A brain-based approach can provide a framework for intelligence, for integration of biology and cognitive processes that have direct implications for education and brain plasticity. Intelligence is reframed here as a selective cluster of different cognitive processes often localized in broad divisions of the brain. Theories and systems that have guided investigation into the brain mechanisms for cognitive processes are reviewed. The focus is on education and cultural disadvantage, delineating changes in the brain due to learning and its dysfunction. Selected Programs for enhancement of neurocognitive abilities are presented. Neuronal changes appear to occur as a consequence of learning throughout life. A brain-based approach not only relates to how intelligence works, but also opens the door to understanding the mind and hence consciousness. One may say that the mind is not an eclectic collection of intellectual functions of the brain. Rather, the ultimate goal of intelligence is to form a better view of self that gives meaning to an individual’s existence.

The brain changes itself continuously, simply described as a consequence of the interaction between genetic Programs and the environment. That the brain changes itself is evidenced in conditioned reflexes (Pavlov, 1927, 1941), Sperry’s (1993) seminal work on split-brain functions, Francis Crick’s The Astonishing Hypothesis (1994), and in the hypothesis of a self-conscious mind (especially, Eccles in Popper & Eccles, 1977). All of these pioneers shared the notion that the working mind is firmly grounded in brain mechanisms. Pavlov, for instance, regarded the brain as a machine, but an amazing machine that repairs itself (Pavlov, 1941). Sperry thought that consciousness arises out of the mechanisms of the brain, but having emerged, influences the workings of the brain. All of them believed in the integrative action of the central nervous system—and all four of them received the Nobel Prize.

is a psychometric instrument used in child and adolescent . It is used especially in the assessment of individuals with an intellectual disability, a pervasive developmental disorder, and other types of developmental delays.

The Vineland Social Maturity Scale assesses a person's adaptive level of functioning by standardized interview of the person or their caregiver through their activities of daily living such as walking, talking, getting dressed, going to school, preparing a meal, etc. The original Vineland interview assessed three domains: communication, socialization and daily living, which correspond to the 3 domains of adaptive functioning recognized by the American Association on Intellectual and Developmental Disabilities namely conceptual skills (language and literacy, mathematics, time and number concepts, and self-direction), social skills and practical skills of daily living.

is one of the popular tests of intelligence for children in the Indian subcontinent. It is a much sought-after test due to its simplicity, ease of administration and takes less than 10 minutes to arrive at an IQ score. Further, it elicits interest in children, is easy to score and can be administered to even shy, speech impaired, autistic spectrum and/or attention deficit and hyperactive children. There are standard norms and to keep up with the Flynn effect, researchers are conducting studies to update normative data to keep up with the times. However, all the available norms in India with respect to SFB, follow incorrect practices, such as, using SFB for children older than 10 years; inappropriate processes, such as, using only the mean value and ignoring standard deviation; and erroneous way of converting interval scale score to ordinal scale score to arrive at the ratio IQ method. These errors have been existing for decades, despite the possibility of having better and appropriate norms that matches the deviation IQ. This article attempts to highlight the pitfalls of adopting the existing norms with appropriate examples and figures. Further, the article proposes a better and more appropriate norms to arrive at an IQ

This test battery has test for word reading and reading comprehension in English. In word reading there are 106 items and the level of complexity increases with number of items. Basically, the words vary from high frequency to low frequency. The score of the test gives an age equivalent and a grade equivalent score for the child from which we can determine the reading and comprehension level of the child.

These screening tests provide information about a range of ages during which normally developing children acquire certain abilities and skills. By comparing a child’s development to the developmental age ranges in this tool, it allows providers to identify young children with developmental problems so that they can be referred for help.

The tests address four domains of child development: personal-social, fine motor and adaptive language, and gross motor. They are meant to be used by medical assistants or other trained workers in Programs serving children.

RAN test is designed to measure the reading fluency. In this study, rapid colour, letter and digit naming tests were used. In the test, a set of items are shown in two different sets (set A & set B). The child needs to serially name pictures of colours, letters or digits, presented as rows on a card, as fast as s/he can. The score of the test implies the randomisation of letters, digits, colours and shapes. This shows how skilled the child is in identifying the abovesaid concepts.

Raven's Progressive Matrices Test is a behavioural task that measures fluid intelligence by testing people's non-verbal, analytical abilities. The Raven Progressive Matrices test, both in its usual form and in the simplest coloured form, the Raven's Coloured Progressive Matrices (RCPM) test are widely considered as the most specifically designed test to measure the ‘G’ factor and as the purest measure of fluid intelligence.