Binet Kamat Test Report Handout

Aastha Masand (24223201)

Anushka Raniwal (24223210)

Diksha (24223217)

Jiya Singhal (24223226)

Kartiki (24223127)

Spriha (24223054)

School of Psychological Sciences, Christ University, Delhi NCR

MPS 251: Psychodiagnostic Lab 1

Prof. Saswati Bhattacharya

08th April, 2025

Intelligence is a multifaceted construct, it encompasses a range of cognitive skills,

problem-solving aptitudes, and situational flexibility. It encompasses more than just knowledge;

it also involves the capacity for reasoning, experience-based learning, comprehension of intricate

concepts, and successful application of knowledge in many settings.Its definitions vary across

different perspectives and theoretical models. Sternberg (1997) explained intelligence to include

the mental capacities needed to shape, choose, and adapt to any given environmental scenario. In

contrast to Wechsler (1958), who later defined intelligence as "the aggregate or global capacity

of the individual to act purposefully, to think rationally, and to deal effectively with his/her

environment," Binet (Binet & Simon, 1905) defined intelligence in terms of judgment, practical

sense, initiative, and adaptability.

These definitions place a high emphasis on intelligence's proactive ability to shape the

environment and quickly adjust to challenging situations. It also highlights the importance of

lifelong learning because adaptation, shaping, and selection are ongoing processes that start in

infancy and continue throughout one's career. Establishing external correspondence

(understanding objects) and internal coherence (aligning knowledge and beliefs) are two

intelligence goals. It has been noted that success in almost any field requires both creative and

practical skills in addition to the analytical intelligence assessed by conventional exams.

For this reason, success in a variety of situations and lifelong learning depend on

possessing a wide understanding of intelligence. Genetics and the settings we have lived in are

two factors that contribute to intelligence. To gain a comprehensive understanding of the

concept, Psychologists frequently employ a variety of theories to define intelligence, such as the

cognitive approach, which focuses on the mental processes that underlie intelligent conduct, and
the psychometric method, which stresses quantifiable elements like IQ scores. The IQ scores

help in understanding a person’s Intellectual ability in relation to their age and background. This

IQ score helps clinicians to understand their ability and help accordingly. IQ scores help in

assessing Intellectual Disability as specified by Diagnostic Statistical Manual V TR. Intellectual

developmental disorder is characterized by deficits in general mental abilities, such as reasoning,

problem solving, planning, abstract thinking, judgment, academic learning, and learning from

experience.

Prevalence in India

​ A study done by Russel et.al. in 2022 found that the prevalence of ID was 2% and the

adjusted prevalence was 1.4% in the population. The Meta-regression they did demonstrated that

age of the participants was statistically significantly related to the prevalence; other factors did

not influence the prevalence or heterogeneity.

Clinical picture

Intellectual developmental disorder is characterized by deficits in general mental abilities,

such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning,

and learning from experience. The deficits result in impairments of adaptive functioning, such

that the individual fails to meet standards of personal independence and social responsibility in

one or more aspects of daily life, including communication, social participation, academic or

occupational functioning, and personal independence at home or in community settings. Global

developmental delay, as its name implies, is diagnosed when an individual fails to meet expected

developmental milestones in several areas of intellectual functioning. The diagnosis is used for

individuals younger than 5 years who are unable to undergo systematic assessments of

intellectual functioning, and thus the clinical severity level cannot be reliably assessed.
Intellectual developmental disorder may result from an acquired insult during the developmental

period, for example, a severe head injury, in which case a neurocognitive disorder also may be

diagnosed

Mild to Moderate Intellectual Disability

The majority of people with ID are classified as having mild intellectual disabilities.

Individuals with mild ID are slower in all areas of conceptual development and social and daily

living skills. These individuals can learn practical life skills, which allows them to function in

ordinary life with minimal levels of support. Individuals with moderate ID can take care of

themselves, travel to familiar places in their community, and learn basic skills related to safety

and health. Their self-care requires moderate support.

Severe Intellectual Disability

Severe ID manifests as major delays in development, and individuals often have the

ability to understand speech but otherwise have limited communication skills (Sattler, 2002).

Despite being able to learn simple daily routines and to engage in simple self-care, individuals

with severe ID need supervision in social settings and often need family care to live in a

supervised setting such as a group home.

Profound Intellectual Disability

Persons with profound intellectual disability often have congenital syndromes (Sattler,

2002). These individuals cannot live independently, and they require close supervision and help

with self-care activities. They have very limited ability to communicate and often have physical

limitations. Individuals with mild to moderate disability are less likely to have associated

medical conditions than those with severe or profound ID.

