Many intelligence tests are used in special education. Some schools use different tests than others based on personal preference and/or the strengths and weaknesses that each test exhibits. This section briefly summarizes some of the intelligence tests most often utilized in school systems.

The Wechsler Scales of Intelligence

The Wechsler Scales are one of the most widely used individual evaluation measures of intelligence utilized in today’s schools. Although the Wechsler Scales are usually administered by psychologists, there is a great deal of useful information that can be obtained by all special educators from this test. Because it is inevitable that special education professionals will more than likely come in contact with this test, it is critical that they understand the nature of the scores and the implications of the results. Strengths and weaknesses of a child’s learning style, indications of greater potential, strengths and weaknesses, organizational skills, processing abilities, reasoning abilities, and adjustment to timed tasks, are examples of useful information that can be obtained from this test.

The Wechsler Scales used for Preschool Children (Wechsler Preschool Primary Scales of Intelligence: WPPSI-R) and the Wechsler Scale used for individuals 17 years of age and older (Wechelser Adult Intelligence Scale-Revised: WAIS-R) consist of two separate parts—the Verbal and Performance tests. The Verbal Test is a group of verbal subtests that assess a student’s verbal abilities. The Performance Test consists of a group of performance subtests that measure areas of intellectual functioning that do not involve verbal abilities.

On the new Wechsler Scale for Children (Wechsler Intelligence Scale for Children-4^th edition-WISC-IV), there are 4 parts (called Composite Indexes). These are:

Verbal Composite Index (VCI)
Perceptual Reasoning Index (PRI)
Working Memory Index (WMI)
Processing Speed Index

On all Wechsler Sclaes of Intelligence, a Full Scale IQ Score (On the WISC-IV it is referred to as the Full Scale Index-FSIQ), representing the child’s overall IQ score, is obtained.

The Wechsler Scales of Intelligence

Author: David Wechsler

Publisher: The Psychological Corporation

Description of Test: The test is comprised of two areas of assessment: Verbal and Performance. The verbal areas are considered auditory/vocal tasks (auditory input and vocal output) whereas the performance areas are visual/vocal and visual/ motor tasks (visual input and vocal or motoric output). The three tests include:

Wechsler Preschool and Primary Scale of Intelligence—Revised (WPPSI-R)
Wechsler Intelligence Scale for Children—III (WISC-III)
Wechsler Adult Intelligence Scale—III (WAIS-III)

Administration Time: 60 to 75 minutes

Age/Grade Levels: The three tests are designed for children and adults ages 4 to adult. The age ranges for the three Wechsler tests are

Wechsler Preschool and Primary Scale of Intelligence—Revised (WPPSI-R): ages 4-0 to 6-11
Wechsler Intelligence Scale for Children—III (WISC-III): ages 6-0 to 16-11
Wechsler Adult Intelligence Scale—III (WAIS-III): ages 17-0 and older

Subtest Information: The three Wechsler Scales consist of a total of 21 possible subtests. Unless otherwise noted, all subtests are contained in each scale.

Wechsler Subtests (in alphabetical order)

