“…An intriguing gap in the literature is the dearth of cognitive training studies that specifically measure effects on IQ score, especially given the role of IQ scores in predicting reading ability (Naglieri & Ronning, 2000), academic achievement (Freberg, Vandiver, Watkins, & Canivez, 2008), the severity of children's mental health problems (Mathiassen et al, 2012), social mobility (Forrest, Hodgson, Parker, & Pearce, 2011), obesity (Chandola, Deary, Blane, & Batty, 2006), suicidality (Gunnell, Harbord, Singleton, Jenkins, & Lewis, 2009), early mortality (Maenner, Greenberg, & Mailick, 2015), income potential (Murray, 2002), and occupational performance (Hunter, 1986). The assessment of GIA—although standard practice in the formal diagnoses of learning disabilities—can provide valuable information as a response to intervention context as well.…”