Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Kind en adolescent 1/2020

01-02-2020 | Artikelen

Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2)

Een intelligentie- en algemene ontwikkelingstest voor kinderen en jongeren tussen 5 en 20 jaar

Auteurs: Dr. Selma A. J. Ruiter, Dr. Linda Visser, Prof. dr. Marieke E. Timmerman

Gepubliceerd in: Kind en adolescent | Uitgave 1/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Samenvatting

Is de IDS‑2 een instrument waarmee integratief diagnostisch onderzoek gedaan kan worden? Dat is de vraag die we in dit artikel willen beantwoorden. Dat doen we door een bespreking van het theoretische model dat onderliggend is aan de IDS‑2, het Cattell-Horn-Carroll-model, en de resultaten van onderzoek naar het gebruik van de IDS‑2 bij verschillende klinische groepen. De IDS‑2 is een instrument voor kinderen en jongeren van 5–20 jaar en omvat de domeinen Intelligentie, Executief functioneren en Ontwikkeling. De resultaten van de klinische studies ondersteunen het onderliggende theoretische model en de differentiële validiteit van de IDS‑2. De IDS‑2 kan daarmee worden beschouwd als een waardevol instrument in de uitvoering van integratieve diagnostiek.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Literatuur
go back to reference Alfonso, V. C., & Flanagan, D. P. (2018). Essentials of specific learning disability identification (2e druk.). Hoboken: Wiley. Alfonso, V. C., & Flanagan, D. P. (2018). Essentials of specific learning disability identification (2e druk.). Hoboken: Wiley.
go back to reference Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford.
go back to reference Barkley, R. A. (2000). Commentary on the multimodal treatment study of children with ADHD. Journal of Abnormal Psychology, 28, 595–599. Barkley, R. A. (2000). Commentary on the multimodal treatment study of children with ADHD. Journal of Abnormal Psychology, 28, 595–599.
go back to reference Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes, brain and treatment in dyslexia and dysgraphia. Future Neurology, 5(4), 597–617. PubMedPubMedCentralCrossRef Berninger, V., & Richards, T. (2010). Inter-relationships among behavioral markers, genes, brain and treatment in dyslexia and dysgraphia. Future Neurology, 5(4), 597–617. PubMedPubMedCentralCrossRef
go back to reference Bos, K. P. van den, & Spelberg, H. L. (2010). CB&WL Continu benoemen en woorden lezen. Amsterdam: Boom Test Onderwijs. Bos, K. P. van den, & Spelberg, H. L. (2010). CB&WL Continu benoemen en woorden lezen. Amsterdam: Boom Test Onderwijs.
go back to reference Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293. PubMedCrossRef Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273–293. PubMedCrossRef
go back to reference Canivez, G. L., & Gaboury, A. R. (2016). Construct validity and diagnostic utility of the cognitive assessment system for ADHD. Journal of Attention Disorders, 20(6), 519–529. PubMedCrossRef Canivez, G. L., & Gaboury, A. R. (2016). Construct validity and diagnostic utility of the cognitive assessment system for ADHD. Journal of Attention Disorders, 20(6), 519–529. PubMedCrossRef
go back to reference Carroll, J. B. (2003). The higher-stratum structure of cognitive abilities: current evidence supports g and ten broad factors. In H. Nyborg (red.), The scientific study of general intelligence: tribute to Arthur R. Jensen (pag. 5–21). Boston: Pergamon. CrossRef Carroll, J. B. (2003). The higher-stratum structure of cognitive abilities: current evidence supports g and ten broad factors. In H. Nyborg (red.), The scientific study of general intelligence: tribute to Arthur R. Jensen (pag. 5–21). Boston: Pergamon. CrossRef
go back to reference Chaiken, S. R., Kyllonen, P. C., & Tirre, W. C. (2000). Organization and components of psychomotor abilities. Cognitive Psychology, 40(3), 198–226. PubMedCrossRef Chaiken, S. R., Kyllonen, P. C., & Tirre, W. C. (2000). Organization and components of psychomotor abilities. Cognitive Psychology, 40(3), 198–226. PubMedCrossRef
go back to reference Cornoldi, C., Giofre, P., Orsini, A., & Pezzuti, L. (2014). Differences in the intellectual profile of children with intellectual vs. learning disability. Research in Developmental Disabilities, 35(9), 2224–2230. PubMedCrossRefPubMedCentral Cornoldi, C., Giofre, P., Orsini, A., & Pezzuti, L. (2014). Differences in the intellectual profile of children with intellectual vs. learning disability. Research in Developmental Disabilities, 35(9), 2224–2230. PubMedCrossRefPubMedCentral
go back to reference Dawson, M., Soulières, I., Gernsbacher, M. A., & Motton, L. (2007). The level and nature of autistic intelligence. Psychological Science, 18(8), 657–662. PubMedPubMedCentralCrossRef Dawson, M., Soulières, I., Gernsbacher, M. A., & Motton, L. (2007). The level and nature of autistic intelligence. Psychological Science, 18(8), 657–662. PubMedPubMedCentralCrossRef
go back to reference Flanagan, D. P., & McGrew, K. S. (1997). A cross-battery approach to assessing and interpreting cognitive abilities: narrowing the gap between practice and cognitive science. In D. P. Flanagan, J. L. Genshaft & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 314–325). New York: Guilford. Flanagan, D. P., & McGrew, K. S. (1997). A cross-battery approach to assessing and interpreting cognitive abilities: narrowing the gap between practice and cognitive science. In D. P. Flanagan, J. L. Genshaft & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 314–325). New York: Guilford.
