Crawford Method

How do I count years of education?

Enter the total number of years of (full time) formal education, starting from the first year of primary school (usually age 5). For example, completing school to 18 = 13 years, 3 years bachelor's degree = ~16 years, PhD (full time)= ~19 years.

What does social educational status mean?

This 5-point classification reflects socioeconomic strata used in the original Crawford model, based primarily on occupation. We have updated the descriptors to include more modern terms. Select the group that best aligns with the person's main or longest-held occupation.

Helmes / Barona Methods

How do I code education level?

This scale was used in the original Barona and Helmes studies. Select the category that best represents the person's total formal education, not including pre-school or kindergarten, including high school and tertiary study.

What do the occupation levels mean?

These categories follow the original Barona and Helmes classifications and are based on demographic codes from the WAIS-R. Choose the occupational category that best represents your clients most usual (not necessarily current) work.

What is meant by rural or urban?

Helmes classified town/city of residence as 'urban' if the population was 2,500 or greater, and 'rural' if less than that. Use census data or local knowledge to estimate the typical population size of the area where the person lives or grew up.

What if someone is non-binary or transgender?

These models were developed using binary sex categories (female/male). This is a limitation of older models. If uncertain, use clinical judgment to select the category that most closely reflects the individual's background.

Why is ethnicity included?

These estimates are based on Barona and Helmes' demographic samples, where ethnicity was a statistically significant variable in predicting IQ scores. However we acknowledge that estimates of IQ based on ethicity are highly problematic. Please use clinical judgement in applying these equations, alongside other indicators, choosing the option that most closely reflects the individual's cultural or ethnic background.

How are these corrections calculated?

These demographic equations were developed to predict WAIS-R IQ. Kirton et al. (2020) applied a Flynn-effect correction of 0.23 IQ points per year to convert the Barona estimate to a WAIS-IV equivalent, giving a 6.21-point correction across 27 years. The WAIS-5 option applies the same rate across 44 years, giving a 10.12-point correction. The WAIS-5 value is an extrapolation rather than a directly validated WAIS-5 conversion.

What does this range mean?

The displayed range is calculated from the standard error of estimate reported for each regression equation. It is an approximate prediction range, not an exact case-specific regression interval, because the original predictor covariance data needed to calculate an individualised interval are not available.

Method Estimated IQ (Approximate Range) Target Metric

References

Crawford, J. R., & Allan, K. M. (1997). Estimating premorbid WAIS-R IQ with demographic variables: Regression equations derived from a UK sample. The Clinical Neuropsychologist, 11(2), 192–197.

Helmes, E. (1996). Use of the Barona method to predict premorbid intelligence in the elderly. The Clinical Neuropsychologist, 10(3), 255–261.

Barona, A., Reynolds, C. R., & Chastain, R. (1984). A demographically based index of premorbid intelligence for the WAIS-R. Journal of Consulting and Clinical Psychology, 52(5), 885–887.

Barona, A., & Chastain, R. L. (1986). An improved estimate of premorbid IQ for Blacks and Whites on the WAIS—R. International Journal of Clinical Neuropsychology, 8(4), 169–173.

Kirton, J. W., Soble, J. R., Marceaux, J. C., Messerly, J., Bain, K. M., Webber, T. A., Fullen, C., Alverson, W. A., & McCoy, K. J. M. (2020). Comparison of models of premorbid IQ estimation using the TOPF, OPIE-3, and Barona equation, with corrections for the Flynn effect. Neuropsychology, 34(1), 43–52.

Trahan, L. H., Stuebing, K. K., Fletcher, J. M., & Hiscock, M. (2014). The Flynn effect: A meta-analysis. Psychological Bulletin, 140(5), 1332–1360.