Animal House—Measures ability to associate meaning with symbol, visual-motor dexterity, flexibility, and speed in learning tasks (this subtest is part of the WPPSI-R only).
Arithmetic—Measures mental alertness, concentration, attention, arithmetic reasoning, reaction to time pressure, and practical knowledge of computational facts. This is the only subtest directly related to the school curriculum and is greatly affected by anxiety.
Block Design—Measures ability to perceive, analyze, synthesize and reproduce abstract forms; visual-motor coordination; spatial relationships; general ability to plan and organize.
Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects)- This subtest is part of the WISC-IV only
Coding—Measures ability to associate meaning with symbol, visual-motor dexterity (pencil manipulation) flexibility, and speed in learning tasks. This subtest is part of the WISC-IV only
Comprehension—Measures social judgment, commonsense reasoning based on past experience, and practical intelligence.
Digit Span—Measures attention, concentration, immediate auditory memory, auditory attention, and behavior in a learning situation. This subtest correlates poorly with general intelligence.
Digit Symbol—Measures ability to associate meaning with symbol, visual-motor dexterity (pencil manipulation) flexibility, and speed in learning tasks (this subtest is part of the WAIS-III only).
Geometric Design—Measures a child’s pencil control and visual-motor coordination, speed and accuracy, and planning capability (this subtest is part of the WPPSI-R only).
Information—Measures general information acquired from experience and education, remote verbal memory, understanding, and associative thinking. The socioeconomic background and reading ability of the student may influence the subtest score.
Letter-Number Sequencing—measures working memory (adapted from WAIS–III); child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order). This subtest is part of the WISC-IV only
Matrix Reasoning—measures fluid reasoning a (highly reliable subtest on WAIS® –III and WPPSI™–III); child is presented with a partially filled grid and asked to select the item that properly completes the matrix.
Mazes—Measures ability to formulate and execute a visual-motor plan, pencil control and visual-motor coordination, speed and accuracy, and planning capability (this subtest is part of the WPPSI-R and WISC-IV only).
Object Assembly—Measures immediate perception of a total configuration, part– whole relationships, and visual-motor-spatial coordination (this subtest is part of the WAIS-III only).
Picture Arrangement—Measures visual perception, logical sequencing of events, attention to detail, and ability to see cause–effect relationships (this subtest is part of the WISC-III and WAIS-III only).
Picture Completion—Measures visual alertness to surroundings, remote visual memory, attention to detail, and ability to isolate essential from nonessential detail.
Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept. This subtest is part of the WISC-IV only
Sentences—Measures attention, concentration, immediate auditory memory, auditory attention, and behavior in a learning situation (this subtest is part of the WPPSI-R only).
Similarities—Measures abstract and concrete reasoning, logical thought processes, associative thinking, and remote memory.
Symbol Search—Measures visual discrimination (this subtest is part of the WISC-III only).
Vocabulary—Measures a child’s understanding of spoken words, learning ability, general range of ideas, verbal information acquired from experience and education, and kind and quality of expressive language. This subtest is relatively unaffected by emotional disturbance, but is highly susceptible to cultural background and level of education. It is also the best single measure of intelligence in the entire battery.
Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues. This subtest is part of the WISC-IV only

Composite Scores for the WISC-IV

In order to make interpretation more clinical meaningful, the dual IQ and Index structure from WISC–III has been replaced with a single system of four composite scores (consistent with the Four Index Scores in WISC–III) and the Full Scale IQ. This new system helps you better understand a child’s needs in relation to contemporary theory and research in cognitive information processing.

Key= * indicated that the subtest is not included in the index total score.

Verbal Comprehension Index (VCI):

Similarities
Vocabulary
Comprehension
*Information
*Word Reasoning

Perceptual Reasoning Index (PRI):

Block Design
Picture Concepts
Matrix Reasoning
*Picture Completion

Working Memory Index (WMI):

Digit Span
Letter-Number Sequencing
*Arithmetic

Processing Speed Index (PSI):

Coding
Symbol Search
*Cancellation

STRENGTHS OF THE WECHSLER SCALES

This fourth generation of the most widely used children’s intellectual ability assessment meets your testing needs for the twenty-first century. While maintaining the integrity of the Wechsler® tradition, the Wechsler Intelligence Scale for Children®—Fourth Edition (WISC–IV®) builds on contempary approaches in cognitive psychology and intellectual assessment, giving you a new, powerful and efficient tool to help develop and support your clinical judgements.
Understanding of learning disabilities and attentional disorders has greatly expanded since the publication of the WISC–III. WISC–IV makes important advances from WISC–III in order to provide the most effective clinical tool representing cutting edge research and thinking. This timely revision is the result of over a decade of research and success with the WISC–III. WISC–IV empowers you to use your experience, skills and judgement to relate test results to referral questions.
Both the look and the feel of the instrument are updated to improve the testing experience for you and the child. The WISC–IV’s modern artwork is colorful and engaging and incorporates recent changes in clothing, technology, and demographics. Instructions to both the examiner and the child are improved to make the WISC–IV even more user friendly.

