Discussion: Environmental and Biological Effects on Intelligence and Achievement Intelligence tests are controversial, partly because they sometimes determine important aspects of people’s lives. For example, intelligence test scores have factored into determining school placement, identifying giftedness, and diagnosing mental retardation and learning disabilities. Even when an intelligence test shows that a child has normal intelligence, there might be speculation of a learning disability due to him or her falling behind in academic achievement. A child’s biology and environment influences his or her academic achievement, as well. Children from different cultures and socioeconomic status have diverse experiences, beliefs, and attitudes that affect their academic achievement. There are also differences in skills that caregivers emphasize during a child’s development that contribute to a child’s school readiness, which influences intelligence and academic achievement. Intelligence and academic achievement are often used to determine many aspects of a person’s life, including the diagnosis of a learning disability. Most identifiers of learning disabilities are seen within the realm of intelligence and achievement. The Individuals with Disabilities Education Improvement Act of 2004 is an example of a federal mandate that allows for identification of indicators of learning disabilities, such as limited response to intervention or a meaningful discrepancy between a student’s intelligence and achievement scores. When diagnosing a learning disability in determining a child’s intelligence, a combination of indicators is more accurate than a single test score. For this Discussion, you will explore the differences between intelligence and academic achievement (as opposed to other types of achievement). You also will examine environmental and/or biological influences on intelligence and academic achievement. To prepare for this Discussion: Review this week’s Learning Resources related to intelligence and academic achievement and consider environmental and biological influences. Select two influences: environmental and/or biological (you can select two of either category or one of each) that have been associated with intelligence and academic achievement. By Day 4 Post an explanation of the difference between intelligence and academic achievement. Then, briefly describe the two environmental and/or biological influences you selected. Explain the effects of each influence on intelligence and academic achievement. Be specific and provide examples from your Learning Resources. Use proper APA format and citations. By Day 6 Respond to at least one of your colleagues’ posts and explain whether you agree or disagree with their assessment. Why or why not? Return to this Discussion in a few days to read the responses to your initial posting and answer any questions. Note what you have learned and/or any insights that you have gained as a result of yo ...

1. Discussion: Environmental and Biological Effects on
Intelligence and Achievement
Intelligence tests are controversial, partly because they
sometimes determine important aspects of people’s lives. For
example, intelligence test scores have factored into determining
school placement, identifying giftedness, and diagnosing mental
retardation and learning disabilities. Even when an intelligence
test shows that a child has normal intelligence, there might be
speculation of a learning disability due to him or her falling
behind in academic achievement. A child’s biology and
environment influences his or her academic achievement, as
well. Children from different cultures and socioeconomic status
have diverse experiences, beliefs, and attitudes that affect their
academic achievement. There are also differences in skills that
caregivers emphasize during a child’s development that
contribute to a child’s school readiness, which influences
intelligence and academic achievement.
Intelligence and academic achievement are often used to
determine many aspects of a person’s life, including the
diagnosis of a learning disability. Most identifiers of learning
disabilities are seen within the realm of intelligence and
achievement. The Individuals with Disabilities Education
Improvement Act of 2004 is an example of a federal mandate
that allows for identification of indicators of learning
disabilities, such as limited response to intervention or a
meaningful discrepancy between a student’s intelligence and
achievement scores. When diagnosing a learning disability in
determining a child’s intelligence, a combination of indicators
is more accurate than a single test score.
For this Discussion, you will explore the differences between
intelligence and academic achievement (as opposed to other
types of achievement). You also will examine environmental

2. and/or biological influences on intelligence and academic
achievement.
To prepare for this Discussion:
Review this week’s Learning Resources related to intelligence
and academic achievement and consider environmental and
biological influences.
Select two influences: environmental and/or biological (you can
select two of either category or one of each) that have been
associated with intelligence and academic achievement.
By Day 4
Post an explanation of the difference between intelligence and
academic achievement. Then, briefly describe the two
environmental and/or biological influences you selected.
Explain the effects of each influence on intelligence and
academic achievement. Be specific and provide examples from
your Learning Resources. Use proper APA format and citations.
By Day 6
Respond to at least one of your colleagues’ posts and explain
whether you agree or disagree with their assessment. Why or
why not?
Return to this Discussion in a few days to read the responses to
your initial posting and answer any questions. Note what you
have learned and/or any insights that you have gained as a result
of your colleagues' comments.
Submission and Grading Information

3. Grading Criteria
To access your rubric:
Week 6 Discussion Rubric
Post by Day 4 and Respond by Day 6