Wechsler Nonverbal Scale of Ability - zekasinavi.comzekasinavi.com/wp-content/uploads/2017/05/wechsler-nonverbal1.pdf · Wechsler Nonverbal Scale of Ability Jack Naglieri, PhD Professor

Slides by Jack A. Naglieri, Ph.D. [email protected] George Mason University. All images and data from WNV are copyright © 2006 by Harcourt Assessment, Inc. All rights reserved. Used with permission.

1

&

Wechsler Nonverbal Wechsler Nonverbal Scale of Ability Scale of Ability

Jack Naglieri, PhDJack Naglieri, PhDProfessor of PsychologyProfessor of Psychology4400 University Drive, MSN 2C64400 University Drive, MSN 2C6George Mason UniversityGeorge Mason UniversityFairfax, VA 22030Fairfax, VA [email protected]@gmu.edu


2

&TopicsTopics

Presentation OutlinePresentation Outline1. Overview2. Administration3. Subtest Description4. Interpretation5. Reliability6. Validity7. Conclusions


3

&

WNV OverviewWNV Overview


4

&WNV OverviewWNV Overview

•• The WNV is a nonverbal measure of The WNV is a nonverbal measure of general ability measured using tests general ability measured using tests that that – involve different demands– do not contain verbal content (e.g.,

Vocabulary) – do not require the examinee to speak– use pictorial directions


5


•• WNV was specifically created for:WNV was specifically created for:– Individuals from diverse linguistic groups– Those who have limited language skills– Hard of hearing or deaf individuals– Individuals with language disorders– Identification of gifted children from

linguistically and culturally diverse populations


6


•• The test is intended for fair assessment of The test is intended for fair assessment of culturally and linguistically diverse culturally and linguistically diverse populations from many countriespopulations from many countries

•• Standardized in the US and CanadaStandardized in the US and Canada•• For ages 4:0 For ages 4:0 –– 21:1121:11•• Yields a Full Scale and subtest scoresYields a Full Scale and subtest scores•• Innovative administration formatInnovative administration format•• Full (45 minute) and brief (20 minute) Full (45 minute) and brief (20 minute)

versions versions and softwareand software included in every kitincluded in every kit


7


•• The WNV can be given to a wide variety of The WNV can be given to a wide variety of individuals making it ideal for students who individuals making it ideal for students who speak many languagesspeak many languages

•• Minimal adaptation needed for use in Minimal adaptation needed for use in different countries or with those from different countries or with those from different countriesdifferent countries

•• Meets IDEA 2004 requirements for reliable Meets IDEA 2004 requirements for reliable and valid nondiscriminatory assessmentand valid nondiscriminatory assessment


8


•• The WNV uses a new method for informing The WNV uses a new method for informing the examinee of the demands of the test the examinee of the demands of the test ––Pictorial Directions Pictorial Directions (patent pending)(patent pending)

•• Examinees are shown a series of pictures Examinees are shown a series of pictures that illustrate what he or she has to dothat illustrate what he or she has to do

•• The Pictorial Directions include gestures by The Pictorial Directions include gestures by the examiner that draw the examineethe examiner that draw the examinee’’s s attention to the correspondence between attention to the correspondence between the directions and the stimuli on the tablethe directions and the stimuli on the table


9


•• Ages 4:00 Ages 4:00 –– 7:117:11•• 4 Subtests4 Subtests

– Matrices– Coding– Object Assembly– Recognition

•• 2 Subtests2 Subtests– Matrices– Recognition

•• Ages 8:0 Ages 8:0 –– 21:1121:11•• 4 Subtests4 Subtests

– Matrices– Coding– Spatial Span– Picture Arrangement

•• 2 Subtests2 Subtests– Matrices– Spatial Span


10


[email protected]


11

&

WNV Subtests WNV Subtests

AdministrationAdministration


12

&Instructions Instructions

•• Pre administration instructionPre administration instruction•• Subtest administration has three Subtest administration has three

levelslevels– Pictorial directions– Short verbal instructions

•• Provided in 5 languagesProvided in 5 languages– Opportunity to provide help as needed


13

&Before StartingBefore Starting


14

&InstructionsInstructions





15

&Matrices AdministrationMatrices Administration


16



17



18



19



20



21






22



23


•• Verbal directions in several languages are Verbal directions in several languages are provided in the Administration Manualprovided in the Administration Manual


24



25






26

&Provide HelpProvide Help

Opportunity to provide help


27


•• Provide help instruction allows the Provide help instruction allows the examiner to interact with the examinee in examiner to interact with the examinee in any manner to ensure that the demands of any manner to ensure that the demands of the task are understood. This is not the task are understood. This is not teaching how to do the task, but instead teaching how to do the task, but instead explaining what is required.explaining what is required.


28

&

WNV Subtests WNV Subtests

Content and Content and AdministrationAdministration


29

&MatricesMatrices

Stop when 4

of 5 items failed


30

&MatricesMatrices

•• Adapted from Adapted from the Naglieri the Naglieri Nonverbal Nonverbal Ability Test Ability Test (NNAT)(NNAT)

•• Multiple color, Multiple color, without colorwithout color--blindness blindness issuesissues

Answer


31

&MatricesMatrices

Copyright © 2006 by Harcourt Assessment, Inc. All Rights Reserved

Answer


32

&MatricesMatrices

Copyright © 2006 by Harcourt Assessment, Inc. All Rights Reserved

Answer


33

&CodingCoding

120 seconds


34

&CodingCoding

Demo items Sample items


35

&Coding A & BCoding A & B

•• Adapted from WISCAdapted from WISC--IVIV


36

&Spatial SpanSpatial Span

Stop after scores of 0 on both trials of an

item

•• Only for Older ExamineesOnly for Older Examinees•• Adapted from WISCAdapted from WISC--IV IntegratedIV Integrated•• Forward and BackwardsForward and Backwards


