CONTENTS

Know yourself 1
History, definition, kinds of intelligence 2
Nature, type of intelligence 3
Point and age scales 4
Purpose of IQ assessment 4
Intelligence as neuro cognitive assessment 5
Brief history of intellectual disability 6
Identification of MR 8
Disability associated with degree of MR 9
Behavior modification 9
Steps involved in behavior modification 10
Rehabilitation strategy 11
Types of disabilities 12
Intelligence: Basic Concepts and Evaluation

Compiled by
Dwarka Pershad
Consultant Clinical Psychologist
Retired Additional Professor, PGI
#149, Sector 48-C [PUDA]
Railway Road, Chandigarh-160047
Mobile 9417014861

2018
 Know yourself – where do you stand?
01. Who coined the term TABULA RASA?
02. What kind of IQs you will get by using formula and by using tables of norms?
03. What is the latest theory of intelligence?
04. How many subtests are compiled in WAIS-IV?
05. Can you determine IQ of an adult S using Raven’s Colored P.M.?
06. Name the person whose contribution is immensely recognized in psychology,
won a Nobel Prize but he was not a psychologist?
07. What is the prevalence of intellectual disability [MR] world over, in term of IQ.
08. Is there any difference between ‘Draw A Person Test’ and ‘Draw A Man Test’,
what these tests are measuring?
09. Up to what chronological age, fluid intelligence develops?
10. Generally point scale tests measure IQ in the range of 70 to 130, but is there
any intelligence test that measures IQ only above 100, not below 100?
11. For which age group Bhatia’s battery was originally developed?
12. Is there any specific test for the assessment of development of children
suffering from Spastic Cerebral Palsy?
13. What percentage of subject will get an IQ between 85 and 115?
14. Calculate IQ of a 40 year old subject, who’s M. A., was determined as 10 year?
15. What is the percentage disability of a subject who had an IQ of 75?
16. Why IQ is prerequisite for a child who is proposed for cochlear transplant?
17. Which ministry deals with training, registration of professionals and right and
opportunity of individuals with intellectual disability?
18. Where is the apex or premier institute of the mental retardation?
19. What is the percentile rank of an individual who has an IQ of 85?
20. What is the difference between intelligence and IQ?
21. Name any two Indian adaptation tests of Wechsler’s scales that are being
used all over the country in the clinical field?
22. Name any three intelligence tests that can be used on moderate M R
subjects?
23. Why does judiciary require IQ assessment in some of the cases who had
suffered head injury in roadside accident?
24. There are two students in a class one is having an IQ of 70 and another is
having an I Q of 130. Both are naughty and disturbing the class. Why are they
naughty?
25. In your opinion can IQ be cultivated/ increased by training?
Tabula rasa= Jhonlocke
 INTELLIGENCE:
History of intelligence
*Alfred Binet: France- Identification of children for special care
* US Army: World War: recruitment of soldiers
* Wechsler’s Efforts
What is intelligence?
An ability to lead life independently:
[1] Earn livelihood independently
[2] Take decisions logically
[3] Act purposefully
[4] Maintain record of income/expenditure
[5] Deal effectively
[6] Compatibility with peers
Relationship of intelligence with
[1] Aptitude
2] Achievement
[3] IQ
[4] Adaptability
Kinds of intelligence:
[1] Thurston’s primary mental abilities
[2] Spearman’s g G s
[3] Thorndike’s social concrete abstract
[4] Cattell’s fluid crystallized
[5] Hebb’s A B
[6] Jenson’s level-I level-II
[7] Guilford’s Cubical Model
[8] Gardner’s Multiple Intelligence
Howard Gardner in 1983 published a book “Frame of Mind” outlining 7 types of
intelligence and in 1993 added another type of intelligence:
i; linguistic intelligence, ii; Logical mathematical, iii; Musical, iv; Bodily-kinesthetic, v;
Spatial, vi; Interpersonal, vii; Intrapersonal, viii; Naturalist
Level-I: involves registration, storage, and recall of sensory inputs and are most
important in STM and rote learning.
Level-II: involve more complex mental processes such as generalization, abstraction,
transfer, reasoning, conceptualization, and problem solving
Fluid intelligence: inborn ability develops up to 15/16 years of age, affected by brain
pathology and ageing (capacity to perform new relationship decreases), poor face
validity, low correlation with academic achievement, and assessed by culture fair and
performance tests.
Crystallized intelligence: developed or cultivated by training/exposure, continue to
develop beyond the age of physical maturity, does not differ with fluid in the early
age, brain pathology and ageing do not effect much, high face validity, high
correlation with academic achievement, and assessed by verbal tests.