go back to reference Flanagan, D. P., McGrew, K. S., & Ortiz, S. (2000). The Wechsler intelligence scales and Gf-Gc theory: a contemporary approach to interpretation. Needham: Allyn & Bacon. Flanagan, D. P., McGrew, K. S., & Ortiz, S. (2000). The Wechsler intelligence scales and Gf-Gc theory: a contemporary approach to interpretation. Needham: Allyn & Bacon.
go back to reference Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013). Essentials of cross-battery assessment (3e druk.). Hoboken: Wiley. Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013). Essentials of cross-battery assessment (3e druk.). Hoboken: Wiley.
go back to reference Georgiou, G. K., & Parrila, R. (2013). Rapid automatized naming and reading. In H. L. Swanson, K. R. Harris & S. Graham (red.), Handbook of learning disabilities (2e druk. pag. 169–185). New York: Guilford. Georgiou, G. K., & Parrila, R. (2013). Rapid automatized naming and reading. In H. L. Swanson, K. R. Harris & S. Graham (red.), Handbook of learning disabilities (2e druk. pag. 169–185). New York: Guilford.
go back to reference Goldberg, E. (2009). The new executive brain: frontal lobes in a complex world. New York: Oxford University Press. Goldberg, E. (2009). The new executive brain: frontal lobes in a complex world. New York: Oxford University Press.
go back to reference Grob, A., & Hagmann-von Arx, P. (2017). IDS-2: Intelligence and Development Scales‑2. Bern: Hogrefe. Grob, A., & Hagmann-von Arx, P. (2017). IDS-2: Intelligence and Development Scales‑2. Bern: Hogrefe.
go back to reference Grob, A., & Hagmann-von Arx, P. (2018). IDS‑2. Intelligentie- en ontwikkelingsschalen voor kinderen en jongeren. Verantwoording en psychometrie. Amsterdam: Hogrefe. Nederlandse bewerking door S. Ruiter, L. Visser en M. Timmerman. Grob, A., & Hagmann-von Arx, P. (2018). IDS‑2. Intelligentie- en ontwikkelingsschalen voor kinderen en jongeren. Verantwoording en psychometrie. Amsterdam: Hogrefe. Nederlandse bewerking door S. Ruiter, L. Visser en M. Timmerman.
go back to reference Grob, A., Meyer, C. S., & Hagmann-von Arx, P. (2009). Intelligence and Developmental Scales (IDS). Bern: Huber. Grob, A., Meyer, C. S., & Hagmann-von Arx, P. (2009). Intelligence and Developmental Scales (IDS). Bern: Huber.
go back to reference Hale, J. B., Yim, M., Schneider, A. N., Wilcox, G., Henzel, J. N., & Dixon, S. G. (2012). Cognitive and neuropsychological assessment of attention-deficit/hyperactivity disorder: redefining a disruptive behavior disorder. In D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (3e druk. pag. 687–707). New York: Guilford. Hale, J. B., Yim, M., Schneider, A. N., Wilcox, G., Henzel, J. N., & Dixon, S. G. (2012). Cognitive and neuropsychological assessment of attention-deficit/hyperactivity disorder: redefining a disruptive behavior disorder. In D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (3e druk. pag. 687–707). New York: Guilford.