37

&Spatial Span ForwardSpatial Span Forward


38

&Spatial Span ForwardSpatial Span Forward


39

&Object AssemblyObject Assembly

Stop after 2 consecutive scores of 0

•• Adapted from WPPSIAdapted from WPPSI--III, III, WISCWISC--IIII, & WAISIIII, & WAIS--IIIIII


40

&Object AssemblyObject Assembly


41

&RecognitionRecognition

•• New SubtestNew Subtest Stop when 4 of 5 items

failed


42



43


•• Recall of stimulus after 3 Recall of stimulus after 3 second exposuresecond exposure


44


Answer


45


Answer


46

&Picture ArrangementPicture Arrangement

•• Older examinees onlyOlder examinees only•• Adapted from WISCAdapted from WISC--III & III &

WAISWAIS--IIIIII

Stop at 4 consecutive

failures


47

&Picture ArrangementPicture Arrangement


48

&

StandardizationStandardization


49

&Standardization SamplesStandardization Samples

•• US sample closely US sample closely matches the matches the population population (N = 1323)(N = 1323)

•• Canadian sample Canadian sample closely matches closely matches the population the population (N = (N = 875)875)


50

&

Scoring the WNVScoring the WNV

A few important pointsA few important points……


51

&WNV ScoresWNV Scores

Full Scale

Matrices Coding Recognition Object Assembly

Spatial Span Picture Arrangement

or or

Mean = 50 SD 10

Mean = 50 SD 10

Mean = 50 SD 10

Mean = 100 SD 15

Mean = 50 SD 10


52

&

Subtest T scores Subtest T scores Mean = 50, SD = 10Mean = 50, SD = 10

The T score metric is used for greater precision of raw score to standard scores


53

&Full Scale 4Full Scale 4

•• Full Scale (M=100, SD=15, 40Full Scale (M=100, SD=15, 40--160)160)


54

&Full Scale 2Full Scale 2

•• Full Scale (M=100, SD=15, 40Full Scale (M=100, SD=15, 40--160)160)


55

&Test Age EquivalentsTest Age Equivalents


56

&Record FormRecord Form


57

&Record FormRecord Form


58

&

InterpretationInterpretation

Chapter 6Chapter 6


59

&Step 1Step 1

•• Report WNV Full Scale standard scoreReport WNV Full Scale standard score


60

&Step 1Step 1


61

&Step 1Step 1

•• Compare WNV Full Scale to WIATCompare WNV Full Scale to WIAT--IIII– Tables B.2 and B.3 provide differences

between WNV FS (4-Subtest Battery) and WIAT–II Subtest and Composite Scores using the Predicted-Difference Method

– Tables B.5 and B.6 provide the values using the Simple Difference Method

•• Base rate data is provided for both Base rate data is provided for both types of comparisonstypes of comparisons


62

&Step 2Step 2

•• Step 2. Subtest AnalysisStep 2. Subtest Analysis– Compute the mean of the four T scores– Subtract the mean from each T score– Compare the differences to the value in

Table B.1– Differences that are equal to or greater

than the value in Table B.1 are significant•• Negative values are WeaknessesNegative values are Weaknesses•• Positive values are StrengthsPositive values are Strengths


63

&Subtest ComparisonsSubtest Comparisons


64

&Subtest Subtest StrStr & Wk& Wk


65

&Step 2Step 2

•• Subtest T scores:Subtest T scores:Matrices 57Coding 44Spatial Span 38Picture Arrangement 52mean T score = 48

Matrices is a strength(57 – 48 = 9; need 8 @ .05)

Spatial Span is a weakness (38 – 48 = –10; need 8 @ .05) and it is below 40

57

44

38

52

66

53

6569

30354045505560657075

MA CD SSP PA


66

&Step 2Step 2

Subtests:Subtests:Matrices 57Coding 44Spatial Span 38Picture Arr 52mean T = 48

Lucy’s scores on individual subtests indicate a relative strength on Matrices, a subtest requiring reasoning with spatial designs (Matrices = 57 vs. Mean = 48), and a relative weakness on Spatial Span, a subtest requiring visual-spatial memory (Spatial Span = 38 vs. Mean =

48). Additionally, Lucy’s Spatial Span score is below average and the discrepancy between Lucy’s Spatial Span T score and her mean T score was unusual (occurring in only about 6% of the normative sample).


67

&Step 2Step 2


68

&Step 3Step 3

•• Spatial Span Forward and Backward each Spatial Span Forward and Backward each yield a T score yield a T score – These scores can be compared using Table C.2

in the Administration Manual


69

&Optional AnalysisOptional Analysis


70

&Spatial Span Spatial Span FwFw vsvs BkBk


71

&Step 3Step 3

•• Base rates for the differences Base rates for the differences – 25% obtained Spatial Span Forward 7 or more

points higher than Backwards


72

&Step 3Step 3


73

&Step 4Step 4

•• 44--Subtest WNV Subtest WNV scatter statisticsscatter statistics– Mean = 5.7– SD = 4.1

•• 22--Subtest WNV Subtest WNV scatter statisticsscatter statistics– Mean = 8.6– SD = 46.1

• Intersubtest scatter - the simple-difference between the examinee’s highest and lowest subtest T scores can be examined

• Cumulative percentages are reported


74

&Step 5 InterventionStep 5 Intervention

•• InterventionIntervention– Based on subtest scores– Manual example of Lucy

•• She performed poorly in relation to her overall She performed poorly in relation to her overall subtest mean and in relation to her peerssubtest mean and in relation to her peers

–– This suggests that it may be useful to consider the This suggests that it may be useful to consider the role memory difficulties may play in academic role memory difficulties may play in academic taskstasks

–– Also consider other evidence of memory statusAlso consider other evidence of memory status»» Teacher and parent reportsTeacher and parent reports»» Other dataOther data


