Applying the Binet-Simon tests thoroughly requires forty-five minutes to an hour per child, so school laboratories should train special-class teachers to give some tests and reserve laboratory time for the rest.¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1911 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Because the percentage of retarded children is so large that laboratories cannot examine all pupils needing examination, special-class teachers should be trained in psycho-clinical testing and give some tests under laboratory direction. → J. K. W. Wallin 1911

Evidence¶

J. K. W. Wallin 1911¶

J. K. W. Wallin. (1911). The New Clinical Psychology and the Psycho-Clinicist. Part II. The Psychological Clinic and the Public Schools. The Journal of Educational Psychology. https://psycnet.apa.org/journal/edu

q1 · i? · theoretical · r2

The author's workload argument in the laboratory-functions section: per-child testing time is printed as "from forty-five minutes to an hour", motivating delegation of tests to trained special-room teachers and reservation of the laboratory for the remainder.

"To apply the Binet-Simon tests thoroughly requires from forty-five minutes to an hour. Hence it would seem best to limit the work in the laboratory to the tests wlu'ch cannot be satisfactorily carried out by the trained special-room teachers."

Discussion¶

Related Claims¶

• Every pedagogically retarded child should receive a psycho-clinical examination to distinguish genuine subnormal development from retardation caused by late entrance, irregular attendance, illness, or poor teaching. — related
• Group scales allow examining fifty or a hundred children in an hour, whereas individual Binet testing restricts use to special cases — related
• Trained assistants with extended institutional experience may differentiate feeble-minded children as well as, and sometimes better than, clinical psychologists on the Binet test — related
• The Binet scale can be understood and applied by the average teacher or school principal as readily as current pedagogical tests — related