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Standardized Instruments are formal methods used to determine different levels of cognitive development. Sometimes when a disability is so significant that it affects an individual’s ability to speak, gesture, or move, special adaptations or modifications to existing standardized instruments will be necessary to get an accurate picture of an individual’s abilities.
Examples:
- Rating Scales & Developmental Inventories - Vineland Adaptive Behavior Scales, Autism Behavior
- Checklist, Childhood Autism Rating Scale, and Batelle Development Inventory are examples of standardized tests that measure a child’s general developmental skills including socialization skills and coping skills. Scores are based on parent interviews and evaluator observations.
- Intelligence Tests (IQ) - Stanford-Binet Intelligence Scale, Wechsler Intelligence Scale for Children-Revised, and other intelligence tests attempt to determine an individual’s intelligence based on standardized criteria. Scores are highly based on an individual’s communication skills, social skills, and ability to accomplish specific tasks. These tests do not necessarily measure a child’s true abilities, capacities, and unique potential to learn.
Source: Center for Autism & Related Disabilities (CARD)
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Important: This content reflects information from various individuals and organizations and may offer alternative or opposing points of view. It should not be used for medical advice, diagnosis or treatment. As always, you should consult with your healthcare provider about your specific health needs.