75


30 35 40 45 50 55 60

Matrices

Coding

Spatial Span

PictureArrangement

Weakness

Strength


76


•• Lucy performed poorly in relation to her mean Lucy performed poorly in relation to her mean andand her peers on Spatial Span her peers on Spatial Span – consider the role memory difficulties may play in

academic tasks – especially if there are parent or teacher concerns

about Lucy remembering information – The same hypothesis could be associated with

•• RecognitionRecognition•• Coding if the examinee did not appear to remember the Coding if the examinee did not appear to remember the

correspondence between shapes and numberscorrespondence between shapes and numbers


77


•• Use chunking or mnemonic methods for tasks Use chunking or mnemonic methods for tasks that demand recall of informationthat demand recall of information

•• There is much empirical support for these There is much empirical support for these techniques for improving memory (techniques for improving memory (MastropieriMastropieri& Scruggs, 2006; & Scruggs, 2006; MinskoffMinskoff & & AllsoppAllsopp, 2003). , 2003).

•• To aid in the selection and communication of To aid in the selection and communication of these interventions to parents and teachers use these interventions to parents and teachers use Naglieri and Pickering (2003) handoutsNaglieri and Pickering (2003) handouts


78


MastropieriMastropieri & & Scruggs (2005)Scruggs (2005)

MinskoffMinskoff & & AllsoppAllsopp (2003)(2003)

Naglieri & Naglieri & Pickering (2003)Pickering (2003)


79



80



81



82



83


•• If scores on Matrices, Picture If scores on Matrices, Picture Arrangement, and Object Assembly are Arrangement, and Object Assembly are significantly lower than the mean and significantly lower than the mean and below Averagebelow Average

•• These subtests require an examinee to These subtests require an examinee to relate parts of the items into a coherent relate parts of the items into a coherent whole (described by Naglieri [1999] as whole (described by Naglieri [1999] as involving simultaneous processing) involving simultaneous processing)

•• What to use?What to use?


84

&

•• Methods such as Graphic Organizers Methods such as Graphic Organizers and Story Maps (and Story Maps (MastropieriMastropieri & & Scruggs, 2006; Scruggs, 2006; MinskoffMinskoff & & AllsoppAllsopp, , 2003; Naglieri & Pickering,2003) may 2003; Naglieri & Pickering,2003) may helphelp

•• These methods provide the student These methods provide the student with ways of working with information with ways of working with information that must be arranged as a conceptual that must be arranged as a conceptual wholewhole

Step 5 InterventionStep 5 Intervention


85



86

&

•• Graphic Organizers help students see how Graphic Organizers help students see how information is relatedinformation is related


87


www.brookespublishing.comwww.brookespublishing.com


88

&

WNV ReliabilityWNV Reliability


89

&Reliability USReliability US


90

&Reliability CanadaReliability Canada


91

&SEMsSEMs USUS


92

&SEMsSEMs for Canadafor Canada


93

&

WNV Validity WNV Validity StudiesStudies

Correlations with Ability TestsCorrelations with Ability Tests


94

&WNV & WPPSIWNV & WPPSI––IIIIII

Table 5.15. WNV and WPPSITable 5.15. WNV and WPPSI––III III WNVWNV

FSIQFSIQ MeanMean SDSD NNFull Scale Score 4Full Scale Score 4 .71.71 101.9101.9 11.711.7 5656Full Scale Score 2Full Scale Score 2 .67.67 101.4101.4 11.911.9 5656WPPSIWPPSI--IIIIIIMeanMean 101.7101.7SDSD 9.99.9NN 5656Notes.Notes. All correlations were computed separately for each order of admAll correlations were computed separately for each order of administration in inistration in

counterbalance design and corrected for the variability of the Wcounterbalance design and corrected for the variability of the WNV standardization NV standardization sample (Guilford & sample (Guilford & FruchterFruchter, 1978). The weighted average across both orders was , 1978). The weighted average across both orders was obtained with Fisher's z. The Means are the average of the two oobtained with Fisher's z. The Means are the average of the two orders.rders.


95

&WNV & WISCWNV & WISC--IVIV

Table 5.16. WNV and WISCTable 5.16. WNV and WISC--IVIV

WNVWNV

FSIQFSIQ Mean Mean SDSD NNFull Scale Score: FourFull Scale Score: Four .76.76 103.8103.8 12.312.3 102102Full Scale Score: TwoFull Scale Score: Two .58.58 102.7102.7 13.313.3 102102WISCWISC--IVIVMeanMean 101.8101.8SDSD 12.112.1NN 102102


96

&WNV & NNATWNV & NNAT--II

Table 5.16. WNV and NNATTable 5.16. WNV and NNAT--II

WNVWNV

FSIQFSIQ Mean Mean SDSD NNFull Scale Score: FourFull Scale Score: Four .73.73 104.0104.0 12.512.5 5454Full Scale Score: TwoFull Scale Score: Two .71.71 102.7102.7 13.813.8 5454NNATNNAT--IIMeanMean 103.2103.2SDSD 14.914.9NN 5454


97

&WNV & UNITWNV & UNIT

Table 5.20 WNV and UNITTable 5.20 WNV and UNIT

WNVWNV

FSIQFSIQ Mean Mean SDSD NNFull Scale Score: FourFull Scale Score: Four .73.73 102.3102.3 12.612.6 7979Full Scale Score: TwoFull Scale Score: Two .62.62 99.899.8 12.812.8 7979UNITUNITMeanMean 101.4101.4SDSD 12.312.3NN 7979


98

&

Table 5.17 Table 5.17

WNVWNV

FSIQFSIQ MeanMean SDSD NNFull Scale 4Full Scale 4 .82.82 96.596.5 12.812.8 3333Full Scale 2Full Scale 2 .67.67 96.296.2 14.214.2 3333WISCWISC--IV SpIV SpMean Mean aa 96.496.4SDSD 14.714.7NN 3232

