Intelligence Testing for Your Child Dr Gary K Banks PhD, MClin Psych, MBA, MAPS Principal Clinical Psychologist Sydney Counselling Centre Level 4, 7 Help St., CHATSWOOD NSW 2057 Ph: 02 9415 2223 Fax 02 9415 1361 www.sydneycounselling.com.au The purpose over today’s workshop is to review of the nature of psychological testing, some of the terminology and statistics involved. Then we will review of some of the psychological tests to give you a sense of what transpires within a detailed psychological assessment. Then finally we will review issues to be covered as part of the referral process between the claims manager and the assessing psychologist; and issues to be covered between the claims manager and the claimant; and issues designed to maximize the claimant’s rehabilitation. **introduce Sydney Counselling Centre’s services of assessment, return to work programs and employee assistance programs.

Testing A standardized measure of a sample of behaviour This can take a variety of forms Aim of sample is to tell us something beyond it main classification: ability - maximum performance personality - typical performance © Dr Gary K. Banks Sydney Counselling Centre 2012

Types of Testing Intelligence Measure of individual differences in: Intelligence General mental ability Aptitude Potential More specific abilities Achievement Knowledge and mastery Personality Traits and characteristics © Dr Gary K. Banks Sydney Counselling Centre 2012

High Reliability © Dr Gary K. Banks Sydney Counselling Centre 2012

Low Reliability © Dr Gary K. Banks Sydney Counselling Centre 2012

Validity The extent to which the test measures what it is suppose to measure For example: Test for aggression Test for identifying programmers Criterion-related validity Relate scores to an independent measure or criterion © Dr Gary K. Banks Sydney Counselling Centre 2012

A Short History of IQ tests (1) Binet 1904 Identify students who need extra help Wanted objective measure Test of general mental ability Verbal skills and abstract reasoning Developed concept of Mental age Measure of mental ability Problem with mental age CA =16 MA = 14 CA = 6 MA =4 1916 L.M. Terman’s work at the Stanford University lead to the Stanford-Binet revision which included the Intelligence Quotient or the ratio between the individual’s mental age and their chronological age (Terman used 1400 subjects - Binet used 50). This was also one of the first times tests were seen for their potential in determining ‘vocational fitness’; psychologists were employed to determine the minimum IQ necessary for success in each leading occupation. 1917 Group testing introduced with U.S. entry into WWI. The need for the rapid classification of a million and a half recruits with respect to general intellectual level. Army Alpha (general routine testing) Army Beta tests (nonlanguage scale for illiterates and foreign born). 1920’s Earlier intelligence tests become known as ‘Special Aptitude Tests’ - developed for use with mechanical, clerical, musical and artistic abilities. Resulted in the notion that individual performances are variable across differing measures. 1930’s Wechsler assembled test battery from Binet + Alpha & Beta tests developed for non clinical purposes to develop a clinical test battery. Wechsler-Bellevue used verbal and perform tasks on equal footing to contribute to overall intelligence score. A downward extension of the Wechsler-Bellevue to cover the age of 5 to 15 instead of 10 to 59 lead to the very successful WISC. © Dr Gary K. Banks Sydney Counselling Centre 2012

A Short History of IQ tests (2) Terman 1916 Expanded and revised Binet Introduced concept of IQ IQ = MA/CA X 100 Compare across age groups 4/6 x 100 = 67 14/16 x 100 = 87 © Dr Gary K. Banks Sydney Counselling Centre 2012

A Short History of IQ tests (3) Wechsler 1939 Added performance items Picture arrangement Picture completion Block design Object assembly IQ score based on normal distribution © Dr Gary K. Banks Sydney Counselling Centre 2012

Distribution of Intelligence The Normal Distribution of IQ Scores Largest frequency of scores, as well as average occurs at 100. Standard deviations of 15 points © Dr Gary K. Banks Sydney Counselling Centre 2012

