From the book's introduction
The cornerstone of the success of any institution of the society is to put the right person in the right place. Any error in this process may lead to heavy losses to society at both economic and social levels. For example, if there are errors in fields of education, health, and social services in identifying children with learning disability who represent 5-10% of school students, in diagnosing children with attention deficit hyperactivity disorder (ADHD) who represent about 5% of society, in diagnosing children with mental disability who represent 1-3% of the society, and in diagnosing other disorders. These errors will lead to a great loss to the society on the material and humanitarian level. This will lead to wasting energy and hindering development.
In the United States of America, for example (because there are no accurate statistics in the Arab world), the number of people receiving special education services in the school year of 2014\2015 aged between 3 and 21 years was 6.6 million which is about 13% of all public school students. Among the children and youth who received special education services, 35% have specific learning disabilities. In the 1999/2000 school year, the United States government spent about 50 billion dollars on special education services.
Cognitive abilities tests are not only related to special needs but also can be used in various institutions of the society in the process of selection employees, preparing training program, development, transferring and promoting. The cognitive abilities tests with other tools assist in evading problems that result from erroneous recruitment. On this Pierre Mornell states that "if you make a mistake in hiring and you recognize and rectify the mistake within six months, you will lose 125000$ if this person salary was 50000$ a year". The error in the diagnose or the assessment not only associated with the tool used but also the professional level of the assessment process, which is related to education, experience, practice, and knowledge.
After training on the Stanford–Binet Intelligence Scales-Fifth Edition, the psychologists need a comprehensive manual to understand the processes of administration, scoring, and interpretation. Psychologists also need a manual that explains the clinical and neuropsychological implications and presents numbers of case studies that assist in expanding the scope of the scale uses and its practical implication. The manual assists in improving the psychologist level in writing the psychological report. Although this manual contains many sources and suggestions that exist in other intelligence batteries, the administration and interpretation of the Stanford–Binet Intelligence Scales-Fifth Edition still has its special characteristics that distinguish it from other scales. This manual helps to establish an objective measure for interpreting the scale results away from personal and non-objective and non-clinical knowledge in interpreting the results. This, in turn, elevates the psychologists' level of proficiency in administrating the scale and interpreting its result. However, psychologists should view this manual as an initial source to be supplemented by a review of other literature and through training, practicing and experience that require many years to develop properly.
Stanford–Binet Intelligence Scales-Fifth Edition has exceeded all expectations since its release so far, where it exceeded all initial estimates during the first year of its release. Most psychologists paid tribute to the scale in terms of its comprehensive nature and psychometric characteristics. It was specifically appreciated by psychologists who are working with pre-school children, as well as psychologists who are working in the field of neuropsychological assessment and habilitation.