go back to reference Harrison, A. G., & Holmes, A. (2012). Easier said than done: operationalizing the diagnosis of learning disability for use at the postsecondary level in Canada. Canadian Journal of Psychology, 27, 12–34. CrossRef Harrison, A. G., & Holmes, A. (2012). Easier said than done: operationalizing the diagnosis of learning disability for use at the postsecondary level in Canada. Canadian Journal of Psychology, 27, 12–34. CrossRef
go back to reference Jewsbury, P., Bowden, S. C., & Duff, K. (2016). The Cattell-Horn-Carroll model of cognition for clinical assessment. Journal of Psychoeducational Assessment, 56(6), 1–21. Jewsbury, P., Bowden, S. C., & Duff, K. (2016). The Cattell-Horn-Carroll model of cognition for clinical assessment. Journal of Psychoeducational Assessment, 56(6), 1–21.
go back to reference Keith, T. Z., & Reynolds, M. R. (2010). Cattell-Horn-Carroll abilities and cognitive tests: what we’ve learned from 20 years of research. Psychology in the Schools, 47, 635–650. Keith, T. Z., & Reynolds, M. R. (2010). Cattell-Horn-Carroll abilities and cognitive tests: what we’ve learned from 20 years of research. Psychology in the Schools, 47, 635–650.
go back to reference Kibby, M. Y., & Cohen, M. J. (2008). Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14(6), 525–546. PubMedPubMedCentralCrossRef Kibby, M. Y., & Cohen, M. J. (2008). Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning. Child Neuropsychology, 14(6), 525–546. PubMedPubMedCentralCrossRef
go back to reference Koning, B. de, Ruiter, S. A. J., & Zonneveld, L. van (2019). De Intelligence and Development Scales‑2. De Psycholoog, 54, 38–50. Koning, B. de, Ruiter, S. A. J., & Zonneveld, L. van (2019). De Intelligence and Development Scales‑2. De Psycholoog, 54, 38–50.
go back to reference Maddocks, D. L. S. (2018). The identification of students who are gifted and have a learning disability: a comparison of different diagnostic criteria. Gifted Child Quaterly, 62(2), 175–192. CrossRef Maddocks, D. L. S. (2018). The identification of students who are gifted and have a learning disability: a comparison of different diagnostic criteria. Gifted Child Quaterly, 62(2), 175–192. CrossRef
go back to reference Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 429–439. CrossRef Mayes, S. D., & Calhoun, S. L. (2008). WISC-IV and WIAT-II profiles in children with high-functioning autism. Journal of Autism and Developmental Disorders, 38, 429–439. CrossRef
go back to reference McCloskey, G., Perkins, L. A., & Van Divner, B. (2009). Assessment and intervention for executive function difficulties. New York: Routledge. McCloskey, G., Perkins, L. A., & Van Divner, B. (2009). Assessment and intervention for executive function difficulties. New York: Routledge.
go back to reference McCloskey, G., Whitaker, J., Murphy, R., & Rogers, J. (2012). Intellectual, cognitive, and neuropsychological assessment in three-tier service delivery systems in schools. In I. D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests and issues (3e druk. pag. 852–881). New York: Guilford. McCloskey, G., Whitaker, J., Murphy, R., & Rogers, J. (2012). Intellectual, cognitive, and neuropsychological assessment in three-tier service delivery systems in schools. In I. D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests and issues (3e druk. pag. 852–881). New York: Guilford.
go back to reference McGrew, K. S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: past, present, and future. In D. P. Flanagan, J. L. Genshaft & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 136–182). New York: Guilford. McGrew, K. S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: past, present, and future. In D. P. Flanagan, J. L. Genshaft & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 136–182). New York: Guilford.
go back to reference McGrew, K. S., & Flanagan, D. P. (1998). The Intelligence Test Desk Reference (ITDR): Gf-Gc cross-battery assessment. Boston: Allyn & Bacon. McGrew, K. S., & Flanagan, D. P. (1998). The Intelligence Test Desk Reference (ITDR): Gf-Gc cross-battery assessment. Boston: Allyn & Bacon.