WNV & WISCWNV & WISC--IV SpanishIV Spanish


99

&

Table 5.18 Table 5.18

WNVWNV

FSIQFSIQ MeanMean SDSD NNFull Scale 4Full Scale 4 .72.72 102.2102.2 10.110.1 4545Full Scale 2Full Scale 2 .57.57 101.5101.5 11.511.5 4545WAIS IIIWAIS IIIMean Mean aa 102.9102.9SDSD 10.110.1NN 4545

WNV & WAIS IIIWNV & WAIS III


100

&WNV & WIATWNV & WIAT--IIII

WNVWNV

TotalTotal MeanMean SDSD NNWNV FSWNV FS--44 .60.60 97.497.4 11.111.1 8888WISCWISC--IIIIII .59.59 -- -- 1,2861,286WIATWIAT--IIII

MeanMean 97.497.4SDSD 12.712.7NN 8484

WISC-III data from WIAT Manual Table C.1 ages 6-16 summarized by Naglieri (1999)


101

&

WNV Validity WNV Validity StudiesStudies

Group DifferencesGroup Differences


102

&SamplesSamples


103

&GiftedGifted

•• 41 examinees ages 541 examinees ages 5––21 identified as 21 identified as giftedgifted

•• examinees had to have existing scores examinees had to have existing scores on a standardized measure of cognitive on a standardized measure of cognitive ability that were at least 130ability that were at least 130


104

&GiftedGifted

FS=124 FS=104


105

&Mental RetardationMental Retardation

•• 51 non51 non--institutionalized examinees ages 4institutionalized examinees ages 4––2121– Diagnosed with mild mental retardation and/or IQ

scores 2–3 SDs below the mean (i.e., 55 ≤ FSIQ ≤70).

•• The WNV was also administered to 31 nonThe WNV was also administered to 31 non--institutionalized examinees, ages 5institutionalized examinees, ages 5––21, who 21, who were previouslywere previously– diagnosed with moderate mental retardation and/or

IQ scores 3–4 SDs below the mean (i.e., 40 ≤ FSIQ ≤ 55).


106

&Mental Retardation: MildMental Retardation: Mild

FS=67 FS=97


107

&Mental Retardation: ModerateMental Retardation: Moderate

FS=46 FS=99


108

&

Reading & Written Reading & Written DisabilitiesDisabilities

•• 35 examinees, ages 635 examinees, ages 6––2020•• All met the All met the DSMDSM––IVIV––TR TR criteria for both criteria for both

Reading Disorder and Disorder of Written Reading Disorder and Disorder of Written ExpressionExpression


109

&

Reading/Written Expression L.D.Reading/Written Expression L.D.

FS=94 FS=97


110

&Language DisorderLanguage Disorder

•• 36 examinees36 examinees•• ages 4ages 4––1717•• 63% were identified with a Mixed 63% were identified with a Mixed

ReceptiveReceptive--Expressive Language Disorder Expressive Language Disorder according to according to DSMDSM––IVIV––TR TR criteria, criteria,

•• 37% were identified with an Expressive 37% were identified with an Expressive Language Disorder according to Language Disorder according to DSMDSM––IVIV––TR TR criteria.criteria.


111

&Language DisorderLanguage Disorder

FS=91 FS=98


112

&English Language LearnersEnglish Language Learners

•• The WNV was administered to 55 examinees, The WNV was administered to 55 examinees, ages 8ages 8––21, who met the criteria for 21, who met the criteria for classification as English Language Learners. classification as English Language Learners. – native language was not English– primary language they spoke was not English– language other than English spoken at home– parents had resided in the US less than 6 years


113

&English Language LearnersEnglish Language Learners

FS=102 FS=102


114

&DeafDeaf

•• examinees selected based on their lack of ever examinees selected based on their lack of ever having heard spoken languagehaving heard spoken language– examinees must not have been able to hear tones

after the age of 18 months– must not lip read– must not use cued speech (i.e., they must have

routine discourse by some means of communicating other than spoken language)

– severe to profound deafness (hearing loss measured with dB, Pure Tone Average greater than or equal to 55).


115

&Deaf IndividualsDeaf Individuals

FS=103 FS=101


116

&Hard of HearingHard of Hearing

•• Examinees have had exposure to spoken Examinees have had exposure to spoken language, either through hearing or lip readinglanguage, either through hearing or lip reading

•• The group could have a unilateral or bilateral The group could have a unilateral or bilateral hearing loss or deafnesshearing loss or deafness

•• age of onset of their inability to hear could be age of onset of their inability to hear could be any age. any age.

•• The examinee could have cochlear implants.The examinee could have cochlear implants.•• And the following additional criteria: And the following additional criteria:

– No disability or impairment other than being deaf or hard of hearing

– No diagnosis of a neurological disorder


117

&Hard of HearingHard of Hearing

FS=97 FS=101


118

&White Black DifferenceWhite Black Difference

•• Black (N = 54) White (N=153) FS Black (N = 54) White (N=153) FS difference = 4.6 (d = difference = 4.6 (d = – No variables controlled

•• Black (N = 54) White (N=153) FS Black (N = 54) White (N=153) FS difference = 2.6 (d = 0.30)difference = 2.6 (d = 0.30)– SES controlled


119

&SummarySummary

•• The WNVThe WNV– Provides an innovative method for

administration– Has excellent reliability– Strong validity evidence– Easy to interpret– Has instructional implications– Can be given to a wide age range


120

&

Putting the WNV in Putting the WNV in ContextContext

Do nonverbal tests measure Do nonverbal tests measure half of ability?half of ability?


121

&Nonverbal TestsNonverbal Tests

•• Nonverbal tests measure what?Nonverbal tests measure what?– Verbal intelligence?– Nonverbal intelligence?