The WISC–IV is designed to meet several goals:

Expand and strengthen clinical utility to support your decision making
Develop the four Index Scores as the primary interpretive structure
Improve the assessment of fluid reasoning, working memory, and processing speed
Improve subtest reliabilities, floors and ceilings from WISC–III
Link to the WIAT–II and to measures of memory (Children’s Memory Scale, CMS), adaptive behavior (Adaptive Behavior Assessment System, ABAS), emotional intelligence (Bar-On EQ), and giftedness (Gifted Rating Scale, GRS)

Scaled Scores

For each subtest on the Wechsler Tests, a student receives a raw score. This raw score is then transformed into a scaled score (see Chapter 6 for a review). Scaled scores are very specific subtest scores on the Wechsler Scales of Intelligence. Scaled scores can range from 1 to 19 with a mean of 10. They follow the following classification format:

Scaled Score Classification

1–3 Developmentally Delayed

4–5 Borderline

6–7 Low Average

8–12 Average

13–14 High Average

15–16 Superior

17–19 Very Superior

For example, if a student gets only a scaled score of 7 on the Vocabulary subtest but a 13 on the Comprehension subtest, this indicates a much greater strength with respect to comprehension than with vocabulary as compared to the norms of his or her age group. Also, when detecting learning disabilities in psychoeducational assessment for a given child, there will often be great variance in the distribution of scaled scores when a learning disability is present.

The protocol reveals many things about the test and its cover contains a great deal of useful information. The first thing we want to look at is the pattern of scaled scores that appear next to the raw scores (the number of correct responses on a given test) on the front of the protocol. The scale scores can range from a low of 1 to a high of 19 with 10 considered the midpoint. However, several scaled scores may constitute a specific range (e.g., scaled scores of 8, 9, 10, and 11 are considered approximately average), as can be seen by the chart that follows.

To get a better idea of the value of a scaled score, simply multiply it by 10, and that will give you a “rough” idea of the correlated IQ value. It is from these scaled scores that our investigation of greater potential begins.

Relationship among IQ Ranges, Scaled Scores and Percentiles

RANGE SCALED SCORE PERCENTILE

Very superior 19 99.9

Very superior 18 99.6

Very superior 17 99.6

Superior 16 98.6

Superior 15 95.6

Above average 14 91.6

Above average 13 84.6

Average 12 75.6

Average 11 63.6

Average 10 50.6

Average 9 37.6

Average 8 25.6

Low average 7 16.6

Low average 6 9.6

Borderline 5 5.6

Borderline 4 2.6

Mentally retarded 3 1.6

Mentally retarded 2 0.4

Mentally retarded 1 0.1

Note: This chart is used only for a general relationship between IQs, scaled scores, and percentiles and is not statistically exact. The conversion tables used by the psychologist in deriving the actual IQ from test results are different and located within the manual.

The scaled scores are calculated to get three separate IQ scores: Verbal IQ, Performance IQ, and a Full Scale IQ (the student’s overall IQ score). When there is a discrepancy between the Verbal and Performance sections on the Wechsler tests, this is one indication of a possible learning disability (see Chapter 15 for a complete discussion of discrepancy scores).

The IQ results from the Wechsler Scales may not always indicate an individual’s true intellectual potential. Although the Wechsler Scales are valid tests, the resulting scores can be influenced by many factors—tension, poor self-esteem, language difficulties, culture—and may not be valid, therefore necessitating further analysis. In order to determine if the resulting scores are valid, four indicators of an individual’s true ability are applied to the results of the test. Any one indicator by itself should bring into question the true validity of the results and initiate an analysis of the factors that may contribute to such variability.

