Assess your child's development with a child IQ test
Intelligence is a difficult concept to define and equally difficult to measure. It includes
the ability to learn, curiosity, adaptation, reasoning ability, problem solving ability, attentiveness,
memory, planning and organisational ability, analytic skills and visual skills. With so many different
components it is not surprising that the measurement of intelligence has to be broad and has to include diverse areas of functioning. /p>
Comprehensive Psychology administers IQ and academic assessments for
children so that you can gain an understanding of your child's development and progression. Our kids IQ tests are based around the
WISC-IV and the WPPSI-III models of intelligence testing in children.
The construct of intelligence
The broadest definition of intelligence is the ability to act or think in goal directed and adaptive ways within various domains of functioning. This definition promotes the idea that intelligence is transferable between different areas of functioning and assumes adaptability when situational demands arise.
Adaptive skills can be divided between three categories. These categories are not mutually exclusive, rather overlap and require the use of different skill sets interchangeably. While intelligence is more complex than mere adaptive skills, for easy understanding the following categories serve as a good guideline:
Problem Solving Ability
Problem solving involves the analysis of a problem, collecting and correctly interpreting relevant information, the ability to see different aspects of the problem and logical reasoning skills.
Verbal ability refers to skills such as reading and writing skills, speaking clearly and articulately, using language to deal effectively with people, sound knowledge of one or more particular fields, reading widely and having a good vocabulary.
Social competence requires curiosity, punctuality, sensitivity to the needs of others, empathy or the accurate interpretation of others' emotional states and accurate social judgments.
Measuring intellectual ability
IQ refers to "Intelligence Quotient", or a numerical representation of one's intellectual level. Preschool and
childhood IQ tests are developed to measure children's performance on different type of tasks that correspond with different developmental levels at a given age. Generally IQ tests yield results within specific categories, such as verbal and non-verbal abilities, working memory, processing speed and reasoning abilities. Each category contains different tasks that aim to test different aspects of the same mental construct. When children's final results are analysed, clinicians look for consistency and discrepancy between and within these constructs. This way it is possible to determine strengths and weaknesses and learning styles.
Regardless of the type of intelligence test used, the two main categories are always verbal and non-verbal abilities. Generally these two categories provide relatively "pure" measures of children's intellectual functioning because they are less susceptible to attention, memory and speed of mental processing.
The Verbal IQ measures general ability to reason, solve problems and recall important information presented in a verbal format (printed or spoken). The verbal IQ also reflects children's ability to explain verbal concepts clearly, provide rationale for their choices, and explain conceptual information. Verbal ability, measured by the verbal IQ, is one of the most accurate predictors of academic success in Western cultures because of the strong reliance on reading and writing in formal school programs.
Non-verbal IQ measures skills in solving abstract, visually oriented problems, recalling facts and figures, solving quantitative problems shown in picture form, assembling designs, and recalling visual sequences. The non-verbal IQ measures the ability to reason, solve problems and recall information presented in pictorial and symbolic form.
IQ scores are distributed evenly around a hypothetical concept, called the "normal curve" (see drawing). It means that most children will achieve scores around the centre (the peak of the curve) and equal proportion of children will achieve either below or above the normal range. Only a very small percentage of children will have extremely low and extremely high scores (the left and right ends of the curve).
CAN CHILDREN PRACTICE FOR AN IQ
Intelligence generally refers to "innate"
abilities that tend to be stable over time. Practicing for an
IQ test is not necessary and in most cases not possible.
Although some components of IQ tests rely on learned
knowledge, others measure conceptual thinking, reasoning
ability, speed of mental processing, attention, memory
and visual-spatial abilities. What we ask from parents is
rather to make sure that their child is well rested before the
assessment session, had a healthy breakfast, not overly
anxious about the test and had an opportunity to discuss any
questions or concerns with the parent.
THE STABILITY OF IQ OVER
Intellectual ability is relatively stable over
time. The most notable variation occurs early and late in life.
Children may show the largest discrepancy
between pre-school age and about age 7 years, after
which IQ scores tend to gradually stabilise. This means that
children tested at 3 years may show a notable difference if
re-tested at age 7 years, but less likely to demonstrate a
similar discrepancy between 7 years and their teenage years.
Once reaching adulthood, cognitive ability and IQ scores tend to be
stable and drop sharply after age 75 years.
variation is probable during the early years, it is
unlikely that the magnitude of difference will be large enough
to dramatically change a child's intellectual category. The
difference will still most likely remain within the same
or adjacent category, as in a child who performed within
the center of the Average range (IQ = 100) at age 3 years
may perform at the upper end of the Average range (IQ =
107) or within the High Average range (IQ = 111)
at age 7 years.
WHAT WE OFFER
CPAC we offer intellectual ability assessments for children over
2 years of age. We perform assessments for educational purposes,
eligibility for specific programs, to determine giftedness or intellectual disability, as part of testing for learning disability and to generally evaluate children's
intellectual functioning. We provide detailed
descriptions of intellectual strengths and weaknesses and
make appropriate recommendations.