•• Is verbal and nonverbal a theory of Is verbal and nonverbal a theory of ability?ability?


122

&

Verbal Nonverbal Verbal Nonverbal Refers to the Refers to the

Content of the Content of the TestsTests

Where did the verbal nonverbal Where did the verbal nonverbal format come from?format come from?

A little history...A little history...


123

&1920 Army Testing1920 Army Testing

•• Yoakum & Yoakum & YerkesYerkes(1920) summarized (1920) summarized the methods used the methods used by the military to by the military to classify people classify people from many from many backgrounds by backgrounds by mental capacitymental capacity


124


•• Army AlphaArmy Alpha– Synonym- Antonym– Disarranged

Sentences– Number Series– Arithmetic Problems– Analogies– Information

•• Army BetaArmy Beta– Maze– Cube Imitation– Cube Construction– Digit Symbol– Pictorial Completion– Geometrical

Construction

Verbal & Quantitative

Nonverbal


125

&AntoninoAntonino MirendaMirenda


126

&Manikin TestManikin Test

This test, This test, developed developed by by KempfKempfand Knox and Knox was used at was used at Ellis Island Ellis Island in the Early in the Early 1900s1900s


127

&Army Testing ProgramArmy Testing Program

•• ““The ManikinThe Manikin”” test test appeared in the appeared in the ArmyArmy’’s testing s testing program as a program as a performance or performance or nonverbal testnonverbal test

•• Part of the Army Part of the Army BetaBeta


128

&Army Testing ProgramArmy Testing Program??

•• David Wechsler was a David Wechsler was a military examiner who military examiner who worked at Fort Logan worked at Fort Logan Texas in the early Texas in the early 1900s1900s

•• He administered the He administered the Army tests described Army tests described by Yoakum & by Yoakum & YerkesYerkes(1920) (1920)


129

&Army Testing ProgramArmy Testing Program

•• Wechsler used the Wechsler used the Army tests as a Army tests as a basis for his testsbasis for his tests

•• WechslerWechsler’’s s nonverbal tests nonverbal tests were much like were much like those included in those included in the Army Betathe Army Beta


130

&WechslerWechsler--Bellevue (1939)Bellevue (1939)


131

&The latest in style !The latest in style !

1939 Studebaker Commander Custom Sedan Coupe which cost about $690


132

&19521952

•• 1941 Chevy1941 Chevy•• Sam Naglieri age 26Sam Naglieri age 26•• Jack Naglieri age 2Jack Naglieri age 2


133



134

&

Coding & Coding & Picture CompletionPicture Completion


135

&

Picture Arrangement & Picture Arrangement & Block Design Block Design


136

&WISCWISC--IVIV

•• These nonverbal These nonverbal tests have a long tests have a long history as measures history as measures of general abilityof general ability

•• Nonverbal tests Nonverbal tests have been shown to have been shown to be effective be effective measures of general measures of general abilityability

Coding

Picture Completion

Block Design


137

&

Verbal Tests Verbal Tests

Or general ability measured Or general ability measured using tests with verbal contentusing tests with verbal content


138

&Wechsler Verbal TestsWechsler Verbal Tests

•• Where did the verbal tests come from?Where did the verbal tests come from?– Stanford-Binet

•• VocabularyVocabulary•• SimilaritiesSimilarities•• Comprehension Comprehension

– Army Alpha•• InformationInformation•• ComprehensionComprehension•• ArithmeticArithmetic


139

&WISCWISC--IVIV

•• These verbal tests These verbal tests have a long history have a long history

•• Verbal tests have Verbal tests have been shown to be been shown to be effective measures effective measures of general abilityof general ability

•• But they present a But they present a problem today as problem today as they did in the early they did in the early 1900s1900s

Vocabulary

Comprehension

Similarities

InformationArithmetic


140

&ProblemProblem

•• What if the examinee does not speak What if the examinee does not speak English?English?

•• What if the examinee did not have What if the examinee did not have much education?much education?

•• What if the examinee comes from a What if the examinee comes from a disadvantaged background?disadvantaged background?


141


Note there is no mention of measuring Note there is no mention of measuring verbal and nonverbal intelligenceverbal and nonverbal intelligence

Why Beta?


142

&

Verbal tests of Verbal tests of general abilitygeneral ability

How much of a problem is this?How much of a problem is this?


143

&Minority RepresentationMinority Representation

•• OverOver--representation of minorities in representation of minorities in special education special education (Naglieri & (Naglieri & RojahnRojahn, 2000), 2000)– Too many Blacks and Hispanics are

identified as having mental retardation •• UnderUnder--representation of minorities in representation of minorities in

gifted gifted (Naglieri & Ford, 2000)(Naglieri & Ford, 2000)

– Black, Hispanic, and Native American students are under-represented by 50% to 70% (U.S. Department of Education, 1993)


144

&Minority RepresentationMinority Representation

•• MessickMessick (1995) argued that the validity (1995) argued that the validity of instruments must be questioned if of instruments must be questioned if they contribute to overrepresentation they contribute to overrepresentation of minorities in special education of minorities in special education classes for children with mental classes for children with mental retardation (Oswald, retardation (Oswald, CouthinoCouthino, Best, & , Best, & Singh, 1999). Singh, 1999).


145

&Race DifferencesRace Differences

Binet 4Binet 4 94.494.4 107.0107.0 12.612.6WJWJ--R CogR Cog 90.990.9 102.6102.6 11.7 11.7

Group Means for Matched Samples by RaceGroup Means for Matched Samples by RaceTestTest Black Black White White DiffDiff

Binet 4Binet 4 94.494.4 107.0107.0 12.612.6WJWJ--R CogR Cog 90.990.9 102.6102.6 11.7 11.7 NNATNNATWNVWNVCASCAS


146

&Possible SolutionsPossible Solutions

•• Ban the use of IQ testsBan the use of IQ tests•• Change the definition of intelligenceChange the definition of intelligence•• Increase fair assessment of children Increase fair assessment of children

using measures that do not use verbal using measures that do not use verbal and achievement laden measures of and achievement laden measures of ““abilityability””


147

&

How much is How much is achievement in achievement in

ability tests?ability tests?

