Applicability of Various Intelligence Scales Utilised in Paediatric Population: An Overview

Abstract

Due to the imperfect development of the brain and the varied biological, environmental, and experiential elements that arise during childhood and adolescence, paediatric neuropsychology differs from adult neuropsychology. According to current theories, certain brain regions have a reciprocal effect on various neuro functioning systems, which, in turn, affects the child’s ability to think and perceive. The interaction of functioning systems most likely affects the child’s behavioural, psychological, and cognitive manifestation of a childhood condition. These days, parents worry about their children doing well in school. A variety of intelligence scores are utilised to evaluate children’s cognitive abilities. Intelligence research is important since it sheds light on the individual’s qualities, shortcomings, and special talents. Currently, a large number of standardised tests are used since intelligence is seen as a measurable commodity. When diagnosing dyslexia, attention-deficit/hyperactivity disorder, autism spectrum disorders, intellectual disability, and other problems in the paediatric population, intelligence scales play a critical role. It is vital to recognise that every exam has a unique set of constraints. This paper explores the benefits and drawbacks of the currently utilised intelligence measures while offering an overview of each. The goal of this evaluation is to make it easier to analyse different intelligence measures and decide which ones are applicable for what circumstances and needs.

Keywords

• cognitive function
• intellectual capacity
• intelligence score
• learning disability