UNIT 2B

1. BHATIA BATTERY INTELLIGENCE TEST

There are many different definitions of intelligence -“Intelligence is the ability to adjust oneself to a new situation.” “Intelligence is the ability
to think abstractly.” “Intelligence is sometime described as the ability to learn quickly and to retain learning.” Intelligence Is the capacity to
understand the world, thinking rationally and use Resources effectively when faced with challenges.”

Chandra Mohan Bhatia, former director of Uttar Pradesh Mano Vigyanshala Constructed this test for Indian Populationin 1955. Age 11- age
16. Raw scores are converted to IQ. FiveSub–Tests:

Koh’s Block Design

 Alexander Pass aLong

Pattern Drawing Test

Immediate Memory Test

Picture Construction Test

Standardization of 05 subtests was done for over 4 years in village & cities in place of cross cultural settings.

Koh’sBlockDesignTest- 10 types of tests out of the Koh’s Block Design Test have been included in the battery. There is one card on every
page upon which is depicted a colour design. The Subject or the examinee see design and makes a similar one out of the block as shown in the
figure below. These designs become correspondingly more and more complex,having been simple at the start.

Alexander Pass AlongTest- The Bhatia battery also includes Alexander Pass Along Test, there are some designs. The subject shifts coloured
pieces in an open box and places them similar design.

Pattern Drawing Test-This test has been developed by Dr.Bhatia himself. In this there are eight cards on each of which there is a particular
form. The subject draws particular figure of pattern after seeing this form.

Immediate Memory Test- Some digits are recited, which are immediately repeated by the subject. This activity throws some light on the
immediate memory of the subject.

Picture Construction Test –In this subtest, there are five scenarios , in which pictures relating to the Indian rural life are fragmented into 2, 4,
6, 8 and 12 pieces respectively. At one time, Pieces of a picture are placed before the subject who puts them in order and constructs the
picture.

2. MALINS INTELLIGENCE SCALE FOR INDIAN CHILDREN (MISIC)

Malin’s has been adapted from the American test WISC developed by Dr. David Wechsler. The Indian Scale has been constructed by Dr.
Arthur J. Malin of Nagpur. During adaptation an almost total revision had to be made of the test, especially of the culturally biased verbal
items. So the test was named as Intelligence Scale for Indian Children- ISIC or MISIC. English is the only language that applies universally
through India; hence WISC was adapted in English for English Speaking children in India. Later it was also adapted in Hindi and Marathi as
India is a country dominated by many regional languages. MISC is an intelligence test for children from the ages of 6 to 15 years 11 months. It
is administered individually and takes about 2 to 2-1/2 hours. The test comprises of 12 subtests divided into two groups, Verbal and
Performance. Verbal Scale consists of 6 subtests and Performance Scale consists of 5 subtests.
 VERBAL SCALE

 Information Test- The test consists of questions about factual knowledge of persons, places, and common phenomena. It has total of 30
questions. Questions 1-5 are used for children below 8 years old or suspected mental defects.
The subject above 8 years is given credits for question 1-5 directly, if the subject passes items 6,7 & 8. Discontinue the test after 5
consecutive failures. Examples- How many ears you have?
 General Comprehension Test- The test consists of questions about certain practices and behavior under certain situations. It measures
conventional knowledge and knowledge of social appropriateness. It has total 14 questions. The test is discontinued after 3 consecutive
failures. Example- What should you do if you cut your finger?
 Arithmetic Test– The test consists of questions based on a simple mathematical calculation which are solved mentally. Problems 1-3 are
for the subjects below 8 years or suspected mental defectives. Discontinue after 3 consecutive failures. Example- if I break this pencil in
half, how many pieces there will be?
 Analogy & Similarity test– Analogy: The test consists of 4 incomplete sentences based on analogies that the subject has to complete.
The test is for subjects below 8 years old. Each correct analogy is given a score of 2. Example- Lemon is sour, but sugar is………
Similarity- The test consists of questions where the subject has to find the similarity between the two things. It measures verbal concept
formation. This test is for subjects above 8 years.
 Vocabulary Test– The test consists of the question that measures the subject’s general intelligence. It reflects the subject’s breadth of
experience and ideas developed over the years. The test has 40 items. Discontinue the test after 5 consecutive failures.
 Digit Span Test – In this test the subject is told a sequence of number verbally. The subject is supposed to repeat the number in the same
order. The test is divided into 2 types. They are: Digit Span Forward- the digits are repeated as they are called out. Digit Span Backward-
the digits are repeated in the reverse order.

