When an examiner is able to relate observations of the child s behaviors in the testing situation to the profile of obtained scores (e.g., by noting that the child s anxiety disrupted test performance on all times tasks), two things occur: (a) The examiner learns important information about the child that can be translated to practical educational suggestions, thereby enhancing the value of the intelligence test; and (b) the actual IQs earned by the child may become gross underestimates of his or her real intellectual abilities.
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