Nature of intelligence:
[1] Distribution of IQ normal
[2] Motor/social development and intelligence.
[3] Development of speech and intelligence.
[4] Relationship of intelligence with age linear/ curvilinear.
[5] Relationship of intelligence with schooling
[6] Relationship of intelligence with earning.
[7] Constancy in intelligence/IQ during life time
[8] Nature-nurture controversy.

Types of intelligence tests:

[1] Neurological based: performance/ verbal.
[2] Language based verbal/ nonverbal.
[3] Administration based self/ supervised/ individual/ group.
[4] Rating based age scale/ point scale.
[5] Age based developmental/ children/ adult.
Kinds of IQ:
[1] Classical IQ. 2] Deviation IQ.

Difference between Stanford and Wechsler

Stanford Wechsler
1. Age scale Point scale
2. Classical IQ Deviation IQ
3. Weighted with verbal Equal distribution
4. Less diagnostic More diagnostic
5. No estimation of deterioration Can be estimated
6. Measures school achievement Innate abilities also
7. Culture bound Culture fair
8. Reevaluation not comparable Comparable
9. Power is more important Power & speed both
10 Short cut not possible Possible
-------------------------------------------------------------------
Difference Between Point Scale And Age Scale
Point scale age scale
[1]Material
Verbal/ non verbal largely developmental and performance
[2] Administration
Group/ self/ individual Individual only
[3] Scoring
In points In terms of age
-------------------------------------------------------------------------------------------------------
[4] Determines IQ
Using manual of norms using formula
[5] Nature of IQ
Deviation IQ Classical IQ
[6]Flooring affect
Minimum IQ 65 Could be even below 20
[7]Standard deviation
Uniform on all tests Varies test to test
[8] Percentile rank determination
Possible Not possible until converted
[9] Replication of results
Possible Not possible
Bhatia’s battery Stanford revision
Wechsler’s scale Seguin form board
Progressive matrices Porteus maze/ DDST
Jalota’s mental ability test Vineland maturity
Gesell’s drawing test
-----------------------------------------------------------------------------------------------------------------
Purpose of IQ assessment:

[A] Certification
* Of handicap for disability
* Intellectual deterioration in head injury/ substance abuse
*To find out influence of surgery/ ECT/ treatment
*Prediction of educational achievement
*Educational backwardness and school adjustment
*For admission in special/ normal schools
*Reemployment after retirement
*Screening for employment in industries
* Execution of will/ sale of property in old age
* Organ donation
[B]Counseling for:
 Developmental delay
 Scholastic backwardness/ adjustment
  Behavioral/emotional problems
 Educational/ vocational guidance
 Marital incompetence
 Improving efficiency for competitive examinations
 Improving achievement grading
 Subjects suffering from dementia

Use of intelligence test as Neuro Cognitive assessment:

*D.Q. [deterioration quotient]
Hold – don’t hold
DQ=------------------------- X100
Hold tests

Don’t hold tests= [1] digit span [2] similarity [3] block design [4] digit substitution
Hold tests= [1] vocabulary [2] information [3] Picture completion [4] object assembly
*Difference between verbal and performance IQ

*Scattering between Kohs’ block and Pass-a-long

*Difference between pre-morbid and current estimated functioning.

