Intelligence tests, like the Wechsler Intelligence Scale for Children (WISC-V) and the Wechsler Adult Intelligence Scale (WAIS-IV), play a crucial role in assessing cognitive abilities and identifying potential learning disabilities. These tests evaluate both fluid reasoning (problem-solving in new situations) and crystallized intelligence (knowledge and vocabulary). While IQ scores provide a broad understanding of cognitive strengths and weaknesses, they are particularly helpful in differentiating global cognitive impairments (characteristic of intellectual disabilities) from specific learning disabilities and language disorders. Analyzing test performance allows professionals to understand underlying processing deficits that may contribute to learning difficulties.
Historically, the use of intelligence tests in schools, particularly for special education qualification, has been controversial, especially concerning potential cultural bias. Past legal cases, such as Larry P. v. Riles, highlighted concerns about disproportionate identification of African American and Latino students. However, research indicates that the score gap between Caucasian and African American students has narrowed significantly over time. Furthermore, psychologists are trained to consider cultural factors and interpret test results within a comprehensive evaluation.
In California, many school psychologists opt for cognitive abilities tests like the Cognitive Assessment System, Second Edition (CAS-2) instead of traditional IQ tests. The CAS-2 assesses similar cognitive processing skills but provides a standard cognitive abilities score and five supplemental composite scores (including executive function, working memory, and verbal and nonverbal content) rather than a single IQ score. This approach offers a nuanced understanding of cognitive strengths and weaknesses without relying solely on an overall IQ score. This multifaceted assessment aids in identifying specific learning challenges students may face and informing targeted interventions.
