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Vanessa D’silva Clinical Psychologist, Learning Disability Clinic, KEM Hospital

What Is Intelligence?

 Ability to adjust to different situations.

 Ability to learn.

 Ability to engage in abstract thinking.

Definition By Wechsler “The aggregate or global capacity of the individual to act purposefully, think rationally and deal effectively with the environment.”

Definition  Aggregate and Global implies it is revealed by an individual behaviour as a whole.

 Purposeful implies that intelligent behaviour is goal directed which is based on drives and incentives.

Test Behavior  Ensure the purpose of undergoing evaluation.

 Use the conversing in.

language he/she is comfortable  Adjustment to the testing situation.

 Attention and concentration.

 Reaction to failure.

Wechsler’s Intelligence Scale For Children By Dr M. Bhatt  This scale includes 12 separate sub tests.

 Age 5+ to15+ Verbal Tests • Information • General Comprehension • Arithmetic • Similarities • Vocabulary • Digit Span Performance Subtests • Picture Completion • Picture Arrangement • Block Design • Object Assembly • Coding • Mazes  It yields Verbal IQ, Performance IQ and Full Scale IQ.

IQ Kit

WISC Profile

Verbal Tests

Information Comprehension Similarities Arithmetic Vocabulary Digit Span

Scaled Scores

8 15 12 7 16 12 70

Performance Subtests

Picture Completion Picture Arrangement Block Design Object Assembly Coding Mazes Verbal IQ Performance IQ Full Scale / Global IQ 111 124 120

Scaled Scores

15 12 16 13 10 14 80

Graphical Representation of the WISC Profile 18 16 6 4 2 0 14 12 10 8 15 8 15 12 16 12 13 7 16 10 14 12 Info/PC Comp/PA Sim/BD Verbal A/OA Performance Vocab/Cod DS/ Mazes

Malin’s Intelligence Scale for Children (MISIC)  This IQ test was developed by Dr Arthur Malin.

 It is an Indian adaptation of the WISC and similar to the WISC subtests.

 Picture Arrangement is excluded in this version.

 Some items are adapted to suit Indian culture.

 Verbal IQ, Performance IQ and Full Scale IQ are obtained from this test.

WISC Pointers for Sp LD  Discrepancy of ≥ 15 points between VIQ and PIQ.

 The Global IQ needs to be interpreted with caution.

 ACID profile another positive indicator.

 The graph often appears jagged with many peaks and dips.

 Fewer subtest scores fall in the average range.

Binet Kamath Intelligence Scale  Kamath undertook a revision of the Stanford Binet Scales to suit Indian conditions.

 The test has subtests from Age III to XXII.

 For each item passed the child earns a credit of 2 months, 4 months or 6 months depending on the corresponding age.

 IQ = Mental Age × 100 Chronological Age  The IQ thus obtained is classified.

1916 Stanford-Binet Sample Items for 12 year olds

Seguin Form Board  Aim: The individual has to insert geometrical shaped blocks into corresponding recesses as quickly as possible.

 Used particularly for young children and supplemented with other tests.

    Advantages: Spontaneous arousal in children.

Amenable & brief.

Valid ‘g’ obtained.

Raven’s Progressive Matrices  It is a test of observation and clear thinking.

 Measures ability to form perceptual relations, reason by analogy independent of language and formal schooling.

 It consists of 5 sets of 12 items each.

 Each item contains a figure with a missing piece.

 Norms are available for age 6 – 16.

Raven’s Progressive Matrices

Distinguishing Features

Tests

WISC MISIC SFB RPM

Verbal Component

Yes Yes No No

Performance Component

Yes Yes Yes Yes

DSM –IV TR Classification   IQ 71-84 Borderline Intellectual Functioning.

  IQ 50 -55 to approx. 70 Mild Mental Retardation.

  IQ 35-40 to approx. 50-55 Moderate Mental Retardation.

  IQ 20-25 to approx. 35-40 Severe Mental Retardation.

  IQ Below20-25 Profound Mental Retardation.

Wechsler’s IQ Classification   IQ 90 – 109 Average Intelligence.

  IQ 110-119 Above Average Intelligence.

  IQ 120-129 Superior Intelligence.

  IQ 130 and above Very Superior Intelligence.

What Next?

 In the case of students with an IQ of <85 it is preferable that a revised curriculum is followed with the help of a resource person.

 In the case of students with 90 and above IQ points and still showing a discrepancy between capability and achievement investigations need to be done.

scores further

Further Investigations  This could be followed up with a Psychologist.

 1.

Possible reasons for poor school performance: Specific Learning Disability.

2.

3.

4.

English as a Second Language issues (ESL).

ADHD/ ADD issues.

Emotional Disturbance.

Conclusions  IQ tests are used as screening measures to understand the capability of the individual.

 In order to get authentic results it is advisable that the test must be conducted by a trained psychologist.

 Principal, teachers, parents and the student need to understand the purpose of undergoing an evaluation.

Questions?

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Vanessa D’silva Clinical Psychologist, Learning Disability Clinic, KEM Hospital