Diagnostic criteria
 Intellectual developmental disorder (intellectual disability) is a disorder with onset during

the developmental period that includes both intellectual and adaptive functioning deficits in

conceptual, social, and practical domains. The following three criteria must be met:

●​ A. Deficits in intellectual functions, such as reasoning, problem-solving, planning,

abstract thinking, judgment, academic learning, and learning from experience, confirmed

by both clinical assessment and individualized, standardized intelligence testing.

●​ B. Deficits in adaptive functioning that result in failure to meet developmental and

sociocultural standards for personal independence and social responsibility. Without

ongoing support, the adaptive deficits limit functioning in one or more activities of daily

life, such as communication, social participation, and independent living, across multiple

environments, such as home, school, work, and community.

●​ C. Onset of intellectual and adaptive deficits during the developmental period.

●​ Note: The term intellectual developmental disorder is used to clarify its relationship with

the WHO ICD-11 classification system, which uses the term Disorders of Intellectual

Development. The equivalent term intellectual disability is placed in parentheses for

continued use. The medical and research literature use both terms, while intellectual

disability is the term in common use by educational and other professions, advocacy

groups, and the lay public. In the United States, Public Law 111-256 (Rosa’s Law)

changed all references to “mental retardation” in federal laws to “intellectual disability.”

Specify current severity (see Table 1):

F70 Mild

F71 Moderate

F72 Severe
F73 Profound

Need for Assessment

Early Identification and Diagnoses

Intellectual functioning should be assessed according to the American Association on

Intellectual and Developmental Disabilities (AAIDD) and DSM-5 in order to diagnose

Intellectual Disability (ID).

Planning intervention and Support services

Accurate intelligence testing allows psychologists, educators, and clinicians to create

tailored intervention plans that take into account the child's cognitive strengths and mental age.

Educational Placement and Curriculum Decision

Intelligence assessment is a critical factor in the decision regarding academic eligibility

for special education programs or inclusive classroom accommodations.

Legal and Social Welfare Eligibility

In India, the availability of disability certification, welfare programs, and funding is

based on standardized IQ-based reports.

Understanding Developmental Trajectories

Intelligence testing sheds light on developmental delays, enabling more accurate

forecasts of long-term cognitive and social functioning.

Culturally relevant assessment

The BKT, having been standardized on the Indian population, affirms that language,

content, and administration are culture-appropriate.

Available Assessment measures

are several other well-established intelligence tests that are used globally. Each of these

assessments has its unique features, benefits, and limitations.

Wechsler Intelligence Scale for Children (WISC)

This is among the most frequently used intelligence assessments for children aged 6 to 16

years. It evaluates a broad range of cognitive abilities, including verbal comprehension,

perceptual reasoning, working memory, and processing speed.

Stanford-Binet Intelligence Scales

Adapted from the original Binet-Simon Scale, the Stanford-Binet is suitable for

individuals from as young as 2 years old up to adulthood. It measures intelligence across five

areas: fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working

memory.

Kaufman Assessment Battery for Children (KABC)

Designed for children between the ages of 2.5 and 12.5 years, the KABC evaluates

cognitive abilities through different processing styles, including simultaneous and sequential

processing. It also features a non-verbal component, making it useful for children who face

language-related challenges.

Cognitive Abilities Test (CogAT)

Widely used in educational settings in the United States, the CogAT measures reasoning

Binet Kamat Test Report 5 and problem-solving skills across three domains: verbal, quantitative,

and nonverbal. It is used for students from kindergarten through grade 12.

Differential Ability Scales (DAS)

assesses multiple cognitive domains, including verbal reasoning, nonverbal abilities, and spatial

processing.

Woodcock-Johnson Tests of Cognitive Abilities (WJ)

The WJ is a comprehensive tool that evaluates cognitive abilities across a wide age range,

starting from 2 years old through adulthood. It measures various cognitive functions, such as

verbal comprehension, visual-auditory learning, and spatial relationships.

Binet-Kamat Test

Background

In France, Alfred Binet (1857–1911) founded the first psychiatric laboratory in 1889. The

French government requested him to come up with a way to identify mentally challenged and

slow learners in Parisian schools.

Stanford- Binet Scale

For this, Binet created an intelligence test in collaboration with Simon, a doctor at the

asylum at Saint-Yon. First published in 1905, the test is called the Binet-Simon scale. The 30

items on the Binet-Simon scale were ranked in increasing order of difficulty. The scale was a

rudimentary indicator of school-age children's intelligence. Binet and Simon made revisions to

the scale in 1908 to fix some of its limitations. The first age scale was the 1908 Binet-Simon

scale, which attracted a lot of attention from psychologists worldwide. Many recommendations

and critiques were consequently made, and in 1911, Binet and Simon made additional revisions

to the scale, extending the age range from three years to the adult level.

