5.6 Neuropsychological and Cognitive Assessment of Children
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Table 5.6-1
Cognitive Tests
Test
Age Range
Description
Intellectual tests
Omnibus intellectual and ability tests
Wechsler Preschool and Primary Scale
of Intelligence–3
rd
edition (WPPSI-III)
Wechsler Intelligence Scale for
Children–4
th
edition (WISC-IV)
Wechsler Adult Intelligence Scale–4
th
edition (WAIS-III)
Stanford-Binet Intelligence Scales–5
th
edition (SB5)
Kaufman Assessment Battery for
Children–2
nd
edition (KABC-II)
2.6 yrs–7.3 yrs
6 yrs–16.11 yrs
16 yrs–90.11 yrs
2 yrs–89 yrs
3 yrs–18 yrs
The tests consist of several subtests that can be combined in different
ways to understand basic intellectual functioning. The Wechsler tests
yield a full-scale intelligence quotient (IQ) score, as well as over-
all scores within the verbal and nonverbal areas. There are ways of
grouping subtests of the WISC and WAIS to distinguish between more
pure verbal and perceptual reasoning, as well as to measure working
memory and processing speed. Because of its age range, the WISC
(now with an integrated supplement to evaluate more processing
issues related to instructional recommendations) is probably the most
familiar of the Wechsler tests to child clinicians. The SB also provides
full-scale as well as verbal and nonverbal IQ scores. In addition, it
provides factor indexes in fluid reasoning, knowledge, quantitative
reasoning, visual–spatial processing, and working memory. The KABC
scales and their subtests (which minimize verbal instructions and
responses) include measures of sequential and simultaneous process-
ing, fluid reasoning and crystallized ability, and long-term retrieval.
Many, if not most, cognitive tests (including intellectual, achievement,
and processing) are structured in the same way (mean is 100, standard
deviation is 15), so results can be compared across instruments. This is
particularly important in identifying learning problems.
Infant and child tests
Revised Gesell Development Schedules
Bayley Scales of Infant Development–
3
rd
edition (BSID-III)
Mullen Scales of Early Learning (MSEL)
McCarthy Scales of Children’s Abilities
(MSCA)
1–36 mos
1–42 mos
0–68 mos
2.6 yrs–8.6 yrs
The Gesell is an old test that is still administered by medical profession-
als, as well as psychologists. Along with the BSID, the Gesell is as
useful for its opportunities for observations as it is for its scores. Both
can be helpful in the identification of children at risk for developmen-
tal delay. The MSEL, with its five scales (Gross Motor, Visual Recep-
tion, Fine Motor, Expressive and Receptive Language), is often valued
in assessing readiness for school, as well as in identifying specific
interventions for children with developmental disabilities. The MSCA
consists of six scales (Verbal, Perceptual–Performance, Quantitative,
General Cognitive, Memory, and Motor). It is a good instrument for
assessing general strengths and weaknesses in young children.
Nonverbal and language-free tests
Leiter International Performance Scale–
Revised (Leiter-R)
Test of Nonverbal Intelligence–3
rd
edition (TONI-3)
Comprehensive Test of Nonverbal
Intelligence (CTONI)
Wechsler Nonverbal Scale of Ability
(WNV)
Raven’s Progressive Matrices
2 yrs–20.11 yrs
6 yrs–89.11 yrs
6 yrs–89.11 yrs
4 yrs–21.11 yrs
5 yrs–17
+
yrs
Although the nonverbal tests are often seen as language or culture free,
strictly speaking, this is not always true because of representational
content or language demands. However, some nonverbal tests (such
as the TONI-3) depend more on abstract pattern recognition and can
make fewer demands on language systems. The WNV provides batter-
ies for younger (4 to 7:11) and older clients (8 to 21:11) and claims to
be a general ability measure using nonverbal tests. Tests like Raven’s
Progressive Matrices (which actually come in several forms) are based
on pattern recognition and thought of as “culturally reduced,” if not
unbiased or unloaded. Nonverbal tests can be useful in assessing indi-
viduals whose experience falls outside the cultural norm.
Quick tests
Kaufman Brief Intelligence Test–2
nd
edition (KBIT-2)
Wechsler Abbreviated Scale of
Intelligence (WASI)
4 yrs–90 yrs
6 yrs–89 yrs
Although the KBIT and WASI include verbal and nonverbal scores, they
do not include as much information as more comprehensive intellec-
tual tests. However, they provide an estimate of intellectual level in a
fraction of the time.
Achievement tests
Wechsler Individual Achievement
Test–3
rd
edition (WIAT-II)
Woodcock-Johnson–III Test of
Achievement (WJ III ACH)
Kaufman Test of Educational
Achievement–2
nd
edition (KTEA-II)
Peabody Individual Achievement Test–
Revised (PIAT-R)
Wide Range Achievement Test–4
th
edition (WRAT4) and WRAT–
Expanded (WRAT-E)
4 yrs–85 yrs
2 yrs–90
+
yrs
4.5 yrs–25 yrs
5 yrs–22.11 yrs
5 yrs–94 yrs
4–24 yrs (Indiv.)
The WRAT has traditionally been seen as a screening instrument. The
WRAT4 includes subtests on sentence comprehension, word read-
ing, spelling, and math calculation. An expanded version (WRAT-E)
provides achievement and intellectual information (nonverbal reason-
ing). The PIAT assesses general information, reading recognition and
comprehension, written expression, spelling, and mathematics. The
KTEA assesses reading (decoding and comprehension), mathematics
(applications and calculations), spelling, written expression, and oral
language (listening comprehension and oral expression). The WIAT
and WJ-ACH also systematically address the basic areas that have
been identified as relevant for learning disability.
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