Selection of IQ Tests:
[1] Age appropriate
[2] Appropriate to quantify rough estimated IQ
[3] Local norms are available
[4] Language /physical handicap compatible
[5] Ease in administration and scoring
[6] Time required in administration
[7] Fulfilling purpose of testing
[8] Amongst well known/ acceptable tests
[9] Assessing more than one cognitive abilities

[A] Developmental schedule-

Vineland Social Maturity Scale
Denver Developmental Screening Test
BharathRaj’s Developmental Screening Test
Pediatric Developmental Screening Test

[B] Tests for children:

Seguin Form Board Test
Porteus Maze Test
Stanford Revision
 Gessel’s Drawing Test
Colored Progressive Matrices
Draw a Man Test
Denver Developmental Screening Test
[C] Tests for adults:
Standard Progressive Matrices
Advanced Progressive Matrices
Colored Progressive Matrices
[D] Test batteries:
Bhatia’s Battery of Performance Tests of Intelligence
Wechsler’s Preschool and Primary Scale Intelligence
Wechsler’s Intelligence Scale for Children
Wechsler’s Adult Intelligence Scale
Malin’s Intelligence Scale for Indian Children
Wechsler’s Adult Performance Intelligence Scale
Verbal Adult Intelligence Scale

BRIEF HISTORY OF STUDY OF INTELLECTUAL DISABILITY [MR]

Approaches of management of mental retardation:
1. Hereditary /naturalistic passive approach
2. Environmentalist/sensationalists active approach
> John Locke [1632-1704] gave concept of Tabula Rosa

>Itard a French physician published a book in 1801 on WILD BOY OF AVEYRON; Training
for 5 years improved Sensory discrimination/ recognition/speech/ motor skills

>Seguin [1812-1880] another French physician opened a school for M.R. in Paris. In 1848
he assisted setting of 3 schools for M.R. in USA in Massachusetts, NY, and
Pennsylvania.

>Samuel However pioneered the movement in USA in mid 19 th century.

>Guggenbuhl in Switzerland introduced the idea of institutional care/treatment.
>Madame Montessori an Italian physician termed the training SENSE-TRAINING in 1912.
>Alfred Binet, established first psychological lab in Paris

INTELLECTUAL DISABILITY [M R] is also known as:

Mental deficiency
Mental subnormal
Mental handicap
Mentally challenged
Mentally disadvantaged
Prevalence of M.R. = 2.5% in any culture

Definition:

*Mental retardation is a state of arrested or incomplete

Development of the mind/intellect during formative years of life
*Mental retardation “significantly sub average general intellectual functioning existing
concurrently with deficits in adaptive behavior and manifested during the
developmental period”-AAMD

IF AN INDIVIDUAL CAN-
* earn his livelihood independently
* take decisions logically
* take care of family members adequately
* keep account of money properly
He is said to be an individual of average intelligence
For children:
If a child can do those activities which other children of his age group in his locality can
do, then he/she is a child of average intelligence

Enquire from the PARENTS:

To which age group your child is comparable/ compatible in action, expression, and
understanding. This question will yield activity / developmental /mental / social age
of the child

Activity age
I.Q. = --------------- X 100
Chronological age
Chronological/ actual age = maximum 15 years or what is actual if it is less than 15 years.

Identification of MR:
Developmental history -
.Type of delivery
.delayed birth cry
.pre/peri/post natal complication
.delayed mile stones
.seizures
.delayed or limited speech
.hearing or visual handicap
.bowel-bladder control
.high grade fever
.fall from the height
.surgical intervention
.hospitalization
.hand eye coordination
.poor learning
.history of mental retardation in the family
Adaptive skills-
-Identification of body parts 2- 2.5 years
-identification of common objects 3 years
-concept of day and night 3 years
-usages of common objects 4 years
-riding on tricycle 3 years
-counting of objects 4.5 years
-color identification 5 years
-number concept 5 rears
-identification of coins 6 years
-counting value of coins 8 years
-time estimation 6-7 years
-reading clock time 9 years
-naming today’s day date 7 years
-Dressing 5-6 years
Name of the intelligence tests-

Goessel’s Drawing Test 3-12 years

Seguin Form Board 3.5-11
Porteus Maze Test 3+
Vineland Social Maturity Scale infant +
Pediatric Developmental Screening up to 3 years
Stanford Binet Test 3
Wechsler’s Scales 3+
Progressive Matrices 5.5 +
Malin’s Intelligence Scale 6-15
Bhatia’s Battery of Perf Tests 11-16
Draw a Man Test by Goodenough/Phatak

Abilities associated with degree of MR and percentage of the disabilities in adult:

Bo Borderline 70-85 disability 25%

Mi Mild MR 50-70 disability 50%
MModerate MR 35-50 disability 75%
Se Severe MR 20-35 disability 90%
Pr Profound MR less than 20 disability 100%

Mild MR: MA 8-11, can usually achieve social and vocational skills adequate to minimum
self support but may need guidance and assistance under unusual social or
economical stress.

