Intellectual disability can be defined by; “significant impairment in intellectual functioning, significant impairment in adaptive/social functioning and age of onset before adulthood” (British Psychological Society, 2000). As explained by Gordon (2010), an individual can be classified as intellectually disabled (ID) if they score less than 70 on a reliable, standardized IQ test. Professionals rely on the Wechsler Adult Intelligence Scale Third Edition (WAIS-III) and the Wechsler Intelligence Scale for Children Fourth Edition (WISC - IV) to measure IQ among adults and children (Gordon 2010) p 197). These two tests are very popular and have been used in the United States for several years. Strengths. These tests can help counselors by examining and comparing students' IQ scores. By having this valuable information, counselors can determine student placement and needs. IQ tests do not measure everything, but as Drummond & Jones (2010) state, “these tests measure a broad spectrum of cognitive abilities, such as reasoning, comprehension, judgment, memory, and spatial ability” (p 155). An entire section of the ACA Code of Ethics (2005) covers assessment, evaluation, and interpretation. As stated in the code, “the primary purpose of educational, psychological, and vocational assessments is to provide valid and reliable measurements in comparative or absolute terms.” Weak points. WAIS-III and WISC-IV have been labeled reliable and valid, however; according to Gordon (2010) “there have been some concerns about how accurately these tests measure intellectual functioning at the extremes.” Nagle and Lazarus (1979) conducted an evaluation with 30 participants, who had an IQ between 55 and 75 and were enrolled in special education classes to compare WAIS and WISC. Gordon (2010) informs readers that the study found WAIS scores to be significantly higher. IQ scores on the WAIS were thirteen points higher, but there were significant correlations suggesting that the content was related despite the non-equivalence of the scores (Gordon (2010) p 197). A study was conducted to analyze the discrepancy between the scores of the two IQ tests. Another research study was conducted in the UK with sixteen year old students, selected from four special education schools and required to speak English (Gordon (2010) p 198). The students tested, according to Gordon, (2010) were seven males and eight females who received informed consent from the principals of their current school and were given the WAIS-III UK Edition and the WISC-IV UK Edition. Students were divided into two groups, groups one and two, and the group they were assigned to determined which assessment they would take first (Gordon (2010) p. 198).