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Intelligence tests and school psychology: Predicting the future by studying the past
Author(s) -
Kaufman Alan S.
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200001)37:1<7::aid-pits2>3.0.co;2-h
Subject(s) - galton's problem , psychology , intelligence quotient , school psychology , intellectual development , wechsler adult intelligence scale , test (biology) , intellectual ability , borderline intellectual functioning , psychological testing , developmental psychology , applied psychology , psychiatry , cognition , paleontology , statistics , mathematics , biology
The best way to try to predict the future of IQ testing for school psychologists is to explore the past, in this case a colorful past that extends back to the 19th century, to visionaries such as Esquirol, Seguin, Galton, and Binet. From the very beginning, issues concerning schools and practitioners were the guiding forces in shaping the development and use of IQ tests. Wechsler's impact was far more than the tests he developed, as this master practitioner and clinician introduced the clinical approach to intellectual assessment. Throughout its history IQ tests have been at the center of controversy, and that role continues to the present. The future of IQ testing for school psychology probably rests on the resolution of these controversies as well as on the ultimate interface of clinical assessment and computer technology. © 2000 John Wiley & Sons, Inc.