The document reports test results from two intelligence tests administered to an individual. On the Malin's Intelligence Scale for Indian Children (MISIC), the individual scored a Full Scale IQ of 110 indicating bright normal intellectual functioning. Various subtest scores ranged from borderline to very superior abilities. On the Wechsler Adult Intelligence Scale, the individual scored a Verbal IQ of 100 and Performance IQ of 119, both in the average to bright normal ranges. IQ classifications from both tests are provided.
The document reports test results from two intelligence tests administered to an individual. On the Malin's Intelligence Scale for Indian Children (MISIC), the individual scored a Full Scale IQ of 110 indicating bright normal intellectual functioning. Various subtest scores ranged from borderline to very superior abilities. On the Wechsler Adult Intelligence Scale, the individual scored a Verbal IQ of 100 and Performance IQ of 119, both in the average to bright normal ranges. IQ classifications from both tests are provided.
The document reports test results from two intelligence tests administered to an individual. On the Malin's Intelligence Scale for Indian Children (MISIC), the individual scored a Full Scale IQ of 110 indicating bright normal intellectual functioning. Various subtest scores ranged from borderline to very superior abilities. On the Wechsler Adult Intelligence Scale, the individual scored a Verbal IQ of 100 and Performance IQ of 119, both in the average to bright normal ranges. IQ classifications from both tests are provided.
The document reports test results from two intelligence tests administered to an individual. On the Malin's Intelligence Scale for Indian Children (MISIC), the individual scored a Full Scale IQ of 110 indicating bright normal intellectual functioning. Various subtest scores ranged from borderline to very superior abilities. On the Wechsler Adult Intelligence Scale, the individual scored a Verbal IQ of 100 and Performance IQ of 119, both in the average to bright normal ranges. IQ classifications from both tests are provided.
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On MISIC, Verbal I.Q was found to be 116.6 which indicate bright normal level of intellectual ability.
On subtests of verbal I.Q:
Information: He got a raw score of 27 and TQ of 117 indicating bright normal intelligence.
Comprehension: He got a raw score of 28 and TQ of 149 suggest very superior intelligence.
Arithmetic: He got a raw score of 11 and TQ of 90 indicate average intelligence;
Similarities: He got a raw score of 22 and TQ of 135 suggest very superior intelligence; :
Picture completion: A raw score of 9 and TQ of 85 suggest dull normal intelligence.
2. Malins Intelligence Scale for Indian Children (MISIC):
On MISIC, Verbal I.Q was found to be 75 which indicate borderline level of intellectual ability. On subtests of Verbal I.Q : Information
he got a raw score of 9 and TQ of 68 indicating mild deficit
63 indicates mild deficit
On Vocabulary his raw score of 26 and TQ of 73 indicates Borderline ability.
Performance I.Q was found to be 70.8 which indicate borderline level of intellectual ability. On
subtests of performance I.Q: On Picture completion a raw score of 6 and TQ of
69 suggests mild deficit; On Block design a raw score of 8 and
TQ of 66 of mild deficit; Object assembly a raw score 15 and TQ of
72 suggests borderline ability; Coding a raw score of 34 and TQ of 72 suggests borderline ability;
On Mazes, he got a raw score of 13 and TQ of 75 suggests borderline ability.
CD 10 Classification IQ 50 -69 Mild Mental Retardation. IQ 35-49 Moderate Mental
Retardation. IQ 20-34 Severe Mental Retardation. IQ Below20 Profound Mental Retardation.
44. Wechslers IQ Classification IQ 90 109 Average Intelligence. IQ 110-119 Above Average
Intelligence. IQ 120-129 Superior Intelligence. IQ 130 and above Very Superior Intelligence. Over all I.Q was found to be 73 which indicates that he has Borderline level of intellectual
Test Findings: Malins Intelligence Scale for Indian children On MISIC, the Full Scale I.Q was found to be 110 that indicate Bright Normal level of intellectual functioning. The verbal scales reflect the childs ability to work with abstract symbols, the amount and degree of benefit he has received from his educational background, verbal memory abilities and verbal fluency. The verbal I.Q was found to be 100 which indicate Average level of intellectual ability. On subtests of verbal I.Q the raw scores and the corresponding TQ were as follows: Information (12, 93) which indicate average intelligence suggesting that he is average in verbal ability, intellectual curiosity and long-term memory. Comprehension (13, 99) indicating average level of intelligence suggesting that he is average in social judgment, reality awareness and understanding. He is average in grasping the social rules and regulations and has knowledge about moral codes. Arithmetic (8, 85) indicating a dull normal intelligence suggesting that he is below average in numerical reasoning and speed of numerical manipulation. He has below average level of attention and concentration. Vocabulary (29, 98) indicating average level of intelligence suggesting that he is average in the general verbal language usage and accumulated verbal learning ability.
The performance scales reflect the childs degree and quality of
nonverbal contact with the environment, the ability to integrate perceptual stimuli with relevant motor responses, the ability to work quickly and the capacity to work in concrete situation.
The performance I.Q was found to be 119, which indicate Bright
Normal level of intellectual ability. On subtests of performance I.Q the raw scores and the corresponding TQ were as follows:
Picture completion (6, 75) which indicate borderline intelligence
suggesting a borderline capabilities in the area of visual acuity (awareness about environmental detail), along with his ability to perceive the whole in relation to its part. Block design (37, 143) indicating very superior level of intelligence suggesting that he has very superior level of nonverbal concept formation, capacity for sustained effort, visual-motor- spatial coordination and manipulative and perceptual speed. he is very superior in analysis and synthesis of spatial relations. Object assembly (24, 122) indicating superior intelligence suggesting he is superior in his visual-motor organization and synthesis (putting things together). His manipulative ability and perceptual speed in perceiving the manner in which unknown objects relate to each other are also superior. Coding (41, 113) indicating bright normal level of intelligence suggesting that he has a good ability to learn an unfamiliar task and has a capacity for sustained effort, attention, concentration and mental efficiency. He has a good ability for associative learning and the ability to imitate newly learned visual material. Mazes (20, 141) indicating very superior intelligence suggesting that he has good ability for planning and foresight.
*The terms High Average, Low Average and Extremely Low correspond to the terms Bright Normal, Dull Normal and Mental Defective, respectively, used in the 1955 WAIS manual.
**The term Extremely Low is used in place of the terms Mentally Retarded, used in the WAIS-R, and Intellectually Deficient, used in the WISC-III to avoid the implication that a very low IQ score is sufficient evidence by itself for the classification of "mental retardation" or "intellectually deficient."
IQ Classifications in Psychiatric Use
Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) American Psychiatric Association, 1994
V62.89 Borderline Intellectual Functioning IQ 71-84
317 Mild Mental Retardation IQ 50-55 to approximately 70 318.0 Moderate Retardation IQ 35-40 to 50-55 318.1 Severe Mental Retardation IQ 20-25 to 35-40 318.2 Profound Mental Retardation IQ below 20 or 25
The terms Educable Mentally Retarded and Trainable Mentally Retarded used in special education are roughly equivalent to DSM classifications for mild and moderate mental retardation, respectively. The DSM diagnostic criteria further require an assessment and determination of impairment in adaptive functioning in order to make a diagnosis of mental retardation
