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A high correlation was obtained between the test and full-scale IQ. These results are consistent with the expectancy that TLN-C will provide a more valid measure of intellectual functioning than the WISC.
Considering the above-mentioned limitations, the cross-sectional study of the normalization of the TLN-C revealed that it is a valid instrument that has shown psychometric properties similar to those of the WISC-IV, which would make it applicable to use in clinical practice.
[8] E. A. Tass, & L. M. Lecce, (2010). The Development and Validation of the WISC-IV Similarities subtest. In E. A. Tass, L. M. Lecce & H. R. Schuler, (Eds.), Essays on the Development and Validation of the WISC-IV Similarities Subtest (pp. 49-70). Baltimore, MD: Paul H. Brookes.
[9] APA, (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). American Psychiatric Association, Washington, DC. Retrieved on April 23, 2017 from http://www.dsm5.org/Pages/Default.aspx
It is noteworthy that a proportion of students had problems in reading and/or writing. Therefore, the instruments applied to assess intellectual level and the special education offered to them are warranted. The instruments most widely used in Brazil to assess intellectual functioning are the WISC-III and the Wechsler Abbreviated Scale of Intelligence. However, the latter instrument is more specific to neurological pathologies, and may not be as appropriate for use with individuals with learning difficulties, given that they already have a lower intelligence quotient. The current study shows that the TLN-C may be useful to assess individuals with learning difficulties.
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