IQ Testing or assessment of gifted children
by Marion McKenzie
The Queensland Association for Gifted and Talented Children Inc. aims to
achieve greater understanding of the intellectual, social and emotional needs
of gifted and talented children. Membership is open to anyone who feels it may
be of benefit to them. There is no requirement that a child undergo any
assessment procedure for them to be involved in the activities of the
Association.
It has been our experience that parents often benefit from a discussion about
their child, their characteristics and behaviour, school and social experience.
We recommend parents contact our Volunteer Information and Support
Service for a discussion with one of our volunteers.
Contact
the QAGTC office by phone and leave a message, or use email. Please remember
the office is not staffed every day and it may take a few days before a
volunteer can return your call.
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.
What is assessment?
Standardised tests of intellectual ability allow comparisons to be made with
children of a similar age. They consist of a series of questions and tasks
which measure understanding and problem solving skills. Children usually enjoy
the experience, as the tasks are similar to puzzles.
The tests also allow for comparisons of different abilities within the
individual child, by looking at the child's profile across the various
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.
Who can conduct the assessment?
Only qualified psychologists and some school counsellors and guidance officers
may administer the standardised tests.
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. QAGTC will provide suggestions
regarding psychologists or other professionals known to have this
experience.
What are the benefits?
Families may receive reassurance about the abilities of their child that they
have already observed. An objective test and report is often useful to share
with educators, so that the parents' opinion is not seen as biased or
unrealistic. 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.
A 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.
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.
What does the assessment mean?
Psychologists vary in their reporting. There is reluctance to reduce the
overall analysis to a single score, and a fear that such a score will be
misused. Parents should ask for some form of written report to keep with their
child's records.
The most common intelligence test (or IQ test) is the WISC-III (Weschler
Intelligence Scales for Children). The IQ is based on a score of 100 being the
midpoint of an average range that extends from about 85 to 115. The top score
on a WISC is 160. 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%". Families should ask for a clear
interpretation of the results and not be confused by the technical and
statistical language. A "superior range of intelligence" can cover a wide range
of ability. Scores in the upper range (140+) are not finely discriminated by
the WISC-III and may require further forms of assessment to determine whether a
child is profoundly gifted. As these children frequently need specialised
provision this could be important.
How much does it cost?
A full assessment may cover one or two sessions of several hours plus
consultations, so that the cost is usually several hundred dollars. Some
medical benefit schemes provide refunds on the fees of registered
psychologists. Should cost be a problem, do not hesitate to discuss this with
the psychologist.
What difference will it make?
This will vary from child to child and from family to family. On its own the
assessment cannot make a difference. It needs to be accompanied by information
specific to that child's personality, and their intellectual, social and
emotional needs and interests.
In many cases, the assessment affirms what is already known, but it gives
parents more confidence to approach educational authorities for discussions
about provisions for their child. It may also lead to a greater understanding
of certain behaviours and the psychologist may assist with appropriate
management strategies. In many cases it may help the child to accept their own
abilities and foster self-esteem.
On the other hand, if school authorities are not prepared to accept the
assessment or are not able to vary their provision appropriately, or if there
is a lack of understanding of the child in their social sphere, there may be
little change.
At what age can a child be assessed?
It is generally recommended that a child is four years old before formal
assessment, but it is possible earlier. Parents are often aware of advanced
ability in very young children, and may still benefit from professional advice,
even if the assessment is delayed until later.
Is it necessary to have such an assessment?
Based on the information above, and the parents' own knowledge of their child,
it may not be at all necessary to have an assessment. In many cases, the
ability of the child is recognised and catered for in schools and there are no
social or emotional problems that warrant intervention or assistance.
How can a family benefit from QAGTC membership?
The Association provides information and literature that enable parents to
continue learning about giftedness. There are opportunities to meet other
parents, to attend information nights, seminars and conferences, and to share
information about community resources and educational opportunities. The
Volunteer Information and Support Service can assist parents with
any problems or issues as they arise. Children who attend activities, workshops
and camps have the chance to meet children with similar interests and levels of
ability, as well as to build up social contacts.
See Traits common to gifted children,
Characteristics of young gifted children,
Characteristics of gifted and talented children and possible associated
problems, and
How do I know if my child has gifts or talents?
Compiled May 2001 by Marion Mackenzie for QAGTC inc.
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