Reliability and stability in the diagnosis of high intellectual capacity [Fiabilidad y estabilidad en el diagnostico de la alta capacidad intelectual]

Resumen

INTRODUCTION: From a differential perspective it is essential to identify high intellectual capacity (HIC) as a valuable personal and social resource. A valid, stable and reliable metric approach is needed that prevents both false positives and non-detection, thus facilitating the planning and implementation of educational intervention programmes that enable the individual to express his or her personal well-being and potential.AIM: To explore the reliability and stability of the metric approach to HIC at different times of measurement.SUBJECTS AND METHODS: The study examined a sample of 58 children with HIC, aged 8-14 years, who attended an extra-curricular enrichment programme. A multidimensional intellectual measure was administered at two points in time with an interval of one year (T1 and T2), by means of the differential and general aptitudes battery or the differential aptitudes test (according to the age), and the Torrance test of creative thinking. Calculations were performed to determine whether there were any statistically significant differences between the scores obtained by each participant at T1 and T2. An intra-individual regression analysis was also performed to establish the meaning of the significant differences obtained.RESULTS: There were significant differences between the T1-T2 measurements in 25 of the profiles studied. Of these, the regression analysis indicated that there were five with instability between the T1 and T2 measures, which implies a change in intellectual profile.CONCLUSION: We discuss the importance of ensuring the stability and reliability of the psychological measure, and the role of the intelligence quotient to increase the efficacy of the diagnosis of HIC, given its repercussion in educational adaptation, the expression of potentiality and the patient's personal well-being.TITLE: Fiabilidad y estabilidad en el diagnostico de la alta capacidad intelectual.Introduccion. Desde una perspectiva diferencial, es esencial identificar la alta capacidad intelectual (ACI) como recurso de valor personal y social. Es necesaria una aproximacion metrica valida, estable y fiable que evite tanto los falsos positivos como su no deteccion, facilitando la planificacion e implementacion de programas de intervencion educativa que permitan la expresion del potencial y bienestar personal. Objetivo. Explorar la fiabilidad y estabilidad de la aproximacion metrica a la ACI en distintos momentos de medida. Sujetos y metodos. Se estudian 58 niños con ACI, de 8-14 años, asistentes a un programa de enriquecimiento extracurricular. Se administra una medida intelectual multidimensional, en dos puntos temporales con un intervalo de un año (T1 y T2), mediante la bateria de aptitudes diferenciales y generales o el test de aptitudes diferenciales (segun la edad), y el test de pensamiento creativo de Torrance. Se calcula si hay diferencias estadisticamente significativas entre las puntuaciones obtenidas por cada participante en T1 y T2, y se realiza un analisis de regresion intraindividual para conocer el significado de las diferencias significativas obtenidas. Resultados. Hay diferencias significativas en 25 de los perfiles estudiados entre las medidas T1-T2, de los cuales el analisis de regresion indica que hay cinco con inestabilidad entre las medidas T1 y T2, lo que implica un cambio de perfil intelectual. Conclusion. Se reflexiona sobre la importancia de asegurar la estabilidad y fiabilidad de la medida psicologica y el papel del cociente de inteligencia para aumentar la eficacia del diagnostico de la ACI, dada su repercusion en el ajuste educativo, la expresion de la potencialidad y el bienestar personal.