Kaufman, A., (2000).

Intelligence tests and school psychology: predicting the

future by studying the past. Psychology in the Schools, 37 (1), 7-16.

Purpose of Study:
• To examine the history of IQ testing to determine where IQ testing within school psychology is
heading. Using the history of IQ testing as the predictor for future IQ testing suggests that it
will survive the assaults and continue to thrive for years to come.
Methods Employed:
o Evaluation of the literature
Results
PAST
Jean Esquirol (1838) distinguished between MR and emotional disturbance. Language usage
(verbal) was the best criterion for measuring intelligence.

Edward Seguin (1907): MR with a focus on sensory discrimination, motor control and nonverbal
thinking for his measurement of intelligence…not language. Also focused on educating people
with MR.

Sir Francis Galton (1883) focused on geniuses. Used a nonverbal focus such as Seguin.

Binet’s (1903) also interested in verbal methods of evaluation. Developed the first ‘real’
intelligence test. Binet-Simon scales

Lewis Terman translated the Binet-Simon scales in the US to produce the Stanford-Binet. Adapted
the Stanford-Binet Intelligence Test to American culture.

Otis developed a multiple-choice version of the Stanford-Binet, which became the Army Alpha.
It’s verbal focus made it difficult for many immigrants. Led by Yerkes, a nonverbal measure was
developed.

Wechsler became one of the first Stanford-Binet examiners.

If the person spoke English – administer the verbal, if not, then use the nonverbal. Wechsler
proposed giving both regardless of their English proficiency. Privately developed the Wechsler-
Bellevue and standardized it. With this information he was able to secure a test publisher.
Wechsler-Bellevue (1939) was born and it contained three IQs, not one and several subtest scores
instead of none.

Stanford-Binet was ‘THE’ test during the 1940s and 1950s.

WISC (1949) and WAIS (1955) gained popularity in the 1960s and finally overcame the Binet.

Up until the mid 1980s, theory took the backseat to practice when it came to
test development and test usage.

During the 1960s, activists in the Civil Rights movement were demanding the
elimination of IQ tests because of their racial bias.

Only in the past 20 years has theory played a role in the development of new
tests and the interpretation of current tests.

PRESENT
WISC-III and the WAIS-III are the tests of choice for school and clinical psychologists and
neuropsychologists.

Lots of standardized assessment for assessing intelligence.

Theory became important in the 1980s (Kaufman Assessment Battery for Children, revisions of
Stanford-Binet, WJ-R).

Newer tests are a blend of theories: K-ABC intelligence scales – psychobiological cerebral
specialization theory and Luria’s neuropsychological theory.

Horn and Cattell linked distinction between intelligence and achievement to the fluid crystallized
dichotomy research.

Wechsler’s scales were not developed from theory but have influenced theory. However, theory
was present in the newest revision of the Wechsler scale. The WAIS-III was developed with the
cognitive research and theory on working memory.

Large theoretical advances in test construction and interpretation have changed and shaped IQ
testing over the past 20 years but it has not convinced the critics to stop.

Suggestions to remove IQ from the LD definition and drop the IQ tests from the diagnosis.

FUTURE
IQ tests are resilient.
Today it is suggested results be determined by multiple assessments, not just the reliance on a
single, IQ test. A method that includes both psychometric and clinical: integration of test scores,
test behaviours, background data, and diverse theoretical perspectives in order to interpret a profile.

Not a rigid approach. Conflict between the intelligent use of IQ tests, which fosters understanding
of a person’s strengths and weaknesses and using the results of the evaluation to help children and
how educational decisions are made.
History suggests that the Wechsler monopoly will be broken, although psychologists have resisted
so far.

Will computerized IQ tests rule? Possibly. The author feels that only something that is drastically
different will get psychologists to change.

If computers enter the field, the author hopes that the examiner remains an integral part of the test
administration process, that tasks still involve hands-on material, and that the examiner is intimately
involved in the test interpretation, and that theory is not lost.

However, this new era will still have controversy because the assessment critics will be concerned
that poor people will be at a disadvantage or that children with motor difficulties will also be at a
disadvantage.

Conclusions:
As a future psychologist, this piece of literature has had a huge impact on both
my knowledge and practice because it is important to know how psychological
assessment has evolved and the criticisms involved. In order to be a
successful, knowledgeable psychologist, I need to be aware of the limitations
and criticisms involved with IQ assessment. Being well informed allows you to
make decisions that are both ethical and professional. Throughout history, IQ
assessments have been used and abused, and if I am going to be a systems
change agent, teacher, and advocate of and for children, I need to be
intimately involved in the criticisms of assessment to ensure they are being
used correctly. It is extremely important for me to keep up with the current
literature, especially as it pertains to my job. As history suggests, there will
probably be another reign, whether that be computerized assessments or
something else, and I will need to be a critical participant in order to ensure
that the new wave of assessment includes the examiner as a critical
component. I believe that the issues will not be surrounding whether or not IQ
assessments are used but rather what form will they take.