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IQ Testing

IQ Testing. & Brain Damage. Full Scale IQ. Person’s relative standing in comparison w/ age-related peers and global estimate of overall mental abilities Most Reliable and Valid Score

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IQ Testing

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  1. IQ Testing & Brain Damage

  2. Full Scale IQ • Person’s relative standing in comparison w/ age-related peers and global estimate of overall mental abilities • Most Reliable and Valid Score • BUT…it becomes less important as Verbal and performance scores increase in difference and subtest scatter increases

  3. Verbal IQ • Verbal Comprehension Abilities: -The ability to work with abstract symbols -The amount and degree of benefit a person has received from education -Verbal memory abilities -Verbal fluency

  4. Performance IQ • Perceptual Organizational Abilities • Degree and quality of nonverbal contact with the environment • Ability to integrate perceptual stimuli with relevant motor responses • Capacity to work in concrete situations • Ability to work quickly • Ability to evaluate visuo-spatial information

  5. Book • In your book there is a description of each subtest and exactly what it measures starting on page 162. For example the Vocabulary Test measures: • Language Development • Word Knowledge • General Verbal Intelligence • Etc.

  6. V P differences • Must have a 9 pt. difference to interpret • Must interpret in context of age, education and condition • Higher SES= higher verbal scores • Unskilled workers = higher performance scores • If the above were switched it would increase the interpretability of the scores

  7. VP Differences • Do not interpret if • Verbal comprehension and working memory/freedom from distractibility are 10+ pts. Different • If Perceptual Organization and Processing speed are 13+ different • If there is high subtest scatter

  8. Index Scores • Only interpret index scores in the highest and lowest scores are “not too different” This point difference for each scale is on page 149 of your book. • Verbal Comprehension Index • Perceptual Organization Index • Working Memory/Freedom from Distractibility Index • Processing Speed Index

  9. Verbal Comprehension Index • Extent to which a cl understands the meaning of words • Can conceptualize verbal information • Extent of factual knowledge related to verbal material • Ability to express material in words THIS MATERIAL IS PRESENTED AS ORAL QUESTIONS TO BE ANSWERED

  10. Perceptual Organization Index • Extent of good nonverbal, fluid reasoning • Can integrate non-verbal material • Pays close attention to detail • Accurately responds to visual-spacial material • Use of visual-spatial and visual motor skills to solve problems

  11. Working Memory/Freedom from Distractibility • Related to concentration, attention, short-term memory • Lowered by poor number facility, anxiety, difficulty making mental shifts and poor self monitoring • Requires motivation • The person must attend to stimulus and simultaneously perform other mental tasks • Behavioral observations are crucial • High asking for questions to be repeated (distractible) • High motor activity, excessive talking (anxiety/mania) • Must use with other measures to confirm (this is ONLY supportive)

  12. Processing Speed Index • Mental and Motor speed with which a person can solve nonverbal problems • Person’s ability to plan, organize and develop relevant strategies • Lowered by poor motivation

  13. Assessing Brain Damage • Areas to Assess: • Memory • Learning • Perceptual organization • Problem solving • Abstract reasoning

  14. V>P • 9 pts= Rt hemisphere lesion • 15+ pts= impaired perceptual organizational abilities • These support and do not diagnos

  15. P>V • 4 pts = lft hemisphere lesion • 15+ pts = Language impairment • Don’t forget that SES, job, condition, age, etc effect your interpretations

  16. BOOK • Pages 181 & 182 talk about specific subtest patterns and possible areas of the brain that maybe damaged. This is a comprehensive field of study and you should consider this book a very minimal introduction.

  17. Other Uses for WISC Assessment • Alzheimers Disease- Initial Symptoms include apathy, a decline in short-term memory, and difficulties with problem solving (Depression vs. Dementia) • Learning Disabilities • Giftedness • ADHD

  18. Giftedness • V or P >= 130 • Use WAIS-III, Stanford Binet, Samples of work, achievement tests, rating forms, designation by qualified professional. • IQ is only one prerequisite: Must need internal motivation, discipline, Environmental opportunities • Creativity is not measured by these tests

  19. Learning Disabilities • Adequate Intelligence with a significant difference in intellectual ability and achievement. • Must be an intrinsic disorder not due to MR, brain damage, behavioral problems, sensory handicaps or Environmental disadvantages • Purpose of Assessment: To identify strengths and weaknesses; for appropriate placement in a program • WAIS/WISC are “consistent with” not “diagnostic of” LD/ADHD

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