GEDTS


Tests of Intelligence

GEDTS documentation of overall potential for candidates with LD and ADHD requesting test accommodations may come from two categories of intelligence tests: primary and secondary, or supporting, intelligence tests. In all cases standard score test results from one of the primary tests must be recorded on Form L-15.

If testing has not been done in the past current assessment must include a primary measure of overall cognitive potential; i.e., assessment using the WAIS-III or the SBIS-IV. These are both Level C tests. This means a professional with advanced training and licensure or certification to administer such a test must document the test results.

Many candidates already have LD or ADHD documentation. When that is the case new documentation of overll cognitive potential may not be necessary if the previous test results include a primary measure of intelligence listed below and if these test results represent adolescent or adult cognitive functioning. In this case test scores from the previous testing can be transferred to Form L-15

Sometimes a psychologist will use additional testing to better illustrate the quality of cognitive assessment. Such tests would come from the secondary or supporting group of tests.

If a candidate has testing done as a child ( e.g., WISC-R scores), a current update would be necessary. This could be accomplished with the WAIS-III or test scores from a secondary test of intelligence such as the PPVT-3 could be provided to support the previously administered WISC-R scores. A measure of adult cognitive functioning is needed.

This page provides a basic explanation of intelligence tests. Both primary and secondary assessment instruments are reviewed. The page looks primarily at measures that have adult norms.



Primary measures of IQ
  • Wechsler Adult Intelligence Scale-Revised or III (WAIS-R or III)



    The WAIS-3 is the revised form of the WAIS-R test. The age range of the test is 16-89. The test is made up of 11 subtests that are part of the IQ measure. One half of these tests require verbal logic and reasoning. The remaining subtests looks at nonverbal reasoning. The relative strengths and weaknesses of a person's performance on these subtests enables the psychologist to understand how a person processes information. The nonverbal scale also enables the psychologist to measure cognitive potential with relatively limited intrusion from verbal abilities. This means it can be a measure that is relatively "culture fair." In addition to the IQ scores the WAIS-3 provides index scores for Verbal Comprehension, Perceptual Organization, Working Memory and Processing speed. Like the IQ scores these are standard scores with a mean of 100. This is a Level C test. To learn more about the individual subtests and how they may be interpreted click the WAIS-3 sample case provided in the links at the end of this page.
  • Wechsler Intelligence Scale for Children-III (WISC-III)

    Like the WAIS-3, the WISC-III is a revision of the WISC-R. The age range of this test is 6 1/2-16 1/2. The format is very much like the WAIS-3. The Verbal measures of ability subtests include Information, Similarities, Arithmetic, Vocabulary, Comprehension, and Digit Span. The nonverbal subtests include Picture Completion, Coding, Picture Arrangement, Block Design, Object Assembly, Symbol Search and Mazes. The WISC-III provides both index and IQ scores as well. This is a level C test.

  • Stanford-Binet Intelligence Scales-IV (SBIS-IV)

     The Stanford Binet is used by many school psychologists to assess overall cognitive ability. It has an age range from 2 to adult. The test has been relatively recently revised. Unlike the one IQ measure that the old Stanford Binet provided the new version provides many IQ scores as well as the overall measure of cognitive potential. These S.A.S. scores measure verbal reasoning, abstract/visual reasoning, quantitative reasoning and short term memory. These are presented as standard scores withe a mean score of 100. These scores can be compared to determine patterns of relative strengths and weakness.

    The different subtests make the Binet more appropriate across populations since both verbal and nonverbal abilities are better defined. The previous version of the Stanford Binet was very verbally ladened. This should raise issue of concern when testing minority populations where language or culture may vary. This is a Level C test.



Secondary or supporting documentation of intelligence