The answer may surprise youThe answer may surprise you


148

&Ability Ability vsvs AchievementAchievement

Someone who is Someone who is gladglad isis(a) tall(b) proud(c) happy(d) alone

What does What does scaredscaredmean? mean? (The child answers orally)(The child answers orally)

Many Group Many Group Achievement Tests Achievement Tests included Reading included Reading VocabularyVocabulary

Many IQ tests include Many IQ tests include Vocabulary items Vocabulary items presented orally by presented orally by the examinerthe examiner


149



150


•• Group ability tests require reading and Group ability tests require reading and measure academic skillsmeasure academic skills

5. The opposite of cruelty is -a. concern b. kindness c. leniency d. brutality

19. Dust is to speck as water is to -a. wash b. drop c. sink d. ocean

24. What number comes next in the series? 1 2 5 6 9 10 13 14 ?a. 17 b. 18 c. 16 d. 15


151


•• CogATCogAT Verbal Classification Verbal Classification – Which answer goes with the words “red, brown, yellow”

A colorA colorB crayonB crayonC paintC paintD greenD greenE marker E marker

ITBS Vocabulary test – Select the answer that has

the same meaning as the target word. – “To peek in the box”

A pushB standC breakD look


152


•• CogATCogAT Verbal Classification Verbal Classification – If the child does not know these words,

then the child will not be able to classify them into groups

•• ITBS VocabularyITBS Vocabulary– Knowledge of words is required for

success •• Vocabulary is taught in school and at Vocabulary is taught in school and at

homehome


153


•• The child reads a sentence and selects The child reads a sentence and selects an option that completes the meaningan option that completes the meaningBirds ____ in the sky”

A nestA nest C swimC swimB flyB fly D floatD float

•• This is This is alsoalso a vocabulary testa vocabulary test•• And, these questions require readingAnd, these questions require reading•• What level of reading is required?What level of reading is required?


154


•• CogATCogAT Form D Level 6 is intended for Form D Level 6 is intended for children in grades 5 and 6children in grades 5 and 6

•• The Sentence Completion test The Sentence Completion test readability grade level is 6.1 (range 3.7 readability grade level is 6.1 (range 3.7 -- 10.4) using Flesch10.4) using Flesch--Kincaid readability Kincaid readability formulaformula

•• 80% of the items have readability of 80% of the items have readability of grade 5 or more!grade 5 or more!


155


One item on the a One item on the a verbal verbal Comprehension Comprehension subtest is like subtest is like this:this:What should you do if you see smoke in your house?


156


One item on the a One item on the a Comprehension Comprehension subtest is like subtest is like this:this:What should you do if you cut your finger?


157


•• Quantitative tests with names like Quantitative tests with names like – Arithmetic– Numerical Reasoning– Etc.


158


Group and Individual Group and Individual Achievement TestsAchievement Tests

Quantitative Quantitative subtest itemssubtest items

“A boy had twelve books and sold five. How many books did he have left?”

Peter counted seventeen lily pads at the pond. There were frogs sitting on five of the lily pads, and the rest were empty. How many lily pads were empty?(a) 22 (b) 13 (c) 12


159


•• How many marble does Joe How many marble does Joe have in both hands?have in both hands?

•• ““How many stars are there How many stars are there all together?all together?””

A Quantitative Reasoning item on an individual IQ test

An Individual Achievement Numerical Operations Subtest item


160

&

Quantitative Ability or Quantitative Ability or Achievement?Achievement?

•• How much money would How much money would these drinks and snacks these drinks and snacks cost?cost?

•• If you these two balls and If you these two balls and you had this much money, you had this much money, how much money would how much money would you have left?you have left?

Individual IQ test Quantitative Reasoning

WJ-III ACH Applied Problems

75 c 55 c


161

&The Same QuestionThe Same Question

Individual IQ test Quantitative Reasoning item

Achievement test Math Fluency subtest

Achievement test Numerical Operations


162

&

Quantitative Ability or Quantitative Ability or Achievement?Achievement?

•• The sandbox is eight feet The sandbox is eight feet long, four feet wide, and one long, four feet wide, and one foot deep. How many cubic foot deep. How many cubic feet would be needed to fill feet would be needed to fill it?it?

•• How much sand is needed How much sand is needed to fill this sandbox half to fill this sandbox half way?way?

Achievement subtest Applied Problems

IQ test Quantitative Reasoning item


163

&Poverty & Test ScoresPoverty & Test Scores

•• Poverty or low SES negatively affects test Poverty or low SES negatively affects test scores because of limited enrichment at scores because of limited enrichment at homehome– high poverty is correlated with low test scores

because of issues associated with educational enrichment at home and at school

– many students receive low test scores because of limited opportunity to learn

•• MminoritiesMminorities are penalized on traditional tests of are penalized on traditional tests of intelligence and denied access to gifted education intelligence and denied access to gifted education programs and services programs and services

•• Such denial of access is common when ability tests are Such denial of access is common when ability tests are highly verbal and achievement orientedhighly verbal and achievement oriented


164

&Nonverbal AssessmentNonverbal Assessment

•• Bracken and Naglieri (2003) state Bracken and Naglieri (2003) state – “general intelligence tests with verbal

content and nonverbal content measure essentially the same construct as general ability tests that are entirely nonverbal”(p. 247)

– Both types measure general ability•• one measures general ability with varying one measures general ability with varying

content (verbal, quantitative, and nonverbal) content (verbal, quantitative, and nonverbal) and the other uses nonverbal tests and the other uses nonverbal tests


165

&

Is a Nonverbal Tests as Is a Nonverbal Tests as Powerful as a Powerful as a

Verbal/Nonverbal Verbal/Nonverbal Test?Test?


