![]() A "superior range of intelligence" can cover a wide range of ability. Families should ask for a clear interpretation of the results and not be confused by the technical and statistical language. The WISC results are usually presented as a Verbal IQ, Performance IQ, and an overall IQ, but testers may use terms such as being in the "superior range" or in the "top 2%". The IQ is based on a score of 100 being the midpoint of an average range that extends from about 85 to 115. The most common intelligence test (or IQ test) is the WISC-III (Weschler Intelligence Scales for Children). Parents should ask for some form of written report to keep with their child's records. There is reluctance to reduce the overall analysis to a single score, and a fear that such a score will be misused. ![]() The pattern of an individual child's strengths and weaknesses may identify learning disabilities or provide evidence of other disorders that may otherwise be masked by aspects of the child's high ability. Knowing the level of giftedness can be important, as the needs of the moderately gifted can be very different from those of the highly gifted.Ī psychologist should also be able to provide a supportive understanding of the social, emotional and educational issues that will arise in a child's life. An objective test and report is often useful to share with educators, so that the parents' opinion is not seen as biased or unrealistic. QAGTC will provide suggestions regarding psychologists or other professionals known to have this experience.įamilies may receive reassurance about the abilities of their child that they have already observed. QAGTC recommends that families seek the services of a qualified professional with experience of dealing with gifted children and their families, who also has an understanding of the school system. Only qualified psychologists and some school counsellors and guidance officers may administer the standardised tests. Intelligence tests do not measure creativity or personality characteristics, but there are other tests available to address these aspects if relevant to the child. The tests also allow for comparisons of different abilities within the individual child, by looking at the child's profile across the various tests. Children usually enjoy the experience, as the tasks are similar to puzzles. They consist of a series of questions and tasks which measure understanding and problem solving skills. Standardised tests of intellectual ability allow comparisons to be made with children of a similar age. During this discussion it may be of benefit to raise the question of psychometric assessment or IQ tests, as well as alternative methods of assessment. We recommend parents browse the website and also attend a Branch meeting of the Association to be in contact with others and have the opportunity to have discussion with others. It has been our experience that parents often benefit from a discussion about their child, their characteristics and behaviour, school and social experience. There is no requirement that a child undergo any assessment procedure for them to be involved in the activities of the Association. Membership is open to anyone who feels it may be of benefit to them. ![]() aims to achieve greater understanding of the intellectual, social and emotional needs of gifted and talented children. The Queensland Association for Gifted and Talented Children Inc. IQ Testing or Assessment of Gifted Children
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