PEDIATRICS Vol. 31 No. 5 May 1963, pp. 865-875
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MENTAL TESTING OF CHILDREN UNDER THREE YEARS

Sonya Oppenheimer M.D.1 and Jane W. Kessler Ph.D.1

1 Department of Pediatrics of the School of Medicine, and Mental Development Center of Western Reserve University, Cleveland, Ohio

The research on the predictive validity of infant tests has been reviewed and the reasons for discrepant results discussed. The special problems of testing under 3 years have been described. Experience has taught three safeguards in the use of infant tests: (1) to report results in terms of general ranges of ability rather than in numerical terms, (2) to use serial tests as a basis of evaluation, rather than a single test (or combination of tests) given at any one time, and (3) to incorporate all the observations possible, not only those elicited by the individual test items. Ways in which pediatricians can enrich their own observations of mental development and indications for referral have been presented. There is much more to be learned from the psychological testing situation than an I.Q. figure, and this information may be put in use in helping the parent. Although severe retardation is undeniably identifiable within the first 3 years, the diagnosis of mild and moderate retardation must be considered tentative if based on a single evaluation in the first 3 years. Even if further development belies the first impression, evaluation of current mental status can be helpful to parents in setting immediate goals tailored to their child's developmental pattern rather than their own conceptions or those which they have gleaned from books on child care. Close collaboration between psychologist and pediatrician is needed for the proper implementation of psychological testing information.

Submitted on August 30, 1962
Accepted on October 23, 1962