Stanford-Binet V (SB-V) Test: Comprehensive Guide and Preparation Tips

Welcome, parents! If you’re researching the Stanford-Binet V, also known as the SBV or SB5,  intelligence test for your child, you’ve come to the right place. The Stanford-Binet V is one of the most respected IQ tests in the world – but what exactly does it involve, and how can you help your child prepare? In this comprehensive guide, we’ll break down everything you need to know in a parent-friendly way. We’ll cover what the SB5 test is, the ages it’s for, how it’s structured and scored, what skills it measures, why it’s used (from gifted program placement to learning evaluations), how it compares to other IQ tests, and practical tips on how to prepare. We’ll also include expert-backed preparation strategies, tips to make practice fun, and a special note on how Practice4You can support your family with practice materials. Finally, don’t miss the

What Is the SB-V Test?

The Stanford-Binet (SB-V) test is a conventional intelligence test used to measure the intelligence and cognitive talents in children as young as 2, although it can be given to adults up to the age of 89. There are two versions of the SB-V test – a full version and a condensed version. The full version can take up to 75 minutes to undergo, whereas the condensed test should take under 30 minutes.

What does the SB-V assess?

In simple terms, it measures general intelligence – often reported as an IQ (Intelligence Quotient) score. The test is carefully structured to evaluate a child’s thinking and reasoning skills across a range of areas (more on those specific skill areas later). The Stanford-Binet test includes both verbal questions (which involve language-based reasoning) and nonverbal activities (which might involve puzzles or visual patterns). Unlike some school tests, the SB-V isn’t focused on curriculum knowledge; instead, it looks at innate cognitive abilities like problem-solving, pattern recognition, memory, and understanding of concepts.

The SB-V is typically a child’s first formal testing experience, especially if they’re being evaluated around preschool or early elementary age for programs. It’s often administered around age 4–5 for children being screened for gifted and talented programs or selective private school admissions. However, it can be given to younger children (as young as 2 years old in some cases) and to older kids and even adults. The test is always given one-on-one, ensuring the examiner can tailor the difficulty to the child’s level and keep them engaged. In fact, the Stanford-Binet was one of the first tests to use an adaptive approach – it starts with routing questions and then adjusts the difficulty of subsequent questions based on the child’s performance. This way, a child isn’t bored with items that are too easy or overwhelmed by too many that are too hard.

Parents often wonder if the Stanford-Binet is an “IQ test” – yes, the Stanford-Binet V is a standardized IQ test, meaning it provides a numerical IQ score that compares your child’s performance to age-based norms. IQ scores from the SB-V have a mean (average) of 100. Scores around 100 are considered average, while higher scores indicate above-average ability and lower scores indicate below-average ability. For example, roughly 90–110 is the average range for IQ. The score is derived from how your child performs on the various tasks compared to a large national sample of children their age (more on scoring later). In summary, the Stanford-Binet V is a well-established test that gives insight into how your child thinks and learns, beyond what report cards or classroom tests might show.

The SB-V Test and Its Subtests

The full version of the Stanford-Binet test covers five key cognitive abilities based on the Cattell-Horn-Carroll hierarchical mode of general intellectual ability:

• Fluid reasoning
• Knowledge
• Quantitative reasoning
• Visual-spatial processing
• Working memory

The condensed version of the SB-V focuses on delivering a snapshot of fluid reasoning and crystallized ability. In this version, there are only 2 subtests – object series and vocabulary.

There are a total of fifteen subtests on the Stanford-Binet, however only ten will be given to assess the five key cognitive abilities. There are six subtests that are given to children of all ages, these include vocabulary, comprehension, pattern analysis, quantitative, bead memory, and memory for sentences. The remaining four subtests vary by age and governing body.

• Bead memory – this subtest asks students to assess, recall, and repeat a configuration of beads from memory.
• Vocabulary – this subtest tests a student’s knowledge of the definitions of a variety of words. For the first fifteen words, the psychologist will say a word and ask the student to tap the picture that corresponds, for the remaining words a word is said aloud, and the student must give a definition.
• Quantitative – this subtest asks a student to use mental arithmetic to solve a variety of math problems.
• Memory – this subtest asks a student to repeat complex and lengthy sentences.
• Pattern analysis – this subtest asks a student to recall visual patterns shown to them using blocks.
• Comprehension – this subtest measures a student’s general knowledge and problem-solving skills.
• Verbal relations – this subtest asks students to identify the correlation between words out of four words.
• Number series – this subtest asks students to identify the pattern in a series of numbers to figure-out the next two numbers.
• Equation building – this subtest asks students to re-sequence numbers in a mathematical equation for it to make sense.
• Copying – this verbal reasoning subtest asks students to recreate a block model and copy a geometric design.
• Matrices – this subtest asks students to determine the missing element.
• Paper folding and cutting – these subtests ask students to look at a series of folded figures, they then must determine how the paper would look unfolded and select the correct one from a variety of answers.
• Memory for digits – this subtest asks students to repeat a series of numbers in the format they were given.
• Memory for objects – this subtest asks students to review an image with objects in it. The image is then removed, and students are asked to identify the order in which the objects were presented.

