Handbook of Nonverbal AssessmentR. Steve McCallum Psychologists, educators, and related health care professionals spend an enormous amount of time and energy evaluating the abilities of children and adults they serve. Assessment may be tailored to determine cognitive strengths and weaknesses, academic progress, the effects of central nerv ous system trauma, personality, and so on. For many children and adults, traditional verbally laden instruments cannot be used. For example, indi viduals who have speech and/or language defiCits, hearing impairments, emotional problems, and those from other cultures, cannot be evaluated with tests that rely on standard English. Our culture is becoming increas ingly diverse; as a result, schools and mental-health professionals are required to serve an increasingly large community of nontraditional learn ers. Because many of these individuals cannot be evaluated fairly by language-loaded tests, there is a need to use techniques and tools that are language free or can be adapted or modified to minimize the effect of language. For these individuals, language is a barrier to assessment rather than a vehicle. The primary goal for the contributors to the Handbook oj Nonverbal Assessment is to describe the most current assessment strategies and related best practices to professionals who serve individuals from diverse cultures or those who have difficulty using the English language; such professionals include school psychologists, special educators, speech and hearing specialists, rehabilitation coun and so on. |
Contents
IMPETUS FOR NONVERBAL ASSESSMENT | |
IRT | |
CURRENT STATUS AND RECOMMENDATIONS | |
REFERENCES | |
SOME MEDICATIONS AND DOSES USED | |
SUMMARY | |
The Universal Nonverbal Intelligence Test | |
TEST MODEL AND PHILOSOPHY | |
STANDARDIZATION AND PSYCHOMETRIC PROPERTIES | |
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academic achievement tests adults African American American American Psychological Association analysis Battery Blissymbols Bracken child chisquare clinical coefficients cognitive abilities construct construct validity correlations CTONI cultural deaf described designed differential item functioning disabilities drawing evaluation examinee examiner factor Figure Flanagan Fluid intelligence GAMA groups Hammill Hispanic identified individuals intelligence tests interpretation intervention invariance item bias Journal Kaufman language LeiterR manual McCallum memory mental mental retardation methods Miguel’s Naglieri neuropsychological NNAT NNATI nonverbal assessment Nonverbal Intelligence Test nonverbal tests normative personality picture population problems problemsolving procedures processing PROED Progressive Matrices psychoeducational Psychological Corporation psychometric psychometric properties Quotient rating scales Raven reliability require response Roid sample School Psychology skills spatial standard scores statistical stimuli strategies studies subtests target behaviors tasks techniques Test of Nonverbal test score TONI3 validity variables verbal visual Wechsler WISCIII York