go back to reference Meltzer, L., & Krishnan, K. (2007). Executive function difficulties and learning disabilities: understandings and misunderstandings. In L. Meltzer (red.), Executive function in education (pag. 77–5). New York: Guilford. Meltzer, L., & Krishnan, K. (2007). Executive function difficulties and learning disabilities: understandings and misunderstandings. In L. Meltzer (red.), Executive function in education (pag. 77–5). New York: Guilford.
go back to reference Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York: Routledge. Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York: Routledge.
go back to reference Naglieri, J. A., & Feifer, S. G. (2018). Patterns of strengths and weaknesses made easy: the discrepancy/consistency model. In V. C. Alfonso & D. P. Flanagan (red.), Essentials of specific learning disability identification (2e druk. pag. 431–474). Hoboken: Wiley. Naglieri, J. A., & Feifer, S. G. (2018). Patterns of strengths and weaknesses made easy: the discrepancy/consistency model. In V. C. Alfonso & D. P. Flanagan (red.), Essentials of specific learning disability identification (2e druk. pag. 431–474). Hoboken: Wiley.
go back to reference Naglieri, J. A., Salter, C. J., & Edwards, G. (2004). Assessment of children with attention and reading disabilities using the PASS theory and Cognitive Assessment System. Journal of Psychoeducational Assessment, 22, 93–105. CrossRef Naglieri, J. A., Salter, C. J., & Edwards, G. (2004). Assessment of children with attention and reading disabilities using the PASS theory and Cognitive Assessment System. Journal of Psychoeducational Assessment, 22, 93–105. CrossRef
go back to reference Newton, J. H., & McGrew, K. S. (2010). Introduction to the special issue: current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 47, 621–634. Newton, J. H., & McGrew, K. S. (2010). Introduction to the special issue: current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 47, 621–634.
go back to reference Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibitioin for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361–383. PubMedCrossRef Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibitioin for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361–383. PubMedCrossRef
go back to reference Ozonoff, S., & Schetter, P. (2007). Executive dysfunction in autism spectrum disorders: from research to practice. In L. Meltzer (red.), Executive function in education (pag. 133–160). New York: Guilford. Ozonoff, S., & Schetter, P. (2007). Executive dysfunction in autism spectrum disorders: from research to practice. In L. Meltzer (red.), Executive function in education (pag. 133–160). New York: Guilford.
go back to reference Resing, W. C. M. (2015). Psychodiagnostiek. Handboek intelligentietheorie en testgebruik. Amsterdam: Pearson. Resing, W. C. M. (2015). Psychodiagnostiek. Handboek intelligentietheorie en testgebruik. Amsterdam: Pearson.
go back to reference Resing, W. C. M., Bleichrodt, N., Drenth, P. J. D. D., & Zaal, J. N. (2012). Revisie Amsterdamse Kinder Intelligentie Test‑2 (RAKIT-2). Gebruikershandleiding. Amsterdam: Pearson. Resing, W. C. M., Bleichrodt, N., Drenth, P. J. D. D., & Zaal, J. N. (2012). Revisie Amsterdamse Kinder Intelligentie Test‑2 (RAKIT-2). Gebruikershandleiding. Amsterdam: Pearson.
go back to reference Roth, R. M., & Saykin, A. J. (2004). Executive dysfunction in attention deficit hyperactivity disorder: cognitive and neuroimaging findings. Psychiatric Clinics of North America, 27(1), 83–96. PubMedCrossRef Roth, R. M., & Saykin, A. J. (2004). Executive dysfunction in attention deficit hyperactivity disorder: cognitive and neuroimaging findings. Psychiatric Clinics of North America, 27(1), 83–96. PubMedCrossRef
go back to reference Rowe, E. W., Kingsley, J. M., & Thompson, D. F. (2010). Predictive ability of the General Ability Index (GAI) versus the full scale IQ among gifted referrals. School Psychology Quarterly, 25(2), 119. CrossRef Rowe, E. W., Kingsley, J. M., & Thompson, D. F. (2010). Predictive ability of the General Ability Index (GAI) versus the full scale IQ among gifted referrals. School Psychology Quarterly, 25(2), 119. CrossRef
go back to reference Ruiter, S. A. J., Hurks, P. P. M., & Timmerman, M. E. (2017). IQ-score is dringend aan modernisering toe. Naar een nieuwe interpretatie en classificatie van de geschatte intelligentie. Kind en Adolescent Praktijk, 16, 16–23. CrossRef Ruiter, S. A. J., Hurks, P. P. M., & Timmerman, M. E. (2017). IQ-score is dringend aan modernisering toe. Naar een nieuwe interpretatie en classificatie van de geschatte intelligentie. Kind en Adolescent Praktijk, 16, 16–23. CrossRef
go back to reference Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 99–144). New York: Guilford. Schneider, W. J., & McGrew, K. S. (2012). The Cattell-Horn-Carroll model of intelligence. In D. P. Flanagan & P. L. Harrison (red.), Contemporary intellectual assessment: theories, tests, and issues (pag. 99–144). New York: Guilford.