166

&

Can we test this Can we test this hypothesis?hypothesis?

Perhaps ...Perhaps ...


167

&General AbilityGeneral Ability

WISCWISC--IIIIII NNAT NNAT WNVWNVFSIQFSIQ NAINAI FS4FS4WIATWIAT SAT9SAT9 WIAT2WIAT2

Median rMedian r .59.59 .63.63 .60.60NN 1,2841,284 24,10824,108 8888

WISCWISC--3 data from WIAT Manual Table C.1 ages 63 data from WIAT Manual Table C.1 ages 6--1616NNAT data from Naglieri (1997) NNAT Technical ManualNNAT data from Naglieri (1997) NNAT Technical ManualWNV data from Wechsler & Naglieri (2006) Technical ManualWNV data from Wechsler & Naglieri (2006) Technical Manual

? ?


168

&

What is the result if What is the result if verbal tests are not verbal tests are not

used?used?

Race Ethnic differencesRace Ethnic differences


169

&Race DifferencesRace Differences

Binet 4Binet 4 94.494.4 107.0107.0 12.612.6WJWJ--R CogR Cog 90.990.9 102.6102.6 11.7 11.7

Group Means for Matched Samples by RaceGroup Means for Matched Samples by RaceTestTest Black Black White White DiffDiff

Binet 4Binet 4 94.494.4 107.0107.0 12.612.6WJWJ--R CogR Cog 90.990.9 102.6102.6 11.7 11.7 NNATNNAT 95.195.1 99.399.3 4.24.2WNVWNV 96.496.4 101.0101.0 4.64.6CASCAS 95.295.2 100.0100.0 4.84.8


170

&BoakeBoake (2002)(2002)

•• WechslerWechsler’’s view of intelligence as not that s view of intelligence as not that verbal an nonverbal were two types of verbal an nonverbal were two types of intelligenceintelligence

•• nonverbal tests helped minimize the overnonverbal tests helped minimize the over--diagnosing of retardation caused by diagnosing of retardation caused by intelligence tests that were too verbal intelligence tests that were too verbal

•• verbal and performance tests as equally verbal and performance tests as equally valid measures of intelligence and valid measures of intelligence and

•• He criticized the labeling of performance He criticized the labeling of performance tests as measures of special abilitiestests as measures of special abilities


171

&What does the WNV measure?What does the WNV measure?

•• The WNV is a test of general ability The WNV is a test of general ability measured using nonverbal testsmeasured using nonverbal tests

•• It is not a measure of nonverbal It is not a measure of nonverbal intelligenceintelligence– measure general ability by using tests

that do not require verbal skills– not “nonverbal ability”– measure “general ability” nonverbally


172

&WechslerWechsler

•• General ability has been General ability has been measured since 1939 with the measured since 1939 with the Wechsler ScalesWechsler Scales

•• These tests included many These tests included many subtests that differed in their subtests that differed in their content and requirements content and requirements

•• Individual subtest scores and Individual subtest scores and an overall composite score (a an overall composite score (a Full Scale score) were used to Full Scale score) were used to reflect general abilityreflect general ability

•• Subtests were aggregated into Subtests were aggregated into composites based on the composites based on the content of the subtestscontent of the subtests


173

&WechslerWechsler

•• The Wechsler test were selected to measure general The Wechsler test were selected to measure general ability with content that variesability with content that varies– Some require knowledge of words and comprehension of

verbal relationships– others require recall of numbered sequences or reasoning with

arithmetic or spatial stimuli •• “…“… the attributes and factors of intelligence, like the the attributes and factors of intelligence, like the

elementary particles in physics, have at once collective elementary particles in physics, have at once collective and individual propertiesand individual properties”” (Wechsler, 1975, p. 138)(Wechsler, 1975, p. 138)

•• The subtests form a cohesive whole represented in the The subtests form a cohesive whole represented in the Full Scale, which reflects the concept of general ability.Full Scale, which reflects the concept of general ability.


174

&WechslerWechsler

•• Tests may differ in their content or specific Tests may differ in their content or specific demands but still measure the concept of general demands but still measure the concept of general intelligenceintelligence

•• Spearman called this the Spearman called this the ““indifference of the indifference of the indicatorindicator”” (1927, p. 197) (1927, p. 197)

•• ““the subtests are different measures of the subtests are different measures of intelligence, not measures of different kinds of intelligence, not measures of different kinds of intelligenceintelligence”” (Wechsler, 1958, p. 64)(Wechsler, 1958, p. 64)

•• ““the term nonverbal refers to the content of the the term nonverbal refers to the content of the test, not a type of abilitytest, not a type of ability”” (Naglieri, 2003, p. 2)(Naglieri, 2003, p. 2)

•• The primary purpose of the WNV is to measure The primary purpose of the WNV is to measure general ability nonverballygeneral ability nonverbally


175

&ConclusionsConclusions

•• Tests of general ability are very similar Tests of general ability are very similar despite the difference in contentdespite the difference in content

•• Verbal or nonverbal tests are simply Verbal or nonverbal tests are simply different ways to measure general abilitydifferent ways to measure general ability

•• A nonverbal test can correlate with A nonverbal test can correlate with achievement just as well as a verbal and achievement just as well as a verbal and nonverbal testnonverbal test

•• What evidence is there that this helps with What evidence is there that this helps with fair assessment?fair assessment?