The Binet-Simon scale was translated and adapted in a number of ways in the United

States. Terman and his colleagues at Stanford University completed the first significant
American version of the Binet-Simon scale, which became well-known, in 1916. The

Binet-Simon scale was given a nearly new appearance in this edition. Over one-third of the items

were brand-new, and the entire scale was restandardized using a sample of 1400 Americans, 400

of whom were adults and 1000 of whom were children. The idea of IQ, which was initially

presented in a psychological exam, was the most significant component of this redesign.

Stanford-Binet test, sometimes known as the 1937 Binet, was updated by Terman and

Merrill in 1937. Two equivalent variants, L and M, were included in this version. In addition to

extending the upper and lower range, the 1937 Binet was more standardized and validated than

the 1916 iteration.

Binet Kamat Adaptation

The Bombay-Karnatak version of the Binet-Simon Intelligence Scale, known as the Binet

Kamat Test of Intelligence (BKT), has long been a cornerstone of intelligence assessment in

India. It was developed by Dr. V.V. Kamat in 1967 and was an altered Stanford Scale for

Intelligence. The items in the Bombay Karnataka edition of the Binet scale were translated into

Kannada and Marathi, and 1074 children in the small Mysore town of Dharwar, ages 2 to 14,

participated in the study. The Bombay Karnatak Revision was standardized by N. N. Shukla for

Gujarati pupils in Bombay between 1943 and 1947. In order to determine whether the initial

Binet tests were still applicable in India's altered circumstances and whether the atmosphere of

big cities like Bombay had an impact on children's mental development, Kamat conducted a

review in 1964. The Bombay Karnatak modification of the Binet scale involved translating its

items into Kannada and Marathi. The study was conducted among 1074 children in the small

Mysore town of Dharwar, ages 2 to 14. For Gujarati children in Bombay between 1943 and

1947, N. N. Shukla standardized the Bombay Karnatak Revision. To find out how well the initial
Binet tests held up in India's altered circumstances and whether the environment of big cities like

Bombay affected children's mental development, Kamat conducted a review in 1964.

Description of the Test

The BKT is a comprehensive cognitive assessment for individuals aged three to

twenty-two. It evaluates specific abilities, such as memory, problem-solving, and spatial

reasoning, through eleven subtests like block design, picture layout, digit span, and picture

completion. An experienced examiner administers the test one-on-one using standardized

instructions and resources, taking approximately an hour to complete. It is made up of multiple

subtests that assess different aspects of cognitive functioning, including:

Verbal Comprehension

Assesses a child's ability to understand and apply verbal information, including

vocabulary, verbal reasoning, and general knowledge.

Quantitative Reasoning

Assesses the child's ability to solve problems involving quantitative concepts.

perform arithmetic operations, and use quantitative reasoning.

Visual-Spatial Abilities

Evaluates the child's ability to perceive and manipulate visual-spatial information, as

well as their capacity for pattern recognition, mental rotation, and spatial reasoning.

Administration

The subject was seated comfortably in a room free from distraction and rapport was

established with him. The subject was requested to provide the demographic details, including

the name, age, date of birth, and education details. The participant was informed about the nature

of the test and their consent was taken. The administration procedure takes 45 to 60 minutes on
average. Subtests have clear instructions and begin quickly before becoming increasingly

difficult. Before stopping, each scale has a set number of failures. Every correct response is

graded in terms of months. There are 6 items for every age level, all with different scoring

criteria. From 3-10 years, each correct response is given a credit of 2 months. On the other hand,

for ages 12, 14 and 16, the obtained credit for every correct response is 4 months. For 19 and 22

years, each correct response is given a credit of 6 months. The age where the subject is not able

to answer any of the questions in a given age subset is called the terminal age, and the

administration of the test is stopped there.

Scoring

From the age after the basal age onwards, a score of 2 months is given for each correct

answer upto age 10. To find out the mental age, the total number of months is added to the basal

year. For example, if the subject scores 26 months and a basal age of 6, the overall age will be

6+2 years and 2 months, i.e. 8 years 2 months as the individual’s mental age. For 12, 14 & 16

years, each correct answer gets a score of 4 months and for 19 & 22 years a score of 6 months.

IQ is then measured as - IQ= MA/CA*100. For adults above 16 years of age, the chronological

age will be taken as 16. Function wise specification of the IQ scores can be determined from the

function wise specification sheet in terms of components of intelligence like language, memory,

conceptual thinking, reasoning and social intelligence. This will give the profile of the individual

(table 2 provides the functions assessed by subtests and alternative tests in each of the domains).

