is possible that this experience and practice with visual manipulation has led to an enhancement of these skills, and a corresponding rise in IQ. Some also cite the video game as a possible source of enhanced performance on visuo-spatial components of IQ tests.

Others cite improvements in social conditions as a possible cause of the Flynn effect. Better nutrition in industrialized countries has led to a decrease in low-birth-weight babies, and a decrease in cases of malnutrition and nutrient deficiencies.

Another likely factor driving increases in IQ is the level of parents education. Steven Ceci notes that the more education a parent has, the higher their child's IQ--from the mid-1970's to 1990, the number of parents who had attended college rose 70% for non-minorities, 350% for minorities.

Summary of Studies Into Factors that Influence IQ

Evidence of genetic influences:

• Twin studies suggest that identical twins IQ's are more similar than those of fraternal twins (Promin & Spinath, 2004).
• Siblings reared together in the same home have IQ's that are more similar than those of adopted children raised together in the same environment (McGue & others, 1993).

Evidence of environmental influences:

• Identical twins reared apart have IQ's that are less similar than identical twins reared in the same environment (McGue & others, 1993).
• School attendance has an impact on IQ scores (Ceci, 2001).
• Children who are breastfed during the first three to five months of life score higher on IQ tests at age 6 than same-age children who were not breastfed (Reinberg, 2008).

The Monitor article also reports that gaps between achievement test scores of Whites and African- Americans in the U.S. showed a substantial decrease from 1971 to 1990. Researchers Robert Hauser and David Grissmer note that this is a period when the federal government was investing more money in educational programs directed at equalizing opportunity for minority children. Also, the greatest gains in IQ were shown by those with the lowest scores. These findings support the promising conclusion that environmental factors, such as improvements in the educational system, can produce changes in intelligence., The Flynn effect and its probable causes demonstrate that intellectual ability is not an immutable, unchanging characteristic.

If your child attends Pinellas, Hillsborough, Pasco, or Manatee County Public Schools and you are interested in AGP assessment or Gifted assessment for your child, or if you just live in the Tampa area and want to know your child’s IQ score, please use the Contact Form to schedule an appointment of call Dr. Bishop at (813) 774-6340