176

&

NNAT NNAT Race/Ethnic Race/Ethnic DifferencesDifferences

Naglieri, J. A., & Ronning, Naglieri, J. A., & Ronning, M. E. (2000). Comparison M. E. (2000). Comparison

of White, Africanof White, African--American, American, Hispanic, and Asian Hispanic, and Asian

Children on the Naglieri Children on the Naglieri Nonverbal Ability Test. Nonverbal Ability Test.

Psychological Assessment, Psychological Assessment, 12, 12, 328328--334334


177

&Naglieri & Ronning (2000)Naglieri & Ronning (2000)

•• Samples selected from total group of Samples selected from total group of 89,600 matched on:89,600 matched on:– Gender– Region– SES– Urbanicity– Ethnicity– Public/private school setting


178

&Race Ethnic DifferencesRace Ethnic Differences

NN MeanMean DiffDiffWhiteWhite 2,3062,306 99.399.3BlackBlack 2,3062,306 95.195.1 4.24.2


179



WhiteWhite 1,1761,176 101.4101.4HispanicHispanic 1,1761,176 98.698.6 2.82.8


180



WhiteWhite 1,1761,176 101.4101.4HispanicHispanic 1,1761,176 98.698.6 2.82.8

WhiteWhite 466466 103.6103.6AsianAsian 446446 103.9103.9 0.30.3


181

&NNAT & Gifted IdentificationNNAT & Gifted Identification

•• Increasing Identification of Gifted Increasing Identification of Gifted Minority Children Using the Naglieri Minority Children Using the Naglieri Nonverbal Ability Test (NNAT)Nonverbal Ability Test (NNAT)

•• Jack A. Naglieri & Donna FordJack A. Naglieri & Donna Ford•• Gifted Child Quarterly (2003)Gifted Child Quarterly (2003)


182

&2003


183

&Naglieri & Ford (2001)Naglieri & Ford (2001)

•• Sample:Sample:– 19,210 children (fall 1995 NNAT sample)– Grades K to 12 – Representative of US according to:

•• geographic regiongeographic region•• socioeconomic statussocioeconomic status•• ethnicity ethnicity •• type of school setting (public or private)type of school setting (public or private)


184


•• Purpose of the studyPurpose of the study– to examine the differential hit rates for

different groups of children identified as earning several high NNAT scores

– Cumulative frequency distributions were obtained for White (n = 14, 316) , Black (n = 2,880), and Hispanic (n = 2, 014) samples


185


0

20

40

60

80

100

50 70 90 110

130

WhiteAfrican-AmHispanics

% Sample

NNAT standard scores (mean of 100, SD 15)


186


8486889092949698

100

120 130 140

WhiteAfrican-AmHispanics

% Sample

NNAT standard scores (mean of 100, SD 15)


187

&


188


•• ConclusionsConclusions– distributions of scores were remarkably similar

for white, African-American, and Hispanics– Similar percentages of children were identified

using a cut off score of 130 and 140– NNAT can be used to assist when fair

assessment of all children for gifted programs is desired


189

&

Comparison Comparison of Hispanic of Hispanic Children Children with and with and without without Limited Limited English English Proficiency Proficiency on the NNATon the NNAT


190

&Hispanic Children Hispanic Children

•• 148 Hispanic children with limited English 148 Hispanic children with limited English language proficiencylanguage proficiency– 98 % from West and South– 53 % males– 82% Low and Low Middle SES– 41% Urban settings

•• 148 Hispanic children without limited 148 Hispanic children without limited English language proficiencyEnglish language proficiency– 98 % from West and South– 53 % males– 82% Low and Low Middle SES– 41% Urban settings


191

& Hispanic ChildrenHispanic Children


192

&Hispanic ChildrenHispanic Children


193

&

NNAT NNAT Gender Gender

DifferencesDifferences


194

&

Gender Differences on Gender Differences on NNATNNAT


195

&

NNAT Gender NNAT Gender DifferencesDifferences


196

&

Fairfax County Fairfax County SchoolsSchools

2001 2001 vsvs 2002 gifted 2002 gifted identification programidentification program


197

&

2001 2001 vsvs 2002 Primary 2002 Primary LanguageLanguage

0%

2%

4%

6%

8%

10%

2001 2002

% ESL183% increase 183% increase in children in children whose primary whose primary language is not language is not English English (Spanish, (Spanish, Chinese, Chinese, Korean, and Korean, and Vietnamese)Vietnamese)


198

&

FarifaxFarifax County N of County N of languageslanguages

18

35

5

10

15

20

25

30

35

40

2001 2002

n languages •• Two year comparison Two year comparison •• Total sample Total sample

approximately 10,000approximately 10,000•• Top 10% of children Top 10% of children

screenedscreened•• Number of languages Number of languages

spoken by children spoken by children whose primary whose primary language was not language was not EnglishEnglish


199

&ConclusionsConclusions

•• Nonverbal tests provide a culturally Nonverbal tests provide a culturally reduced way to measure general abilityreduced way to measure general ability

•• Nonverbal tests have excellent reliability Nonverbal tests have excellent reliability and validityand validity

•• Nonverbal tests provide a way to measure Nonverbal tests provide a way to measure general ability that does not require verbal general ability that does not require verbal and quantitative skillsand quantitative skills

•• Nonverbal tests are useful for culturally and Nonverbal tests are useful for culturally and linguistically diverse populationslinguistically diverse populations


200

&Summary Nonverbal TestsSummary Nonverbal Tests

•• Strong relationships to achievementStrong relationships to achievement•• Small Race / Ethnic differencesSmall Race / Ethnic differences•• Similar identification rates for gifted Similar identification rates for gifted

childrenchildren•• Similar scores for children with limited Similar scores for children with limited

English language skillsEnglish language skills

Documents

Wechsler Nonverbal Scale of Ability - zekasinavi.comzekasinavi.com/wp-content/uploads/2017/05/wechsler-nonverbal1.pdf · Wechsler Nonverbal Scale of Ability Jack Naglieri, PhD Professor