PERFORMANCE SCALE

 Picture Completion Test– The test consists of twenty pictures in which some part of each picture is missing. The subject is
supposed to tell which part of the picture is missing. The subject gets fifteen seconds to examine each picture. The test is
discontinued after four failures.
 Block Design Test– The test consists of 7 coloured blocks and a booklet with pictures of the block arranged according to specific
geometric designs. The subject has to arrange the blocks according to the design shown in the picture. The task requires concept
formation.
 Object Assembly- This test consists of puzzles that the subject has to rearrange in meaningful design. It requires visual-motor co-
ordination, plan fullness and concept formation. The test has four puzzles. They are manikin, horse, face and auto.
  Coding– The test consists of certain symbols that are paired with numbers or shapes. The subject has to learn them and pair with
the appropriate corresponding numbers. Concentration and speed of work are important factors in this test. The test has two parts,
Coding A & Coding B. Coding A: this part is for subjects under 8 years or suspected mental defects. Coding B: this part is for
subjects above 8 years.
 Mazes– The test requires the subject to trace through the maze and reach the end point. The test has 5 mazes which have to be
completed in the given time limit.

3. RAVEN’S PROGRESSIVE MATRICES

Raven's Progressive Matrices (often referred to simply as Raven's Matrices) or RPM is a nonverbal group test typically used in educational
settings. It is usually a 60-item test used in measuring abstract reasoning and regarded as a non-verbal estimate of fluid intelligence.It is the
most common and popular test administered to groups ranging from 5-year-olds to the elderly.It is made of 60 multiple choice questions, listed
in order of difficulty. This format is designed to measure the test taker's reasoning ability, the eductive ("meaning-making") component of
Spearman's g (g is often referred to as general intelligence). The tests were originally developed by John C. Raven in 1936. In each test item,
the subject is asked to identify the missing element that completes a pattern. Many patterns are presented in the form of a 6×6, 4×4, 3×3, or
2×2 matrix, giving the test its name. All of the questions on the Raven's progressives consist of visual geometric design with a missing piece.
The test taker is given six to eight choices to pick from and fill in the missing piece.

Raven's Progressive Matrices and Vocabulary tests were originally developed for use in research into the genetic and environmental origins of
cognitive ability. He set about developing simple measures of the two main components of Spearman's g: the ability to think clearly and make
sense of complexity (known as eductive ability) and the ability to store and reproduce information (known as reproductive ability).

The Matrices are available in three different forms for participants of different ability:

 Standard Progressive Matrices: These were the original form of the matrices, first published in 1938. The booklet comprises five
sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly difficult, requiring ever greater
cognitive capacity to encode and analyze information. All items are presented in black ink on a white background.[4]

 Colored Progressive Matrices: Designed for children aged 5 through 11 years-of-age, the elderly, and mentally and physically
impaired individuals. This test contains sets A and B from the standard matrices, with a further set of 12 items inserted between the
two, as set Ab. Most items are presented on a coloured background to make the test visually stimulating for participants. However the
very last few items in set B are presented as black-on-white; in this way, if a subject exceeds the tester's expectations, transition to sets
C, D, and E of the standard matrices is eased.
  Advanced Progressive Matrices: The advanced form of the matrices contains 48 items, presented as one set of 12 (set I), and another
of 36 (set II). Items are again presented in black ink on a white background, and become increasingly difficult as progress is made
through each set. These items are appropriate for adults and adolescents of above-average intelligence.

A 2007 study provided evidence that individuals with Asperger syndrome, a high-functioning autism spectrum disorder, score higher than
other individuals on Raven's tests.[8] Another 2007 study provided evidence that individuals with classic autism, a low-functioning autism
spectrum disorder, score higher in Raven's tests than in Wechsler tests. In addition, the individuals with classic autism were providing correct
answers to the Raven's test in less time than individuals without autism, although erring as often. Raven's Progressive Matrices do not require
use of language or reference to any factual information. Therefore they provide a more nearly fair test for people who speak different
languages or come from different cultures. The disadvantage is that the Progressive Matrices provide only a single score instead of identifying
an individual's areas of strength and weakness.

4. ASSESSMENT FOR LD

The assessment should include standardized and well validated tests to determine a child’s level of functioning and relative strengths and
weaknesses in both cognitive and academic domains. A good diagnostic assessment for learning disabilities needs to address several important
areas. A primary need at the onset of the diagnostic process is the taking of a good history. While the diagnostic testing can provide excellent
evaluations of the current levels of functioning in the various areas assessed, it is also important to have:· a detailed history of the development
of the problems (including a developmental history with attention to issues such as delayed speech and motoric milestones)

 any family history of similar conditions amongst blood relatives (many learning disabilities “run in families” and are clearly related to
genetic predispositions),
 and personal history for relevant events such as head injuries or other neurological insults and emotional stressors (such as family
break – ups, exposure to domestic violence or child abuse, reactions to changes tn the family structure from additions or losses to the
family, etc.)
 This background information is crucial to a thorough assessment, as the professional not only has to determine if there are true
educational deficits or impairments, but also to attempt to identify the cause of them in order to determine the correct line of
intervention.

