1. 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: Fax
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.

2. 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

3. 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

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

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

6. 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

7. A Short History of IQ tests (1)
Binet 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

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

9. A Short History of IQ tests (3)
Wechsler 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

10. 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

11. 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

12. Stanford-Binet Intelligence Tests
1916 First Stanford revision of the Binet-Simon Scales
nd Revision - two versions: ‘L’ and the ‘M’
rd 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

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

14. 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

15. 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

16. 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

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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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