The newly revised edition of the Slosson Intelligence Test - Revised (SIT-R3)remains a quick and reliable individual screening test of Crystallized Verbal Intelligence. It now has adapted score sheets for scannable/electronic readers and the supplementary manual for the visually impaired and the blind is now inclusive of the SIT-R3 manual. Because the SIT-R3 has minimal performance items, embossed materials now allow testing of the visually impaired and the blind. It is one of the only measures of intelligence for these populations for both children and adults. 

Slosson has proceeded with expediency with these latest adaptations, because the need and demand to have materials available for children and adults with visual impairments. Every school system is mainstreaming students with low visual acuity. The new SIT-R3 is a multidimensional assessment tool which can be used for regular education testing populations and also for most special testing populations. And the SIT-R3 can easily be administered by various level educators. Now all can receive the benefits of an individualized testing program using the SIT-R3. 

The test questions and norms tables have not changed, so SIT-R 3 users may continue to administer and score the SIT-R3 with the 1998 Calibrated Norms Tables as usual and just order the supplementary manual when testing these special populations. The SIT-R 3 correlated .827 with the WISC-R, Verbal VIQ, even though the SIT-R3 does not cover Fluid performance. The Calibrated Norms reflect a high .828 correlation between the SIT-R3 TSS and the WISC-III Full Scale Intelligence Quotient. The 1998 Calibrated Norms were formulated to keep the mean of the SIT-R3 at 100, SD=16 with a Total Standard Score (TSS) range of 36 through 165. The Calibrated Norms Tables divide the Chronological Age every 3 months which is a refinement over earlier norms tables and reestablish the 18+ ceiling level, applicable for adults through age 65. 
The SIT-R3 is appropriate for Title Fund programs. It has been nationally re-standardized and developed with the American Psychological Association criteria clearly in mind. Multiple statistical procedures were used to assure no significant gender or racial bias. Every item on the test was reevaluated using classical item analysis to choose “good” statistical items and new differential item functioning analysis to find and eliminate biased items. It is designed for use by teachers, psychologists, guidance counselors, special educators, learning disability instructors, and other responsible persons who often need to evaluate an individual’s mental ability. 

The SIT-R3 has been especially constructed so any professional having taken an introductory course in tests and measurements can easily administer this quick screening instrument. The SIT-R3 is appropriate for U.S. and English speaking countries. Quantitative reasoning questions were designed to be administered to populations who use Metric or Standard references, using language common to both.

Cognitive Areas of Measurement: 

*Vocabulary: 33 items

*General Information: 29 items

*Similarities and Differences: 30 items

*Comprehension: 33 items

*Quantitative: 34 items

*Auditory Memory: 28 items

SIT-R 3 Computer Report aids educators in determining expected achievement and finding levels of ability or weakness. It scores and prints an individual 3-page report using the Total Standard Score and computes the Severe Discrepancy Level to determine learning disabilities under federal guidelines. Please NOTE: Computer reports are currently NOT compliant with Windows X.P. SIT-R3:P Complete Includes: Manual, Norms Tables/Tech. Manual, Score Sheets(50) & Supp. Manual, including the PA-1 Profile Analysis Kit Complete 

Educators and Teachers can profile students' strengths and weaknesses using the profile analysis for the SIT-R in the following six sub-domains: 

Vocabulary 
General Information 
Comprehension 
Similarities/Differences 
Quantitative 
Auditory Memory 

The Profile Analysis(PA) will analyze Total Standard Score (TSS), and Severe Discrepancy Level (SDL) to determine learning under federal guide lines. Administrators may enter standard scores for any achievement test and the (PA) will Generate Expected Achievement levels and compare Achievement with Ability for the six crystallized verbal sub domains category standard scores(SCC) generate Category Standard Scores can then be profiled to help the examinees educationally for response through intervention (RTI) in remediation