The next stage of the assessment process is to obtain some current information regarding the child’s functioning in the day – to – day life
situations such as at school and at home. Depending upon the age and expressive verbal skills of the child, a considerable amount of
information may be obtained from a direct interview and asking specific questions about their experiences and feelings in different situations.
This helps to identify how the child sees him or herself, as well as providing some insight into their self-esteem and approach to challenging
situations. I also interview the parents whenever possible and generally attempt to get some additional information from both parents and the
teacher through behavioural rating scales that help to quantify and make more specific the descriptions of the behavioural and emotional
responses in different environments. This is especially critical when assessing for the possible presence of an Attention Deficit Hyperactivity
Disorder (ADHD) and/or a Conduct Disorder, as many of the defining symptoms or problems associated with these conditions are not likely to
be displayed or observed in the one – on – one testing session in the office setting.

Intelligence Tests- Intelligence tests (often called IQ tests) most commonly used to diagnose a learning disability include the Wechsler
Preschool and Primary Scale of Intelligence (WIPPSI), Wechsler Intelligence Scale for Children (WISC), and the Wechsler Adult Intelligence
Scale (WAIS). Other common intelligence, or cognitive, tests include the Stanford-Binet Intelligence Test, Differential Abilities Scales
(DAS), the Woodcock Johnson Test of Cognitive Abilities, and the Comprehensive Test of Nonverbal Intelligence (CTONI). Findings from
these tests can help pinpoint areas of strength and weakness; armed with this kind of information, schools can often suggest educational
options or offer special support where it's needed.

Achievement Tests- Common achievement tests used to diagnose a learning disability include the Woodcock-Johnson Tests of Achievement
(WJ), the Wechsler Individual Achievement Test (WIAT), the Wide Range Achievement Test (WRAT), and the Kaufman Test of Educational
Achievement (KTEA). These tests focus on reading, writing, and math. If your child has fallen behind in a particular academic area, schools
can offer remedial support, tutoring, and other tools to help your child catch up.

Visual Motor Integration Tests- Visual motor integration tests are supplementary tests that many evaluators use to support a learning
disability evaluation. Common visual motor integration tests include the Bender Visual Motor Gestalt Test and the Developmental Test of
Visual Motor Integration. Findings from these tests may help to determine if your child's brain is properly connecting visual cues to motor
coordination. In other words, is she able to draw what she sees? If she is having a difficult time integrating visual and motor skills, it will be
very tough for her to learn to write or draw properly without special support.

Language Tests- Commonly used language tests used in the diagnosis of learning disabilities include the Clinical Evaluation of Language
Fundamentals (CELF), Goldman Fristoe Test of Articulation, the Test of Language Development. These tests explore your child's ability to
understand spoken and written language and to respond verbally to questions or cues.

5. WOODCOCK JOHNSON TEST

Developed in 1977 by Richard Woodcock and Mary E. Bonner Johnson, the Woodcock-Johnson Tests of Cognitive Abilities is one of the
most popular IQ tests available today. Most recently updated in 2014 (referred to as the WJ IV), the Woodcock-Johnson test is an intelligence
test that can be used on participants from the age of 2 all the way to people in their 90s. The test is similar in nature, and can often be used in
place of, the Wechsler Intelligence Scale for Children (WISC) for an educational diagnosis of children. The test is used primarily to measure
ability for academic achievement, oral language, scholastic aptitude, and overall cognitive skills.
 The Woodcock-Johnson test is a multiple choice intelligence test that can be administered by schools, psychologists, and testing
centers. The test includes what are known as the Standard Battery and Extended Battery of tests. Previously, the Woodcock-Johnson
III test ( also known as the WJ-III test) was used to develop intelligence index scores for the General Intellectual Ability (GIA) and
Brief Intellectual Ability (BIA). With the introduction of the WJ IV test, there are now three test batteries, which can be used
independently or in combination. Those batteries are:

 The WJ IV Tests of Cognitive Abilities- This test is used to identify learning problems and individual strengths and weaknesses.
This is similar to other intelligence tests such as the Stanford-Binet and Wechsler Intelligence tests.

 The WJ IV Tests of Achievement- This test battery is used to measure math and reading proficiency and compare academic
achievement in relation to the subject’s academic knowledge.

 The WJ IV Tests of Oral Language-This test battery is used to assess language proficiency.

Like many other intelligence tests, there are several different scores generated upon completing the Woodcock-Johnson test. The three
types of Woodcock-Johnson IV score ranges that are provided upon completing the exam are the level of development, comparison with
peers and degree of proficiency scores. Level of development scores are designed to explain the scores in terms of age equivalents and
grade equivalents. Thus, these scores explain a child’s score against people of their same age or grade to determine if their scores index at,
above, or below their current age and grade. One of the biggest advantages of these achievement tests is that they can be applied to
students of any age - be they pre-schoolers or elderly citizens. As mentioned, the small but effective tests can measure a range of one's
cognitive capacities. Word and letter identification is used to check up on basic literacy, whilst editing tasks demand the correction of
grammatical and spelling errors within an extract that contains purposeful mistake. One weakness of note is the stratification of the sample
population by the various variables.