5. QUALITATIVE ANALYSIS
⢠BEHAVIORAL OBSERVATION
⢠BODY LANGUAGE
⢠SPEECH
⢠RAPPORT ESTABLISHMENT
⢠ADJUSTMENT TO THE ENVIRONMENT
⢠INTERACTION OBSERVED BETWEEN THE
CHILD AND THE PARENT
⢠EYE CONTACT
⢠ATTENTION
7. TEST BATTERIES
⢠WESCHLERâS INTELLIGENCE SCALE FOR
CHILDREN (WISC)
⢠STANDFORD-BINET IQ TEST
⢠BINET-KAMAT TEST OF INTELLIGENCE
(BKT)
⢠KAUFFMAN ASSESSMENT BATTERY FOR
CHILDREN (K-ABC)
⢠BHATIAâS BATTERY OF PERFORMANCE
INTELLIGENCE TEST
⢠STANDARD PROGRESSIVE MATRICES (SPM)
8. NAME OF
THE TEST
AGE
GROUP
FUNCTIONS TIME
TAKEN
ADVANTAGES/
DISADVANTAGES
WISC &
Adaptation -
Malin
6-16
5-15
â˘Verbal comprehension,
â˘Visuo-spatial
⢠Fluid reasoning
â˘Working memory
â˘Processing speed
45-65
Minutes
⢠Equal importance
given to Verbal
and Performance
⢠Technical in
administration
BKT 3-22 ⢠Language
⢠Memory
â˘Social intelligence
â˘Conceptual thinking
â˘Reasoning
â˘Visuo-motor
40-60
Minutes
â˘Applicable to all age
groups for children
â˘Importance given to
verbal than to
performance
CPM
SPM/RPM
5-11
8-65
â˘Abstract reasoning
â˘Non-verbal reasoning
30-45
Minutes
⢠Child with speech
issues can also do the
test. Applicable for all
age groups
BHATIAâS 11-60 â˘Working memory
â˘Non-verbal reasoning
â˘Conceptual thinking
â˘Processing speed
35-45
minutes
â˘Applicable for
Illiterate. Free of
language barriers
â˘Only performance
battery
10. Individual tests and scales
Name of the
test
Age group Functions Time
taken
Advantages/
Disadvantages
Seguin Form
board test
3 to 15
years
⢠Speed and
accuracy
⢠Activity level
10 seconds
â 1 minute
â˘Easy task
â˘Limited to Eye-
hand co-ordination
Vineland Social
Maturity scale
1 to 18 years ⢠Social maturity
⢠Adaptation to
environment
10 minutes ⢠Growth of Daily
tasks measured
â˘Not culture specific
Developmental
psychopathology
checklist for
children
1-15 years â˘Social contact
â˘Fine motor
â˘Language
â˘Gross-motor
10 minutes â˘Detectes severe
developmental
problems
â˘IQ cannot be
achieved
quantitatively
17. FACTORS THAT HINDER ASSESSMENT
⢠COMPREHENSION CAPACITY OF THE CHILD
⢠MOTIVATION OF THE CHILD
⢠PARENTâS MOTIVATION TO ASSESS THE
CHILD
⢠ATTENTION LEVEL OF THE CHILD
⢠ENVIRONMENTAL DISTRACTIONS
⢠TIMINGS WHEN THE TESTS ARE
ADMINISTERED