On the basis of obtained I.Q. a subject can be classified as below

The resulting IQ indicators are divided into different categories to determine individual

intellectual functions. Ratings of over 130 indicate very good intelligence, suggesting very good

cognitive abilities, highly inference skills, and powerful opportunities to solve problems often

found in highly talented people. Those who earn from 120 to 129 are an excellent intellectual

category, reflecting intellectual capacities greater than the average and strong academic potential.

The IQ rating in the range of 110 to 119 is considered a high average intelligence, which

indicates good intellectual capacities and the ability to work well in academic and professional

conditions. The average range of intelligence (90-109) represents a large part of the population,

which means typical cognitive abilities and competence in the everyday solution of problems.

Assessments from 80 to 89 indicate low average intelligence, which indicates easy difficulties in

difficult tasks, although people in this range can still function independently. An IQ rating of 70

to 79 is part of the marginal information category and may indicate significant training problems

and difficulties in adapting to new information. People in this range can compete academically

and need additional educational support. Scores below 70 suggest intellectual disability, which is
characterized by substantial cognitive limitations, often requiring specialized education and

assistance for daily functioning.

Beyond the numerical IQ score, a deeper analysis of the individual\'s performance across

different subtests helps identify specific strengths and weaknesses. Strong oral performance can

indicate well -developed linguistics and reasoning, while difficulties in abstract reasoning or

based on the memory of tasks can indicate potential impaired learning or the attention associated

with attention. In addition, cultural and educational origin plays a role in the test results, since

BKT first of all evaluates verbal abilities. People with a heterogeneous distribution of points can

benefit from further cognitive assessments to understand their own intellectual profiles.

Clinical Application of the test

The Binet-Kamat Test (BKT) of intelligence has the following applications in the clinical

settings:

●​ Assessment of Intellectual Functioning- BKT being an intelligence test aids in the

evaluation of the intellectual abilities of individuals, allowing psychology professionals

to diagnose and measure any intellectual impairments in their clients, aged 3 to 22. It’s a

standardized tool and proves to be a useful tool for educators to tailor their teaching

techniques to their students’ aptitudes. (Roopesh, 2020; Satapathy et al., 2024)

●​ Interventions and Support- BKT caters to individuals aged 3 to 22, thus it helps explore

the cognitive functioning and profile of children and young adults currently in crucial

developmental age groups, allowing families and educators to understand the intellectual

abilities and needs, easing up the process of seeking appropriate resources and

interventions. (Roopesh, 2020; Satapathy et al., 2024)

cognitive development across various developmental age groups. Clinical psychologists

Binet Kamat Test Report 19 utilize the tool to track changes in an individual's cognitive

functioning over time, allowing them to keep a constant check on the effectiveness of

various interventions. (Roopesh, 2020; Satapathy et al., 2024)

●​ Legal and Certification Purposes- BKT is a formally recognized tool, and its score can be

used in disability certification processes, legal documentation, availing government

services, and support for individuals with intellectual disabilities.

●​ Suitability in Indian Context- The items under BKT are designed to be used by the Indian

population, marking their suitability for evaluation of individuals belonging to diverse

cultural backgrounds. (Roopesh, 2020)

●​ Feasibility of Use- BKT is an easy-to-use tool, marked by straightforward administration,

scoring, and interpretation, making it an extremely efficient intelligence assessment tool,

often used in hospital and educational settings.

●​ Applicability and Scope- The test aims to assess fundamental and universal cognitive

functions such as memory, and problem-solving skills. Since these cognitive processes

are bound to minute changes and remain largely the same despite social and technological

changes, BKT remains to be a staple tool in the present age. (Roopesh, 2020).
 References

Boat, T. F., Wu, J. T., Committee to Evaluate the Supplemental Security Income Disability

Program for Children with Mental Disorders, & National Academies of Sciences,

Engineering, and Medicine. (2015). Clinical characteristics of intellectual disabilities.

Mental disorders and disabilities among low-income children. National Academies Press

(US).

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders

(5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Ghosh, P., & Pradhan, S. (2016). Cultural biases in intelligence testing: A study on the

applicability of the Binet-Kamat Test in diverse populations. Indian Journal of

Psychological Assessment, 28(2), 120-129.

Roopesh, B. N. (2020). Binet Kamat Test of Intelligence: administration, scoring and

interpretation-an in-depth appraisal. Indian J Ment Health, 7(03), 180.

Russell, P. S. S., Nagaraj, S., Venkatavaradan, A., Russell, S., Mammen, P. M., Shankar, S. R., ...

& Rebekah, G. (2022). Prevalence of intellectual disability in India: A meta-analysis.

World Journal of Clinical Pediatrics, 11(2), 206.