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Test of Nonverbal Intelligence – 4th Ed.
TONI-4
Test Review
• Constitutive Definition:– The ability to apply knowledge to manipulate one's
environment or to think abstractly as measured by objective criteria defines as intelligence
• Operational Definition:The authors define intelligence as Spearman’s g and fluid intelligence.
What is Intelligence?
Intelligence Tests• The Wechsler Intelligence Scale for Children,
Fourth Edition (WISC-IV; Wechsler, 2003);• Wechsler Adult Intelligence Scale,
FourthEdition (WAIS-IV; Wechsler, 2008);• Stanford-Binet Intelligence Scale, Fifth Edition
(Roid, 2003); • Woodcock-Johnson Test of Cognitive Abilities
(Woodcock, McGrew, & Mather, 2001);• Test of Nonverbal Intelligence, Fourth Edition
(TONI-4; Brown, Sherbenou, & Johnsen, 2010);• Universal Nonverbal Intelligence Test (Bracken
& McCallum, 1997)
Test Description• Published by PRO-ED located in Austin, Texas• Measures general intelligence.• Ideal for populations with language, hearing,
motor impairment, or that are unfamiliar with mainstream American culture
• Not intended to test individuals with visual impairments
• Test administrators need some formal training.• Test administrators also need a fundamental
understanding of mental ability testing and measurement.
Purpose of TONI-4• General intellectual functioning• Intellectual impairment • Treatment, therapy or special services• Hypothesis
• Age Range: 6 years 0 month through 89 years 11 months.
• The first 19 questions are for ages 6 to 9 years, and the remaining questions are for ages 10 and older.
• The time to finish the test is 15 minutes.• Every correct response is scored as 1 point,
and incorrect response is scored as 0 point.
Specific Description
Scoring• Basal: The highest level at which an individual
scores five consecutive correct responses.• Ceiling: The third error out of five consecutive
responses.
I. Index Scores: Mean is 100 and SD is 15.II. PercentilesIII. Age EquivalentsIV. Descriptive Terms• The manual provides a corresponding
descriptive rating with each index score interval.
Types of Scores
Descriptive Terms
Index Score Descriptive
Rating
>130 Very Superior
121-130 Superior
111-120 Above Average
90-110 Average
80-89 Below Average
79-79 Poor
<70 Very Poor
Test Construction• Item generation procedures
- Features such as shape, position, direction,rotation,contiguity, shading, size, and movement
- Added 6 items for a total of 60 items which reduced the floor and ceiling effects
- The two forms were evenly distributed in item similarity and difficulty.
Item Analysis• Classical Test Theory
– Item Discrimination: A point-biserial correlation between each item and the total scores resulted in enough magnitude for positive content validity.
– Item Difficulty averaged about 50%, with items ranging between 15% and 85%, which is acceptable degree for item discrimination.
• Item Response Theory– A logistic regression was used to test all items. – Three dichotomous groups were compared by effect sizes. (e.g. male
vs. female, African American vs. non-African American, and Hispanic vs. non-Hispanic)
– The result show the items unlikely to be biased.
• Item Analysis for Bias– Any biased items with moderate (34% -70%) or large (>70%) effect
sizes were deleted and replaced with unbiased items.
Standardization Sample• 2,272 participants from 31 states were
tested in South, West, Northeast, and Midwest by trained experts.
• English verbal instructions were used for 77% of the normative sample, while the remaining used nonverbal instructions.
• The sample was proportionally stratified relative to the U.S. population at the time the test was developed by age, race, gender, location, parental education, and socioeconomic status.
Reliability and Validty• Test-retest reliability (n=63)• Alternate form (n=63)– Immediate administration– Delayed administration
• Interscorer agreement • Concurrent validity (n=112)– CTONI-2– TONI-3
• Evidence of decrease in cultural and language factors
• Addition of verbal instructions• New normative data collected and stratified• Addition of 6 items to increase difficulty• Items reordered to balance forms• Test duration relatively short
Strengths
• Normative sample tested with English version• Stratification into subgroups– Exceptionality subgroup
• Sample size of certain reliability and validity determinants
• Scorers are not independent
Weaknesses
• Good alternative to verbal intelligence tests• Diagnose intellectual impairments in
individuals whose performance may be confounded by language, cultural, or physical impairments
• Verify referrals for special services
Recommendations