By M. P. Everard
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Additional resources for An Approach to Teaching Autistic Children
G. a telescope, a piano, a screwdriver. The remaining three sub-tests examine language functions which the authors of the test suggest are habitual or automatic rather than reasoned. One sub-test examines the ability to use grammatical rules, the second looks at immediate memory by asking the child to repeat a string of up to seven digits and the third concerns visual memory of the arrangement of a series of picture cards. This way of breaking down language is arguable, but it can be useful in testing those autistic children who have sufficient language to be able to try to do the tests.
These problems are, however, outweighed by the usefulness of the scale for the younger and also for the severely retarded autistic children. The scale gives a mental age, but the calculation of an IQ is not appropriate for statistical reasons related to the design of the test. (b) The Wechsler Tests The Wechsler Tests include the Wechsler Pre-school and Primary Scale of Intelligence (WPPSI) for the age range 4 to 6\ years and the Wechsler Intelligence Scale for Children (WISC) for the age range 5 to 15 years 11 months.
This chapter will give a brief account of some of the methods used by psychologists and their advantages and limitations, since, of all the workers involved, apart from the teacher herself, the psychologist's findings have the most direct and immediate relevance to teaching. The psychologist's role in assessment is the examination of all kinds of mental functions, including cognitive, linguistic, perceptual, motor and social skills, by using special tests. An important part of this process is the estimation of the level of development any individual child has reached in each of these functions as compared with that expected in normal children.