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<blockquote data-quote="Babbs" data-source="post: 289319" data-attributes="member: 3820"><p>A few things to remember about IQ tests:</p><p></p><p>1. The tests are standardized on "typically developing" populations - which means the tests are not given to children and adults with known diagnoses which may impact the test results. Generally speaking, if a test is not standardized for a specific population (including socio-economic status or culture) the test results are inherently invalid from a statistical point of view. Therefore, a score of 107 Verbal IQ from a child with a known diagnosis such as auditory processing disorder would be invalid. It would, however, document what the child is doing, but not what his/her verbal IQ truely is.</p><p></p><p>2. The administrator of the test can significantly impact test results, especially for younger children, by the administrator's demeanor, body language, tone of voice, etc. The environment can also significantly impact how a child performs on a standardized assessment.</p><p></p><p>3. I personally think that any parent who agrees to have their child have a standardized assessment administered to them should learn about standardized testing and what the numbers and values mean. For example, one poster mentioned a spread between 110 and 107. Statistically, these numbers are well within the average range and there is no significant discrepancy between them. However, between 100-115 is one standard deviation which is more significant. The WrightsLaw websight has a great link on how to read and interpret standardized test scores:</p><p><a href="http://www.wrightslaw.com/advoc/articles/tests_measurements.html#11" target="_blank">http://www.wrightslaw.com/advoc/articles/tests_measurements.html#11</a></p></blockquote><p></p>
[QUOTE="Babbs, post: 289319, member: 3820"] A few things to remember about IQ tests: 1. The tests are standardized on "typically developing" populations - which means the tests are not given to children and adults with known diagnoses which may impact the test results. Generally speaking, if a test is not standardized for a specific population (including socio-economic status or culture) the test results are inherently invalid from a statistical point of view. Therefore, a score of 107 Verbal IQ from a child with a known diagnosis such as auditory processing disorder would be invalid. It would, however, document what the child is doing, but not what his/her verbal IQ truely is. 2. The administrator of the test can significantly impact test results, especially for younger children, by the administrator's demeanor, body language, tone of voice, etc. The environment can also significantly impact how a child performs on a standardized assessment. 3. I personally think that any parent who agrees to have their child have a standardized assessment administered to them should learn about standardized testing and what the numbers and values mean. For example, one poster mentioned a spread between 110 and 107. Statistically, these numbers are well within the average range and there is no significant discrepancy between them. However, between 100-115 is one standard deviation which is more significant. The WrightsLaw websight has a great link on how to read and interpret standardized test scores: [url]http://www.wrightslaw.com/advoc/articles/tests_measurements.html#11[/url] [/QUOTE]
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