How Is the Stanford-Binet Test Scored?

Your child will obtain a score compared to other children that fall within their age band. Age bands vary by age groups – for children up to the age of 4 years 11 months old, the age bands are within one month increments however if your child is between the ages of 5-16 years 11 months, the band increases to 4-month increments.

The below scores review how your child has performed on the Stanford-Binet:

The most common subtest scores used to determine entry onto gifted and talented programs include:

• Non-verbal IQ (NVIQ) – this combines the score taken from the five non-verbal subtests.
• Verbal IQ (VIQ) – this combines the scores taken from the five verbal subtests.
• Full-Scale IQ (FSIQ) – this combines the score taken from all ten subtests.
• Percentile Rank (PR) – many school bodies use this rank to compare student’s performance against a nationwide sampling of students born within the same age band. If your child scores a rank of 90, this means that their score is 90% higher than students tested nationwide.

Stanford-Binet vs. WISC vs. WPPSI

When it comes to IQ tests for children, the Stanford-Binet is one of the big names, but you may have also heard of the WISC and WPPSI. These are tests from the Wechsler family of IQ scales. So, how do they compare? Let’s break down the key differences and similarities between Stanford-Binet V (SB-V) and the Wechsler tests (WISC-V for school-age children and WPPSI-IV for preschoolers):

How to prepare for the Stanford-Binet Test?

You might have heard the saying that “you can’t study for an IQ test.” It’s true that you can’t cram facts or formulas to ace the Stanford-Binet the way you might for a school exam – it’s meant to measure innate reasoning and thinking skills. However, that doesn’t mean parents and kids should walk in cold without any preparation. The right kind of preparation is less about studying and more about familiarizing your child with the testing process and strengthening underlying cognitive skills in a fun, stress-free way. Preparation should be about building confidence, reducing anxiety, and practicing thinking skills, not about rote memorization. Here are some expert tips and a timeline for preparing your child for the SB5:

Well Ahead of the Test (1-2+ Months Before, if possible):

• Integrate Skill-Building into Play: The best preparation happens through play and daily activities, especially if you have weeks or months before testing. Encourage play that exercises the brain areas the SB5 measures. For example, let your child play with pattern tiles, blocks, and puzzles – these boost visual-spatial and fluid reasoning skills. Building a LEGO structure from a picture, completing age-appropriate jigsaw puzzles, or playing with tangram shapes are all great, fun ways to practice problem-solving without it feeling like test prep. Board games that involve counting or strategy can help with quantitative reasoning. Even simple card games like “Memory” (turning over cards to find matches) can sharpen working memory in young kids.
• Build Vocabulary and Knowledge in a Fun Way: Read lots of books together, especially non-fiction books that introduce facts about the world. Fairy tales and storybooks are wonderful, but adding nonfiction (like simple kids’ science books or books about animals, space, how things work, etc.) can expand your child’s general knowledge. This naturally prepares them for knowledge-based questions. Make it interactive – if you read about dinosaurs, talk about what you learned and ask your child questions (“Why do you think the Triceratops had horns?”). This encourages them to explain ideas, mirroring some verbal reasoning tasks. Also, casually introduce “big words” during daily conversations and explain their meanings. A rich vocabulary will help on any verbal parts of the test.
• Encourage Curiosity and “Why” Questions: Get in the habit of asking and answering “why?” questions every day. For example, ask “Why do we brush our teeth?” and explore the answer together (“to keep them clean and healthy so we don’t get cavities”). Then let your child ask you a why question. This practice does two things: it builds their comprehension (they have to think of reasons and explanations) and it prepares them for the idea that on the test, it’s good to attempt an answer even if you’re not 100% sure. One expert tip is to train children that guessing or trying an answer is better than just saying “I don’t know”. You can model this at home – if your child asks a question you don’t know, think out loud and guess, showing that it’s okay not to be certain but still give it a shot. Many SB5 subtests will continue until the child cannot answer further; encouraging them to think things through and venture a guess can sometimes lead them to a correct answer they didn’t think they knew.
• Make it a Game, Not a Drill: Avoid framing activities as test prep. You want your child to be engaged and enjoying brain teasers or educational games. For instance, you could call a little practice session “brain games time” or “puzzle fun” rather than “studying”. As TestingMom.com suggests, never use the words “test” or “exam” with a young child in a way that causes pressure. The goal is to stimulate their thinking skills in a low-pressure way. If you have a membership to any educational websites or apps that have logic games or age-appropriate riddles, those can be great to use a few times a week.