An Operational Definition of Intelligence Many models: Spearman (1927) single ‘g’ factor Thurstone (1938) 7 abilities, no ‘g’ Vernon (1950) A hierarchy of abilities Horn & Cattell (1967) Fluid and Crystallised abilities Guilford (1967) 120 separate abilities “the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.” (Wechsler, 1944) As is © Dr Gary K. Banks Sydney Counselling Centre 2012

Stanford-Binet Intelligence Tests 1916 First Stanford revision of the Binet-Simon Scales 1937 - 2nd Revision - two versions: ‘L’ and the ‘M’ 1960 - 3rd Revision - one version: the ‘LM’ 1972 restandardisation of the LM. Content unchanged, renorming showed IQ increases of >10pts 1986 (4th Revision) 2003 (5th Revision) © Dr Gary K. Banks Sydney Counselling Centre 2012

Wechsler Intelligence Scale for Children (WISC) Children and young people aged 6 to 16 years 1949 First edition 1974 - WISC-R 1991 - WISC-III 2003 – WISC-IV © Dr Gary K. Banks Sydney Counselling Centre 2012

Achievement Tests Focus on the 3 r’s: (reading, writing, ‘rithmetic) Screening Reading (decoding) Spelling (encoding) Maths reasoning Full Review Reading Comprehension Numerical Operations Listening Comprehension Oral Expression Written Expression © Dr Gary K. Banks Sydney Counselling Centre 2012

Guidelines for Intelligence Assessments (1) Intelligence tests scores should never be the only basis for determining a child’s abilities Criterion scores (e.g. high IQs of 130 or 140 or conversely low scores of 70-80) should not be used to exclude individuals from programs Bands of errors in test scores should be taken into account when determining inclusion into programs © Dr Gary K. Banks Sydney Counselling Centre 2012

Guidelines for Intelligence Assessments (2) Intelligence test scores should also be used for educational & vocational planning Achievement testing not just aptitude testing should be included Review of higher mental processes and critical thinking Emotional/Personality status to be reviewed © Dr Gary K. Banks Sydney Counselling Centre 2012

Nature vs Nurture? (1) Is intelligence inherited or a product of our environment? As is © Dr Gary K. Banks Sydney Counselling Centre 2012

Nature vs Nurture (2) Early Intervention Programmes show long term benefits for groups with an intellectual disability (e.g. Fine, Swift & Beck, 1987) and groups of socially disadvantaged children (Woodhead, 1988). Prenatal and early developmental influences, malnutrition and famine, family background, amount of schooling and psychosocial factors in the family home vary in their utility as predictors of IQ. as is © Dr Gary K. Banks Sydney Counselling Centre 2012

Nature vs Nurture (2) (i) Genetic Factors Bouchard & McGue (1981) looked at the correlations between IQ's of persons having different degrees of kinship. They concluded that intelligence has a strong heritable component but what you make of your potential is environmentally determined. © Dr Gary K. Banks Sydney Counselling Centre 2012

No, its Nurturing Nature !                                                   No, its Nurturing Nature ! Research suggests that Nature’s gifts can be nurtured into talents: © Dr Gary K. Banks Sydney Counselling Centre 2012

Restricted Availability of Tests to prevent familiarity resulting in invalidity to ensure qualified examiners to prevent abuse to maximise standardisation of delivery to maximise integrity of interpretation process Most tests are restricted to two registered psychologists. It is important not to let everyone see it because then it would be invalid due to common knowledge. © Dr Gary K. Banks Sydney Counselling Centre 2012

Summary Reports and Fees School Liaison G.P. Liaison Health Fund Rebates School Liaison G.P. Liaison Psychological Support A Final Word... © Dr Gary K. Banks Sydney Counselling Centre 2012

A Final Word... ‘...Intelligence scores should not be used to make decisions about people. People make decisions - tests are just one source of information that assist in the decision making...’ (Kaufman & Harrison, 1986). © Dr Gary K. Banks Sydney Counselling Centre 2012