go back to reference Shallice, T., Marzocchi, G. M., Coser, S., Del Savio, M., Meuter, R. F., & Rumiati, R. L. (2002). Executive function profile of children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 21, 43–71. PubMedCrossRef Shallice, T., Marzocchi, G. M., Coser, S., Del Savio, M., Meuter, R. F., & Rumiati, R. L. (2002). Executive function profile of children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 21, 43–71. PubMedCrossRef
go back to reference Sweetland, J. D., Reina, J. M., & Tatti, A. F. (2006). WISC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7–10. CrossRef Sweetland, J. D., Reina, J. M., & Tatti, A. F. (2006). WISC-III verbal/performance discrepancies among a sample of gifted children. Gifted Child Quarterly, 50(1), 7–10. CrossRef
go back to reference Verschueren, K., & Koomen, H. (2007). Handboek diagnostiek in de leerlingbegeleiding. Antwerpen: Maklu. Verschueren, K., & Koomen, H. (2007). Handboek diagnostiek in de leerlingbegeleiding. Antwerpen: Maklu.
go back to reference Verschueren, K., & Resing, W. C. M. (2015). Intelligentiediagnostiek volgens het CHC-model. Van theorie naar praktijk. In W. C. M. Resing (red.), Handboek intelligentietheorie en testgebruik (pag. 63–84). Amsterdam: Pearson. Verschueren, K., & Resing, W. C. M. (2015). Intelligentiediagnostiek volgens het CHC-model. Van theorie naar praktijk. In W. C. M. Resing (red.), Handboek intelligentietheorie en testgebruik (pag. 63–84). Amsterdam: Pearson.
go back to reference Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4e druk.). San Antonio: Psychological Corporation. Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4e druk.). San Antonio: Psychological Corporation.
go back to reference Wechsler, D. (2012). WAIS-IV-NL: Wechsler Adult Intelligence Scale – Nederlandstalige bewerking. Amsterdam: Pearson. Wechsler, D. (2012). WAIS-IV-NL: Wechsler Adult Intelligence Scale – Nederlandstalige bewerking. Amsterdam: Pearson.
go back to reference Wechsler, D. (2017). WISC-V-NL: Wechsler Intelligence Scale for Children (5e druk). Amsterdam: Pearson. Nederlandse bewerking: M. P.H. Hendriks & S. Ruiter, Vlaamse experts: M. Schittekatte & A. Bos. Wechsler, D. (2017). WISC-V-NL: Wechsler Intelligence Scale for Children (5e druk). Amsterdam: Pearson. Nederlandse bewerking: M. P.H. Hendriks & S. Ruiter, Vlaamse experts: M. Schittekatte & A. Bos.
go back to reference Windsor, J., & Kohnert, K. (2008). Processing measures of cognitive-linguistic interactions for children with language impairment and reading disabilities. In M. Mody & E. R. Silliman (red.), Brain, behavior, and learning in language and reading disorders (pag. 135–160). New York: Guilford. Windsor, J., & Kohnert, K. (2008). Processing measures of cognitive-linguistic interactions for children with language impairment and reading disabilities. In M. Mody & E. R. Silliman (red.), Brain, behavior, and learning in language and reading disorders (pag. 135–160). New York: Guilford.
Metagegevens
Titel
Integratieve diagnostiek met de Intelligence and Development Scales-2 (IDS-2)
Een intelligentie- en algemene ontwikkelingstest voor kinderen en jongeren tussen 5 en 20 jaar
Auteurs
Dr. Selma A. J. Ruiter
Dr. Linda Visser
Prof. dr. Marieke E. Timmerman
Publicatiedatum
01-02-2020
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Kind en adolescent / Uitgave 1/2020
Print ISSN: 0167-2436
Elektronisch ISSN: 1876-5998
DOI
https://doi.org/10.1007/s12453-019-00229-0