As the Test Approaches (1-2 Weeks Before):

• Discuss the Test to Demystify It: A week or two before the test date, talk to your child about what will happen in a positive, casual manner. Explain that they’ll be meeting with a friendly grown-up (a “special teacher” or “puzzle teacher”) who will do some activities with them – like answering questions, looking at pictures, maybe building something with blocks or pointing to things. Emphasize that it’s okay if some questions are hard and that they’re not expected to know everything. You can say, “Some questions might seem easy, and some will probably seem tricky – that’s on purpose so we can find what’s easy and what’s challenging for you. Just try your best and it’s perfectly fine to say what you think even if you’re not sure.” This kind of pep talk helps set expectations. If you suspect the word “test” will make them nervous, frame it differently (“activities” or “puzzles”). In fact, some experts advise not telling a very young child too far in advance if it will spark anxiety – every child is different. You know your child best: either give them a gentle heads-up or keep it low-key until the day before.
• Light Practice of Following Directions: In the days leading up, reinforce simple test-taking skills. Practice things like listening to a question fully before answering (maybe play a game where you ask a question and they have to wait until you say “go” to answer, to mimic not blurting out answers too fast). Practice sitting and focusing for short periods (10-15 minutes) by doing a coloring activity or story time without interruptions, to build stamina. If your child has a tendency to rush, work on doing things carefully (maybe have them copy a pattern of beads exactly, emphasizing accuracy). These little practices can help them behave optimally during the test.
• Don’t Cram or Stress: Importantly, avoid last-minute cramming of anything academic. If there’s some skill they haven’t mastered by now (say, they still can’t recite numbers or letters), trying to drill it under pressure in the final days can do more harm than good. It might make the child anxious or frustrate them, which could carry into test day. Instead, keep things light. Review things they enjoy and are good at to give them confidence. For instance, if they love vocab, play a word game. If they excel at puzzles, do a quick easy puzzle with them and praise their skill. Confidence is key; you don’t want them walking in feeling, “I’m bad at this.”
• Maintain Routine and Rest: In the days before the test, stick to your normal routines as much as possible. A consistent routine keeps kids feel secure. Sudden changes (like staying up late practicing, or skipping playtime to do worksheets) can actually throw them off and create a sense that “something big is happening,” which might increase anxiety. Keep bedtime, meals, play, etc., on schedule so your child is in their usual rhythm. Ensure they get good sleep especially the night or two before – a well-rested brain performs better.

Test Day:

• A Good Start to the Day: On the day of the test, treat it like a regular day with a positive twist. Make sure your child gets a good night’s sleep the night before and a healthy breakfast or meal beforehand. Kids focus much better when their tummies aren’t empty and their blood sugar is stable. However, avoid too much sugar or heavy food right before the test – you don’t want a sugar crash or a sluggish feeling. If the test is later in the day, a nutritious snack beforehand is wise.
• Keep Things Low-Key: While you might be a bit nervous, try not to transfer that to your child. Stay calm and upbeat. Don’t make statements like “This is a very important test” or “You need to do well” – even if that’s what you’re thinking for school admissions, your child doesn’t need that pressure. Instead, you might say, “Have fun with the teacher and show them how smart you are!” or “I’m sure you’ll do your best and I’ll be proud of you for trying.” When you arrive at the testing location, keep it casual. If your child has a comfort item and the psychologist says it’s okay to bring it, that might help in the waiting period (though typically the child won’t hold a toy during testing as it could distract).
• Separation and Warm-Up: Since most SB5 tests are one-on-one in a separate room, prepare your child for the separation. It helps if the adult taking them is someone they separate easily from (for example, sometimes kids behave better if a parent they tend to cling to is not in view; some families have the other parent or a familiar caregiver take them). The examiner is trained to build rapport with your child at the beginning – they might chat or do a little warm-up so your child gets comfortable. Usually, parents are not in the room during the test (to ensure standardized administration), so be ready to give a quick, confident goodbye. You can say, “I’ll be right here when you’re done. Enjoy the puzzles!” If your child has any shyness or separation anxiety issues, inform the psychologist in advance so they can handle the transition gently. And if your child is truly sick or extremely upset that day, consider rescheduling – it’s better to test when they’re feeling well and cooperative, rather than force it and get an unrepresentative result. Examiners understand this; an unsettled child won’t perform to their ability.
• After the Test: Regardless of how you think it went, praise your child for their effort. Don’t grill them with too many questions about what was on the test (often they won’t remember details accurately, and it might confuse them). Just do something relaxing or fun afterward as a reward for getting through a new experience. From a preparation standpoint, the test is now over – you did your part and your child did theirs. Now you’ll wait for results, which usually come in a feedback session or report from the psychologist.

Above all, remember to trust your child and trust the process. If you’ve nurtured their curiosity and thinking skills over time – even just through normal play, reading, and conversation – you have already prepared them in the best way possible. And if you used some practice materials or sample questions to familiarize them, that’s a bonus. One more thing: take a deep breath yourself! Parents can be more nervous than the kids about these tests. Try to view it as an opportunity to learn about your child’s mind, not a judgment. This mindset will help you stay calm and supportive, which is exactly what your child needs.