Other Measures of Intelligence

There are many other measures of intelligence used for assessment in special education

Some of the most popular ones include:

The Stanford-Binet Intelligence Scales, 5th Edition (SBIS-4)
Kaufman Assessment Battery for Children (K-ABC)
Kaufman Brief Intelligence Test (KBIT)
Slosson Intelligence Test—Revised (SIT-R)
Comprehensive Test of Nonverbal Intelligence (CTONI)
Test of Nonverbal Intelligence, 3rd Edition (TONI-3)
Otis-LennonSchool Ability Test, 7th Edition (OLSAT-7)

The Stanford-Binet Intelligence Scale, 5th Edition (SB-5)

Authors: Gaile Roid

Publisher: The Riverside Publishing Company

Description of the Test: The SB5 is an individually administered assessment of intelligence and cognitive abilities.

Ages: 2 to 90+ years

Administration Time: The SB5 includes many untimed tasks with an average testing time of 45-60 minutes.

Subtests: The SB5 consists of 5 Factors covering 10 Domains (subtests):

1. Fluid Reasoning (FR)

Nonverbal Fluid Reasoning*

Verbal Fluid Reasoning

2. Knowledge (KN)

Nonverbal Knowledge

Verbal Knowledge*

3. Quanitative Reasoning (QR)

Nonverbal Quanitative Reasoning

Verbal Quanitative Reasoning

4. Visual-Spatial Processing (VS)

Nonverbal Visual-Spatial Processing

Verbal Visual-Spatial Processing

5. Working Memory (WM)

Nonverbal Working Memory

Verbal Working Memory

After completing both Routing Tests, administer all nonverbal subtests, followed by all verbal subtests.

STRENGTHS OF THE SB-5:

Wide variety of items requiring nonverbal performance by examinee–ideal for assessing individuals with limited English, deafness, or communication disorders
Comprehensive measurement of five factors–Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory–providing a more complete assessment of individual intelligence
Ability to compare verbal and nonverbal performance–useful in evaluating learning disabilities
Greater diagnostic and clinical relevance of tasks, such as verbal and nonverbal assessment of working memory
Includes Full Scale IQ, Verbal and Nonverbal IQ, and Composite Indices spanning 5 dimensions with a standard score mean of 100, SD 15
Includes subtest scores with a mean of 10, SD 3
Extensive high-end items, many adapted from previous Stanford-Binet editions and designed to measure the highest level of gifted performance
Improved low-end items for better measurement of young children, low functioning older children, or adults with Mental Retardation
Enhanced memory tasks provide a comprehensive assessment for adults and the elderly
Co-normed with measures of visual-motor perception and test-taking behavior
Scorable by hand or with computer software
Enhanced artwork and manipulatives that are both colorful and child-friendly
Helps Identify Special Needs
In addition to the concurrent validity studies, numerous studies of individuals with special needs or areas of disability have been conducted in order to best reflect the changes in IDEA legislation and to use multiple criteria for identification of children in need of special services. Substantial efforts have been taken to ensure the SB5 will help identify and adequately describe individuals who fall into the following categories:
Learning disabled
Gifted
Mentally Retarded
ADHD
Speech and language delayed
Alzheimer’s/dementia
Traumatic brain injury
Autistic

Kaufman Assessment Battery for Children-II (KABC-II) 2nd edition

Authors: Alan S. Kaufman and Nadeen L. Kaufman

Publisher: American Guidance Service

Description of Test: This individually administered intelligence test was developed in an attempt to minimize the influence of language and acquired facts and skills on the measurement of a child’s intellectual ability.

