Final answer:
The professional school counselor should ask about the student's adaptive functioning measures, as an intellectual disability diagnosis includes both low IQ scores and deficits in adaptive functioning.
Step-by-step explanation:
The question posed by the parent to the professional school counselor regarding the administration of a standardized IQ test and the resulting classification of an intellectual disability for their student is a complex situation that requires sensitive handling. The counselor should ask the parent question B, "Was the student administered any measures of adaptive functioning?" This question is critical because a diagnosis of intellectual disability is not solely based on IQ scores but also requires significant limitations in adaptive functioning in areas such as communication, social participation, and independent living, which must be considered alongside the IQ test results. IQ tests, such as the ones developed by David Wechsler, are often part of a comprehensive evaluation process utilized in educational settings to identify children who may require additional support due to learning difficulties. However, there are important considerations regarding the cultural fairness and potential biases of these tests that were highlighted in historical cases like Larry P. v. Riles. To accurately support the student's needs, the counselor must also consider the full scope of the student's cognitive and adaptive abilities.