Moderate MR: MA 6-8, may achieve self maintenance in unskilled or semi skilled work
under sheltered conditions. May need supervision and guidance when under social
or economical stress

Severe MR: MA 4-6, may contribute partially to self maintenance under complete
supervision, can develop self protection skills to minimal useful level in controlled
environment.

Profound MR: MA <4 years, some motor and speech development may achieve, limited
self care, needs nursing care

BEHAVIOR MODIFICATION IS BASED ON THE PRINCIPLES OF LEARNING

Learning is a process of effecting changes in the behavior and making such changes
permanent in the individual.
METHODS OF LEARNING:
1. Trial and error learning
Thorndike’s laws of learning-
- law of effect
- law of frequency
- law of recency
2. Conditioned learning by Ivan Petrovitch Pavlov
3. Insight learning/ gestalt learning by Wolfgang Kohler
4. Learning by imitation
FACTORS AFFECTING LEARNING
Maturation and learning
Motivation and learning
Need/Biological satisfaction and learning
Practice
Avoiding pain and discomforts
Steps involved in behavior modification
Assessment:
Intellectual potentials
Adaptive skills
Sensory motor functioning
Resources in the family
Parental expectations
Parental counseling for:
Acceptance of limited capacity
Avoiding shopping behavior
Insight into prognosis and outcome
Need for training and involvement
Hierarchy for training:
Prepare a schedule of activities that he can and cannot do based on psycho
social motor development
Preparing trainer for training:
Teaching with love and affection
Teaching with repetition
Encourage
Institute reward for desirable activity
Connect activity with play
Consistency in behavior
Teaching by association
Engaging child only for short duration at a time
Start with easy task
Involve with child and do together

Rehabilitation strategy [a three way model]

1. Orientation to parents
>Realization of limited capacity
>outcome of the condition
>discontinue shopping behavior

2. Motor muscular coordination

>group activities
>individual activities [exercises- running/ jogging/ cycling/ rope skipping/ jumping]

3. Training parents to train the child

>prepare a list of hierarchy of objectives for training each child
>take only 2 or 3 objectives at a time
>explain how to teach for each objective
>encourage praise and reward [avoiding punishment]
>need for repeated trials for weeks to gather
>discourage comparing with normal sibs
>do not engage in an activity for a long period
>make the training a playful activity
Training procedure for:
a] Undressing/ dressing, use dressing table/ looking glass
b] Identification of body parts, use doll or picture
c] Color recognition, pairing of color with name of the object
d] Number concept, use kitchen wares
e] Hand eye coordination, use colors geometrical design
f] Relations
h] Usages of objects
g] Function of body parts
i] Orientation to morning/ noon/ evening/ night

REDUCTION IN PREVALENCE
A long term parent based strategy need to be evolved
Give a short term orientation in development and care of the fetus/ child to each
newly wedded couple before the first baby is born
Involve elderly lady in the house to monitor the training

Types of Disabilities
Persons with Disability Act 2016 [PWD- ACT 2016] have increased number of
disabilities from 7 to 21. These disabilities are as follows:

Earlier disabilities were 7

1. Blindness, 2. Low vision, 3. Loco motor disability, 4. Hearing impairments,
5. Leprosy cured, 6. Intellectual disability and 7. Mental illnesses

Added disabilities are:

8. Cerebral palsy
9. Hemophilia
10. Multiple sclerosis
11. Autism
12. Thalassemia
13. Acid attack victims
14. Parkinson’s disease
15. Dwarfism
16. Muscular dystrophy
17. Chronic neurological conditions
18. Speech and language disability
19. Sickle cell disease
20. Multiple disabilities including deaf blindness
21. Specific learning disorder