Administration Time: 25 to 55 minutes (core battery, Luria model), 35 to 70 minutes (core battery, CHC model)

Age/Grade Levels: Ages 3 to 18 years

Subtest Information: The intelligence test contains 10 subtests:

Face Recognition—This test requires the child (ages 2ﬁ to 5) to choose from a group photo the one or two faces that were exposed briefly.
Gestalt Closure—This test requires the child (ages 2ﬁ to 12ﬁ) to name an object or scene from a partially constructed inkblot.
Hand Movements—The child is required to perform a series of hand movements presented by the examiner.
Magic Windows—This test requires the child (ages 2ﬁ to 5) to identify a picture that the examiner exposes slowly through a window—only a small part is shown.
Matrix Analogies—This test requires the child (ages 5 to 12ﬁ) to choose a meaningful picture or abstract design that best completes a visual analogy.
Number Recall—The child (ages 2ﬁ to 12ﬁ) is required to repeat a series of digits in the same sequence as presented by the examiner.
Photo Series—This test requires the child (ages 6 to 12ﬁ) to place photographs of an event in the proper order.
Spatial Memory—This test requires the child (ages 5 to 12ﬁ) to recall the placement of a picture on a page that was briefly exposed.
Triangles—This test requires the child (ages 4 to 12ﬁ) to assemble several identical triangles into an abstract pattern.
Word Order—The child (ages 4 to 12ﬁ) is required to touch a series of silhouettes of objects in the same order as presented verbally by the examiner.

STRENGTHS OF THE KABC-II

A dual theoretical foundation—using the Luria neuropsychological model and the Cattell/Horn/Carroll (CHC) approach—helps you obtain the data you need for each individual you test
A new, optional Knowledge/Crystallized Ability scale, so you can use one test with all children
An expanded age range for ages 3 to 18 that allows you to use one test for preschool, elementary, and high school children
Full conorming with the new Kaufman Test of Educational Achievement, Second Edition (KTEA-II), for in-depth ability/achievement comparisons
The KABC-II now has a broader theoretical base, making it the instrument of choice for all cognitive assessment applications. Extensively redesigned and updated, this test provides detailed, accurate information and unprecedented flexibility. Like the original K-ABC, the second edition more fairly assesses children of different backgrounds and with diverse problems, with small score differences between ethnic groups.
A test of exceptional cultural fairness
KABC-II subtests are designed to minimize verbal instructions and responses. This gives you in-depth data with less “filtering” due to language.
Also, test items contain little cultural content, so children of diverse backgrounds are assessed more fairly. You can be confident you’re getting a true picture of a child’s abilities—even when language difficulties or cultural differences might affect test scores.
Dual theoretical model gives you options
With the KABC-II, you can choose the Cattell-Horn-Carroll model for children from a mainstream cultural and language background. Or if Crystallized Ability would not be a fair indicator of the child’s cognitive ability, you may choose the Luria model which excludes verbal ability. Administer the same subtests on four or five ability scales. Then, interpret the results based on your chosen model. Either approach gives you a global score that is highly valid and that shows small differences between ethnic groups in comparison with other comprehensive ability batteries. In addition, a nonverbal option allows you to assess a child whose verbal skills are significantly limited.

Kaufman Brief Intelligence Test-2nd edition (KBIT-2)

Authors: Alan S. Kaufman and Nadeen L. Kaufman (2004)

Publisher: American Guidance Service

Description of Test: This test is an assessment device for developing and evaluating remedial programs for those with mental disabilities. It may also be used for normal children aged birth to 10 years. It is a a brief, individually administered screener of verbal and nonverbal ability.

Administration Time: Approximately 20 minutes

Age/Grade Levels: Ages 4 to 90

Subtest Information: KBIT-2 measures two distinct cognitive abilities through two scales—Crystallized and Fluid.

