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Clinical Report - Binet Kamat Test (BKT)
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Demographic Details:
Name: M. G.
Age: 8 years 10 months 18 days
Date of birth: 6/3/2016
Name of the administrator: ABC
Language of administration: Hindi
Date of testing: 24th Jan 2025
Gender: Male
Education: Student in the 2nd grade
Presenting concerns: N/A
Referred by: N/A
Test Administered: Binet Kamat Test
Purpose of testing: To measure intelligence using the Binet Kamat Test
Overview and Case History:
Personal history, family history, development history, past medical history and educational
history and reason for referral unknown for analysis of contributing factors.
Behavioural Observation:
Overall, the client was well oriented to time, place and person. The client responded
appropriately to the testing context. The client responded well to some subtests initially, was
prone to disinterest due to boredom or fatigue, but would respond expansively if probed and
appreciated.
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Introduction to the test
Intelligence is a complex and multi-dimensional concept with various theoretical perspectives. It
encompasses various cognitive abilities, including reasoning, problem-solving, learning, and
adaptation to new situations. While intelligence is often thought of as a single ability, researchers
have developed multiple theories to explain its complexity.
IQ i.e. intelligence quotient is a measure of a person's cognitive abilities relative to their age
group. It is commonly used as an indicator of intellectual potential or problem-solving abilities.
IQ tests like the Wechsler Adult Intelligence Scale (WAIS) or the Stanford-Binet test assess
various cognitive abilities, including reasoning, problem-solving, and understanding.
IQ scores are standardized, with a mean of 100 and a standard deviation of 15.
Binet-Kamat Test - Has multiple translations available and can be conducted in a language in
which the child is comfortable - switch to vernacular languages at any point in the test, where the
client is unable to answer or respond in English
The Binet-Kamat Test of Intelligence (BKT) has six major categories of subtests:
- Language (L)
- Memory (M): Includes meaningful memory (Mm) and non-meaningful memory (NMm)
- Conceptual Thinking (CT)
- Reasoning (R): Includes non-verbal reasoning (NVR), verbal reasoning (VR), and
numerical reasoning (NR)
- Visual-motor (VM)
- Social Intelligence (SI)
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Standardised interpretations of IQ scores are:
● Above 135 – genius
● 120-134 – gifted
● 110-119 – above average
● 90-109 – average
● 89 – below average
● 70-79 – borderline ID
● 60-69 – borderline ID
● 50-59 – moderate ID
● 35-49 – severe ID
● Below 20 – profound ID
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Assessment report
Item 3 4 5 6 7 8 9 10 12 14 16 19 22
No./
Age
1 2 2 2 2 2 2 2 2 4 4 4 6 0
2 2 2 2 2 2 2 2 2 4 4 4 6 0
3 2 2 2 2 2 2 2 2 4 4 4 6 6
4 2 2 2 2 2 2 2 2 4 4 4 6 6
5 2 2 2 2 2 2 2 2 4 4 4 6 6
6 2 2 2 2 2 2 2 2 4 4 0 6 6
Alt 0 6
1
Alt 0 6
2
Alt
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IQ Calculation:
Basal Age (BA) = 3 years
Chronological Age (CA) = 28 years 3 months = 339
Terminal Age (TA) = 22 years
Mental Age = 12+12+12+12+12+12+12+12+24+24+20+36+36= 236 months
Mental age = 236 + 24 = 260 months
IQ = MA/CA = 260/214 = 1.22
IQ Score = 76 (Borderline IQ)
The manifestations of this IQ score will be discussed further
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Discussion
Manifestation of Borderline Intellectual Disability
Individuals with borderline intellectual disability (ID) often face significant learning difficulties,
which manifest as challenges in academic performance and comprehension. They may struggle
to grasp concepts taught in educational settings and find it hard to retain or apply the knowledge
effectively. These difficulties can hinder their ability to keep up with their peers in school and
other learning environments.
Another major challenge is with problem-solving, particularly when it involves abstract
reasoning. People with borderline ID may find it difficult to think critically or come up with
creative solutions to problems. Tasks that require understanding patterns, making predictions, or
applying logic can be particularly overwhelming.
Social challenges are also prevalent among individuals with borderline ID. Many struggle with
forming and maintaining social relationships due to difficulty understanding social cues and
norms. They might misinterpret others' intentions or behaviors, leading to misunderstandings or
feelings of isolation. These social struggles can further affect their self-esteem and ability to
engage meaningfully with others.
Memory problems, especially related to short-term and working memory, are commonly
observed. Individuals may find it hard to retain information over short periods, making it
challenging to follow instructions or learn new tasks. This limitation can also affect their ability
to process and integrate new information into their daily routines.
Limited adaptability is another significant issue. People with borderline ID often face challenges
when adapting to new or complex situations. They may feel overwhelmed by changes in their
environment or routine and require additional time and support to adjust. This difficulty in
adaptation can affect their ability to handle transitions in life, such as moving to a new place or
starting a new job.
Delayed development is frequently noted in the cognitive and adaptive skill domains. Individuals
may take longer to achieve developmental milestones compared to their peers. This delay can
impact their independence and ability to perform age-appropriate tasks effectively.
Finally, planning and organizational skills are areas of concern. Many individuals with borderline
ID struggle to organize their thoughts and tasks, which makes planning ahead a significant
challenge. Whether it involves managing time, setting goals, or completing multi-step tasks,
these difficulties can hinder their ability to perform daily activities efficiently.
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Recommendations
1. Educational Support: The client may benefit from remedial education services within a
mainstream school. Teachers should be made aware of the client’s learning pace and be
encouraged to break down tasks into smaller, manageable steps; use visual aids,
repetition, and hands-on learning tools; and allow extra time during exams or offer oral
testing alternatives where applicable.
2. Vocational and Career Guidance: Vocational planning should start early and be based on
the client’s interests, strengths, and practical skills. Training in structured, repetitive tasks
or semi-skilled jobs may be most appropriate.
3. Life Skills and Adaptive Functioning: It is crucial to provide training in daily living
skills, including money handling, budgeting, and shopping; time management and
following routines; self-care and hygiene; navigating transportation and community
resources.
4. Psychosocial Support: Due to possible feelings of inadequacy, frustration, or low
self-esteem, emotional support is vital. A supportive family environment that maintains
realistic expectations while offering encouragement will significantly impact the client’s
emotional well-being and growth.
Where possible, coordination between school, home, and community services (e.g., special
educators, vocational trainers, counselors) can ensure continuity of care and skill generalization.
Assessment Summary
In summary, individuals with borderline intellectual disability face a wide range of challenges
across cognitive, social, and adaptive domains. Understanding and addressing these difficulties
with tailored support and interventions can greatly improve their quality of life and opportunities
for success.
