Malin’s Intelligence Scale for Indian Children (MISIC) is an adaptation of the David

Weschler’s Weschler Intelligence Scale for Children. The test measures the verbal
intelligence, performance intelligence as well as the full-scale intelligence of the child to
whom it is administered. The age range of children for whom MISIC is used is from 6 years
to 15 years 11 months.

Test Taking Behaviour:

Ayesha was seen to be very cooperative. She was eager to complete the test. On multiple
instructions had to be repeated as she found them difficult to understand the first time. She
was seen to be hesitant in giving answers in verbal tests and would often question if her
answers were right. Even after the sub-test was completed, she was observed to be thinking
back her answers.
MISIC Report

Table of Scores:

Verbal Tests T.Q. Performance Tests T.Q.

Information Picture Completion

Comprehension Block Design

Arithmetic Object Assembly

Analogies & Similarities Coding

Vocabulary Mazes
(Digit Span) Sum
Sum

Interpretation:

The Verbal Intelligence Quotient (VIQ) = 88 (Below Average)

The Performance Intelligence Quotient (PIQ) = 93 (Average)

The Full-Scale Intelligence Quotient (FSIQ) = 90 (Average)

Strengths and Weaknesses:

The patient’s global intellectual functioning score of 91 falls in the category of Average
Intellectual Functioning.

For the Verbal tests, the child’s strengths lie in Similarities while her weakness lies in the
Information (T.Q. = 81), Vocabulary (T.Q. = 82) and Arithmetic (T.Q.= 83) sub-tests.

With reference to the Performance tests, the child’s weaknesses lie in Mazes (T.Q.= 80),
while her strength lies in Coding (T.Q.=119).
Verbal Intelligence Profile:
Verbal Intelligence indicates the child’s proficiency in understanding instructions and
problems proposed in the verbal form. Verbal Intelligence is measured through 6 sub-tests in
MISIC.

The sub-test, Information, is aimed at gazing the patient’s static general knowledge. It
includes generic questions like number of fingers, directions, information about which places
sell particular items, etc. The patient scored 81 indicating a low score.

The sub-test, General Comprehension, is focused at understanding how well the child
understands a particular situation. It includes questions like what will you do if you cut your
finger, why should we be kind to animals, etc. The patient scored 85 indicating a low score.

The sub-test, Arithmetic, tests the child’s mathematical operation skills and understanding.
The patient scored 83 indicating a low score.

The subtest, Similarities, tries to understand the relationship between two objects and how
effectively the child is able to transfer that to another pair. The patient scored 100 indicating
an average score.

The sub-test, Vocabulary, tests the child’s language proficiency. The patient scored 82
indicating a average score.

The sub-test, Digit Span, tests the child’s short-term memory. The patient scored 100
indicating an average score.

Performance Intelligence Profile:

The superiority in performance is not outweighed in either verbal or performance,
rather, the patient's strengths and weaknesses lie in both- verbal and performance tests. The
performances were influenced by the interest of the child.

The sub test, Picture Completion, tests the child's ability to identify the missing part
of a complete picture. The patient scored 90 indicating an average score.

The sub test, Block Design, requires visual spatial coordination and tests the child's abilities
to form the block figures based on the target picture provided. The patient scored 93
indicating a average visual-spatial coordination.

The sub test, Object Assembly, tests the child's abilities to form a complete picture from the
separated parts of it. The patient scored 85 indicating an average proficiency in spatial
reasoning.

The sub test, Coding, tests the child’s abilities to decipher the symbolic meaning attached to
a particular letter and transfer that knowledge. This requires perception and visual
coordination. The patient scored 119 indicating a above average score.

The sub test, Mazes, tests the child's problem-solving abilities which were observed
to be average with a score of 80.
Observations:
 Was cooperative and attentive during testing
 Strengths and interest seen in Performance as compared to the Verbal tests.
 Difficulties in expressing herself, would often question if her answer was wrong or
right – explained her answers either in excessive details or would give up easily
 Had to be prompted
 Seemed preoccupied with the correctness of her answers – often inquired how her
performance was and expressed worry that she did not wish her parents to know if she
gave too many incorrect answers
 Found performance test better than vocabulary tests
 Instructions and questions had to repeated – difficulty observed in information and
general comprehension sub-test

Recommendations:
1. 1 year of Behaviour Therapy for lack of focus, inattention and distractibility. The
Therapy should also focus on study skills and behaviour difficulties.
2. Positive Parenting to promote the well-being of the child.
3. Therapy to be continued for a year and re-evaluation post 1 year of intervention.