Crystallized (Verbal) Scale contains two item types: Verbal Knowledge and Riddles
Fluid (Nonverbal) Scale is a Matrices subtest

STRENGTHS OF THE KTEA-II

Measures verbal and nonverbal intelligence quickly
Is easy to administer and score
Provides valid and reliable results
Attractive test items—offers new, full-color items that are specially designed to appeal to children and reluctant examinees
Conormed with the brief achievement test, KTEA-II Brief Form, for ages 26 to 90
Obtain a quick estimate of intelligence
Screen to identify students who may benefit from enrichment or gifted programs
Identify high-risk children through large-scale screening who require a more comprehensive evaluation
Obtain a quick estimate of the intellectual ability of adults in institutional settings, such as prisons, group homes, rehabilitation clinics, or mental health centers

Slosson Intelligence Test—Revised (SIT-3)

Authors: Richard L. Slosson; Revised by Charles L. Nicholson and Terry L. Hibpschman

Publisher: Slosson Educational Publications & Stoelting Company

Description of Test: The Slosson Intelligence Test-Revised (SIT-3) is a quick, reliable, user friendly instrument for evaluating crystallized verbal intelligence in children and adults. In addition to being one of the few measures assessing the infant, toddler, and preschool years (two and above), it can also be used with Severely/Profoundly Mentally Handicapped populations because its IQ scales range from 36 to 164.

Administration Time: 10 to 20 minutes

Age/Grade Levels: Ages Preschool to Adult

Subtest Information: The SIT-3 test items are derived from the following cognitive domains: Information, Comprehension, Arithmetic, Similarities and Differences, Vocabulary and Auditory Memory. Cognitive areas of measurements include:

Vocabulary: 33 items
General Information: 29 items
Similarities and Differences: 30 items
Comprehension: 33 items
Quantitative: 34 items
Auditory Memory: 28 items

Publisher Comments and Strengths

The SIT-3 has been especially constructed so any professional having taken an introductory course in tests and measurements can easily administer this quick screening instrument. A 25 point helpful checklist and sample scoring procedures are included for easy test review.
The SIT-3 is appropriate for U.S. and English speaking countries. Quantitative reasoning questions were designed to be administered to populations who use Metric or Standard references, using language common to both.
The comprehensive test manual addresses appropriate usage and interpretation, and test items use contemporary vocabulary and are free of significant group biases.
Standardized on 2,000 individuals, approximating the contemporary U.S. census, SIT-3 uses a deviational IQ, and provides standard scores and percentiles for scores as well.
Excellent reliability (.90 or higher) across all age groups.
The SIT-3 provides an excellent complement to other educational assessments that look at learning ability, readiness or achievement.
The SIT-3 includes the Manual, Norm Tables, and a package of Score Sheets and Braille Supplies. Computer Scoring is available separately.

Comprehensive Test of Nonverbal Intelligence

Authors: Donald D. Hammill, Nils A. Pearson, and Lee Wiederholt

Publisher: PRO-ED

Description of Test: The CTONI is a seemingly unbiased test that measures six different types of nonverbal reasoning ability. No oral responses, reading, writing, or object manipulation are involved.

Administration Time: 60 minutes

Age/Grade Levels: Ages 6 to 18

Subtest Information: The subtests of the CTONI require students to look at a group of pictures or designs and to solve problems involving analogies, categorizations, and sequences. Individuals indicate their answer by pointing to alternative choices. There are six subtests arranged according to three abilities. The three ability areas are

Analogical Reasoning—The two subtests on Analogical Reasoning are Pictorial Analogies and Geometric Analogies. This section identifies the ability to recognize a fourth object that bears the same relation to the third as the second does to the first.
Categorical Classification—The two subtests in this section are Pictorial Categories and Geometric Categories. Categorical Classification assesses the ability to understand the common attributes by which objects are grouped.
Sequential Reasoning—The two subtests in this section are Pictorial Sequences and Geometric Sequences. Sequential Reasoning assesses the ability to understand the successive relationship of objects.

STRENGTHS OF THE CTONI

The reliability of the CTONI has been studied extensively, and evidence relating to content sampling, time sampling, and interscorer reliability is provided. The reliability coefficients are all .80 or greater, indicating a high level of test reliability.
Evidence of content, criterion-related, and construct validity also is reported. The CTONI has gone further than any other test of intelligence to detect and eliminate sources of cultural, gender, racial, and linguistic bias.
The CTONI normative sample is representative relative to gender, race, social class, language spoken in the home, and disability.
Convincing evidence is presented in the manual to show that the CTONI items contain little or no bias for the groups studied.

