"Intelligence Quotient" test conducted in SEVAI Special Educators for SRBC SEVAI Children in Trichy.

IQ Screening by Special educators

After one year completion of Bridge course for Special Residential Bridge Course for Mentally challenged Children, "Intelligence Quotient" test has been administered by Professionals. IQ testing has been applied by Special Educator of SEVAI Ms. Diana. Special Educator Diana explains “IQ testing method had been used to measure what is generally considered intelligence. The concept of IQ, or "Intelligence Quotient" was first introduced by French psychologist Alfred Binet in 1904.  The "quotient" refers to Binet's definition of IQ as (Mental Age) divided by (Chronological Age) or M.A. /C.A.  This quotient is then multiplied by 100 to make it a whole number.  An 8 year old child with the mental ability of a 12 year old has a mental age which is 1.50 times his chronological age (12/8 = 1.5).  Multiplying this quotient by 100 gives the child's ratio IQ: 150.  Using this method, a child functioning at the average level for her age would obtain an IQ of 100.  This method has been adopted in SEVAI School intellectually challenged in Trichy. The key areas tested are: Comprehension: This subtest measures understanding of social conventions and common sense. It is also culturally loaded. Sample question: "What is the thing to do if you find an injured person laying on the sidewalk?", Digit Span: Requires the repetition of number strings forward and backwards. Measures concentration, attention, and immediate memory. Lower scores are obtained by persons with an attention deficit or anxiety, Similarities: This subtest measures verbal abstract reasoning and conceptualization abilities. The individual is asked how two things are alike. Sample question: "How are a snake and an alligator alike?", Vocabulary: This test measures receptive and expressive vocabulary.  It is the best overall measure of general intelligence (assuming the test-takers native language is English).  Sample question: "What is the meaning of the word 'articulate'?", Arithmetic: Consists of mathematical word problems which are performed mentally. Measures attention, concentration, and numeric reasoning. Sample question: "John bought three books for five dollars each, and paid ten percent sales tax. 

How much did he pay all together?"Object Assembly: Consists of jigsaw puzzles. Measures visual-spatial abilities and ability to see how parts make up a whole (this subtest is optional on the revised Weschler tests), Block Design: One of the strongest measures of nonverbal intelligence and reasoning. Consists of colored blocks which are put together to make designs, Digit Symbol/Coding/Animal House: Symbols are matched with numbers or shapes according to a key. Measures visual-motor speed and short-term visual memory, Picture Arrangement: Requires that pictures be arranged in order to tell a story. Measures nonverbal understanding of social interaction and ability to reason sequentially, Picture Concepts Requires matching pictures which belong together based on common characteristics.  Measures non-verbal concept formation and reasoning; a non-verbal counterpart of Similarities, Picture Completion: Requires recognition of the missing part in pictures. Measures visual perception, long-term visual memory, and the ability to differentiate essential from inessential details, Matrix Reasoning: (WAIS-III only) Modeled after Raven's Progressive Matrices, this is an untimed test which measures abstract nonverbal reasoning ability. It consists of a sequence or group of designs and the individual is required to fill in a missing design from a number of choices,
Figure Weights:  A visual measure of fluid intelligence, with complex verbal instructions; a pointing response is allowed.  The subject uses logic to determine equivalence of figures, using a drawing of a scale; problems are presented sequentially,   Untimed, Measures quantitative and analytical reasoning. Loads on Perceptual Organization Index. Visual Puzzles:  Measures visual spatial reasoning, whole part integration, and mental rotation.  A figure is presented, and underneath are a 6 choices. The subject is asked, "Which 3 of these pieces go together to make this puzzle?"  Mental flexibility and rule following is also involved, as some choices involve a 2 piece solution, which would be incorrect”. Govin