On MISIC, Verbal I.Q was found to be 116.6 which indicate bright normal level of intellectual ability.

On subtests of verbal I.Q:

Information: He got a raw score of 27 and TQ of 117 indicating bright normal intelligence.

Comprehension: He got a raw score of 28 and TQ of 149 suggest very superior intelligence.

Arithmetic: He got a raw score of 11 and TQ of 90 indicate average intelligence;

Similarities: He got a raw score of 22 and TQ of 135 suggest very superior intelligence; :

Picture completion: A raw score of 9 and TQ of 85 suggest dull normal intelligence.

2. Malins Intelligence Scale for Indian Children (MISIC):

On MISIC, Verbal I.Q was found to be 75 which indicate borderline level of intellectual ability. On
subtests of Verbal I.Q : Information

he got a raw score of 9 and TQ of 68 indicating mild deficit

63 indicates mild deficit

On Vocabulary his raw score of 26 and TQ of 73 indicates Borderline ability.

Performance I.Q was found to be 70.8 which indicate borderline level of intellectual ability. On

subtests of performance I.Q: On Picture completion a raw score of 6 and TQ of

69 suggests mild deficit; On Block design a raw score of 8 and

TQ of 66 of mild deficit; Object assembly a raw score 15 and TQ of

72 suggests borderline ability; Coding a raw score of 34 and TQ of 72 suggests borderline ability;

On Mazes, he got a raw score of 13 and TQ of 75 suggests borderline ability.

CD 10 Classification IQ 50 -69 Mild Mental Retardation. IQ 35-49 Moderate Mental

Retardation. IQ 20-34 Severe Mental Retardation. IQ Below20 Profound Mental Retardation.

44. Wechslers IQ Classification IQ 90 109 Average Intelligence. IQ 110-119 Above Average

Intelligence. IQ 120-129 Superior Intelligence. IQ 130 and above Very Superior Intelligence.
Over all I.Q was found to be 73 which indicates that he has Borderline level of intellectual

Test Findings:
Malins Intelligence Scale for Indian children
On MISIC, the Full Scale I.Q was found to be 110 that indicate Bright
Normal level of intellectual functioning.
The verbal scales reflect the childs ability to work with abstract
symbols, the amount and degree of benefit he has received from his
educational background, verbal memory abilities and verbal fluency.
The verbal I.Q was found to be 100 which indicate Average level of
intellectual ability. On subtests of verbal I.Q the raw scores and the
corresponding TQ were as follows:
Information (12, 93) which indicate average intelligence suggesting
that he is average in verbal ability, intellectual curiosity and long-term
memory.
Comprehension (13, 99) indicating average level of intelligence
suggesting that he is average in social judgment, reality awareness and
understanding. He is average in grasping the social rules and
regulations and has knowledge about moral codes.
Arithmetic (8, 85) indicating a dull normal intelligence suggesting that
he is below average in numerical reasoning and speed of numerical
manipulation. He has below average level of attention and
concentration.
Vocabulary (29, 98) indicating average level of intelligence suggesting
that he is average in the general verbal language usage and
accumulated verbal learning ability.

The performance scales reflect the childs degree and quality of

nonverbal contact with the environment, the ability to integrate
perceptual stimuli with relevant motor responses, the ability to work
quickly and the capacity to work in concrete situation.

The performance I.Q was found to be 119, which indicate Bright

Normal level of intellectual ability. On subtests of performance I.Q the
raw scores and the corresponding TQ were as follows:

Picture completion (6, 75) which indicate borderline intelligence

suggesting a borderline capabilities in the area of visual acuity
 (awareness about environmental detail), along with his ability to
perceive the whole in relation to its part.
Block design (37, 143) indicating very superior level of intelligence
suggesting that he has very superior level of nonverbal concept
formation, capacity for sustained effort, visual-motor- spatial
coordination and manipulative and perceptual speed. he is very
superior in analysis and synthesis of spatial relations.
Object assembly (24, 122) indicating superior intelligence suggesting
he is superior in his visual-motor organization and synthesis (putting
things together). His manipulative ability and perceptual speed in
perceiving the manner in which unknown objects relate to each other
are also superior.
Coding (41, 113) indicating bright normal level of intelligence
suggesting that he has a good ability to learn an unfamiliar task and has
a capacity for sustained effort, attention, concentration and mental
efficiency. He has a good ability for associative learning and the ability
to imitate newly learned visual material.
Mazes (20, 141) indicating very superior intelligence suggesting that
he has good ability for planning and foresight.

IQ Classifications in Educational Use

Wechsler, David. Wechsler Adult Intelligence Scale-Third edition
Psychological Corporation, 1997

Classification IQ Score Percent Included

Theoretical Normal
Actual Sample
Curve

Very Superior 130 and above 2.2 2.1

Superior 120-129 6.7 8.3

High Average* 110-119 16.1 16.1

Average 90-109 50.0 50.3

Low Average* 80-89 16.1 14.8

Borderline 70-79 6.7 6.5

Extremely Low* ** 69 and below 2.2 1.9

*The terms High Average, Low Average and Extremely Low correspond to the terms Bright Normal,
Dull Normal and Mental Defective, respectively, used in the 1955 WAIS manual.

**The term Extremely Low is used in place of the terms Mentally Retarded, used in the WAIS-R,
and Intellectually Deficient, used in the WISC-III to avoid the implication that a very low IQ score is
sufficient evidence by itself for the classification of "mental retardation" or "intellectually deficient."

IQ Classifications in Psychiatric Use

Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV)
American Psychiatric Association, 1994

V62.89 Borderline Intellectual Functioning IQ 71-84

317 Mild Mental Retardation IQ 50-55 to approximately 70
318.0 Moderate Retardation IQ 35-40 to 50-55
318.1 Severe Mental Retardation IQ 20-25 to 35-40
318.2 Profound Mental Retardation IQ below 20 or 25

The terms Educable Mentally Retarded and Trainable Mentally Retarded used in special education
are roughly equivalent to DSM classifications for mild and moderate mental retardation,
respectively. The DSM diagnostic criteria further require an assessment and determination of
impairment in adaptive functioning in order to make a diagnosis of mental retardation