Test of Nonverbal Intelligence, 3rd Edition (TONI-3)

Authors: L. Brown, R. J. Serbenou, and S. K. Johnsen

Publisher: PRO-ED

Description of Test: The TONI-3 is designed to measure the nonverbal intelligence of students who are bilingual, speak a language other than English, or are socially/economically disadvantaged, deaf, language disordered, motor impaired, or neurologically impaired (see Figure 9.2). The test requires no reading, writing, speaking, or listening on the part of the test subject. It is completely nonverbal and largely motor-free, requiring only a point, nod, or symbolic gesture to indicate response choices.

Administration Time: 15 to 20 minutes

Age/Grade Level: Ages 5 to 85

Subtest Information: There are no subtests on the TONI-3. Each form of the TONI-3 contains 50 items arranged in easy to difficult order.

STRENGTHS OF THE TONI-3

This unique language-free format makes the TONI-3 ideal for evaluating subjects who have previously been difficult to test with any degree of confidence or precision. It is particularly well suited for individuals who are known or believed to have disorders of communication or thinking such as aphasia, dyslexia, language disabilities, learning disabilities, speech problems, specific academic deficits, and similar conditions that may be the result of mental retardation, deafness, developmental disabilities, autism, cerebral palsy, stroke, disease, head injury, or other neurological impairment. The format also accommodates the needs of subjects who do not read or write English well, due to disability or lack of exposure to the English language and U.S. culture.

The TONI-3:

meets the highest psychometric standards for norms, reliability, and validity.
is language free, requiring no reading, writing, or listening.
is culturally reduced, utilizing novel abstract/figural content.
is motor reduced, with only a meaningful gesture required in response.
is quick to score, requiring less than 15 minutes to administer and score.
is appropriate for use with children, adolescents, and older adults ages 6 through 89 years.
has two equivalent forms suitable for testretest and pre- and posttesting situations.
provides detailed directions for administering, scoring, and interpreting the test in the manual.
Has a 20-year body of reliability and validity research cited and summarized in the test manual.

Otis-Lennon School Ability Test, 8th Edition (OLSAT-8)

Authors: Arthur S. Otis and Roger T. Lennon

Publisher: Harcourt Assessment, Inc.

Description of Test: OLSAT 8 measures the cognitive abilities that relate to a student’s ability to learn in school. By assessing a student’s abstract thinking and reasoning abilities, OLSAT 8 supplies educators with information they can use to enhance the insight that traditional achievement tests provide.

Administration Time: A–C (Grades K through 2), 75 minutes over two sessions; Levels D–G (Grades 3 through 12), 60 minutes

Age/Grade Levels: Grades K through 12

Subtest Information: The test is broken down into five clusters:

Verbal Comprehension—This cluster includes following directions, antonyms, sentence completion, and sentence arrangement.
Verbal Reasoning—This cluster includes logical selection, verbal analogies, verbal classification, and inference.
Pictorial Reasoning—This cluster includes picture classification, picture analogies, and picture series.
Figural Reasoning—This cluster includes figural classification, figural analogies, and figural series.
Quantitative Reasoning (given in Levels E–G)—This cluster includes number series, numeric inference, and number matrix.

STRENGTHS OF THE OLSAT-8

When administered with the Stanford Achievement Test Series, Tenth Edition (Stanford 10), OLSAT 8 scores may also be used to relate a student’s actual achievement with his or her school ability.
OLSAT 8 assesses students’ thinking skills and provides an understanding of a student’s relative strengths and weaknesses in performing a variety of reasoning tasks. This information allows educators to design educational programs that will enhance students’ strengths while supporting their learning needs

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Intelligence Tests-Individual

The Wechsler Scales of Intelligence

The Wechsler Scales of Intelligence

STRENGTHS OF THE WECHSLER SCALES

Scaled Scores

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