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Our comments on “Recommendations for assessment of intelligence in children and adolescents”

2018-01-18

COMMENTS OF THE PSYCHOLOGICAL TESTS LABORATORY ON “RECOMMENDATIONS FOR ASSESSMENT OF INTELLIGENCE IN CHILDREN AND ADOLESCENTS” FORMULATED BY THE NATIONAL CONSULTANT IN CLINICAL PSYCHOLOGY AND ISSUED ON 15 JANUARY 2018. 
In regards to numerous questions addressed to us by phone or sent by email we present below our statement on the aforementioned recommendations. 
1. The WISC-R norms are in fact outdated. The Flynn efect makes them inaccurate in terms of presenting a child's position as compared to his/her peers. Therefore if the assessment purpose is to rate general intelligence and the IQ is supposed to be its index, one should better use a different test with updated norms.
2. When choosing a different test one should take into account not only whether its norms are up to date but also what it actually measures (fluid intelligence, crystallized intelligence, general intelligence, special abilities etc.) and whether it meets the criteria for psychological tests.
 
3. Apart from the examples given in the Recommendations other tests which allow to measure intelligence and have updated norms are Intelligence and Development Scales for Children (IDS) offered by the Psychological Test Laboratory. 
4. In particular cases a psychologist can, of course, use other tools because, as the Consultant observes, “it is always the psychologist who decides on the use of examination method in accordance with his/her best knowledge and requirements of the ethical code”. 

COMMENTS OF THE PSYCHOLOGICAL TESTS LABORATORY ON “RECOMMENDATIONS FOR ASSESSMENT OF INTELLIGENCE IN CHILDREN AND ADOLESCENTS” FORMULATED BY THE NATIONAL CONSULTANT IN CLINICAL PSYCHOLOGY AND ISSUED ON 15 JANUARY 2018.

In regards to numerous questions addressed to us by phone or sent by email we present below our statement on the aforementioned recommendations.

1. The WISC-R norms are in fact outdated. The Flynn efect makes them inaccurate in terms of presenting a child's position as compared to his/her peers. Therefore if the assessment purpose is to rate general intelligence and the IQ is supposed to be its index, one should better use a different test with updated norms.

2. When choosing a different test one should take into account not only whether its norms are up to date but also what it actually measures (fluid intelligence, crystallized intelligence, general intelligence, special abilities etc.) and whether it meets the criteria for psychological tests.

3. Apart from the examples given in the Recommendations other tests which allow to measure intelligence and have updated norms are Intelligence and Development Scales for Children (IDS) offered by the Psychological Test Laboratory.

4. In particular cases a psychologist can, of course, use other tools because, as the Consultant observes, “it is always the psychologist who decides on the use of examination method in accordance with his/her best knowledge and requirements of the ethical code”. 

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