Handbook of Nonverbal Assessment

Handbook of Nonverbal Assessment

Edited by

R. Steve McCallum University oj Tennessee

Knoxville, Tennessee

Springer Science+Business Media, LLC

Library of Congress Cataloging-in-Publication Data

Handbook of nonverbal assessment/edited by R. Steve McCallum. p. cm.

Includes bibliographical references and indexes. ISBN 978-1-4613-4945-7 ISBN 978-1-4615-0153-4 (eBook) DOI 10.1007/978-1-4615-0153-4

1. Intelligence tests for preliterates. I. McCallum, R. Steve.

BF432.5.l55H36 2003 153.9'324-dc21

ISBN 978-1-4613-4945-7

2002043452

©2003 Springer Science+Business Media New York Originally published by Kluwer Academic / Plenum Publishers, New York in 2003

Softcover reprint of the hardcover 1st edition 2003

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Con tribu tors

Achilles N. Bardos, Division of Professional Psychology, University of Northern Colorado, Greeley, Colorado 80633

Linda Brown, 1142 Limit Street, Leavenworth, Kansas 66048

Ruth A. Ervin, Department of Psychology, Western Michigan University, Kalamazoo, Michigan 49008

Craig L. Frisby, Department of Educational, School, and Counseling Psychology, Unviersity of Missouri, Columbia, Missouri 65211

Robin M. Lawhorn, Center for Cognitive Development, Department of Psychology, George Mason University, Fairfax, Virginia 22303

Susan J. Maller, Department of Educational Studies, Purdue University, West Lafayette, Indiana 47907

R. Steve McCallum, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee 37996

Mary McLellan, Department of Educational Psychology, Northern Arizona University, Flagstaff, Arizona

Jack A. Naglieri, Department of Psychology, George Mason University, Fairfax, Virginia 22030

Leah Nellis, Educational and Counseling Psychology, College of Education, University of Kentucky, Lexington, Kentucky 40506

Nils Pearson, 403 W. 35th Street, Austin, Texas 78705

Jean Raven, 30 Great King Street, Edinburgh, Scotland EH3 6QH, United Kingdom

v

vi List of Contributors

John Raven. 30 Great King Street. Edinburgh. Scotland EH3 6QH. United Kingdom

Gail Roid. Department of Psychology. Peabody College of Vanderbilt University. Nashville. Tennessee 37325

Christopher H. Skinner. Department of Educational Psychology and Counseling. University of Tennessee. Knoxville. Tennessee 37996

John D. Wasserman. Center for Cognitive Development. Department of Psychology. George Mason University. Fairfax. Virginia 22030

Bruce E. Wilhoit. Cherokee Health Systems. Talbott. Tennessee 37877

Preface

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 nerv­ous system trauma, personality, and so on. For many children and adults, traditional verbally laden instruments cannot be used. For example, indi­viduals 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 increas­ingly diverse; as a result, schools and mental-health professionals are required to serve an increasingly large community of nontraditional learn­ers. 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 coun­selors, and so on. In general, the intent of this volume is to provide broad, yet detailed coverage of the most relevant information, including the psychological, sociological, and biological context for assessment, best practices in developing fair(er) tests, descriptions of the best and most commonly used individual and group tests of cognition, and strategies for nonverbal assessment of related constructs, including achievement, personality, and neuropsychological functioning.

The Handbook oj Nonverbal Assessment is organized into three major parts. In Part I, the four chapters provide relevant context for nonverbal assessment. In Chapter 1, McCallum describes briefly the history of non­verbal assessment and the current need for it. In Chapter 2, Maller pres­ents the best practices for detecting bias in nonverbal tests. In Chapter 3, McCallum discusses psychological, sociological, and biological influences on test behaviors. Finally, in Chapter 4, Wilhoit and McCallum provide guidelines for application of cross-battery approaches to nonverbal assessment. Part II (Chapters 5-11) includes deSCriptions of the best

vii

viii Preface

currently available nonverbal cognitive tests, characterized by the experts who know the tests best, their authors. They describe the model or phi­losophy used to gUide development of each test, the test characteristics including administration and scoring procedures, psychmetric properties, and strengths and weaknesses; the instruments, described in order, include the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) in Chapter 5, the Leiter International Performance Scale (Roid & Miller, 1997) in Chapter 6, the Comprehensive-Test of Nonverbal Intelligence (C-TONI; Hammill, Pearson, & Wiederholt, 1996) in Chapter 7, the General Ability Measure for Adults (Naglieri & Bardos, 1997) in Chapter 8, the Naglieri Nonverbal Intelligence Test (Naglieri, 1996) in Chapter 9, the Test of Nonverbal Intelligence-III (TONI III; Brown, Sherbenou, & Johnsen, 1997) in Chapter 10, and the Raven's Progressive Matrices (Raven, Raven, & Court, 1998) in Chapter 11. In Part III, the chapters describe the nonverbal assessment of related abilities. In Chapter 12, Frisby describes nonverbal assessment of academic achieve­ment with special populations. In Chapter 13, Skinner describes nonver­bal assessment of functional behaviors; this chapter elaborates on the use of traditional and updated behavioral strategies adapted for nonverbal assessment. Wasserman describes nonverbal assessment of personality in Chapter 14 and nonverbal assessment of neurological functioning in Chapter 15. Both chapters focus on traditional and innovative strategies for nonverbal assessment. Several sections in these chapters focus on the use of nonverbal techniques for assessment in areas never before addressed.

R. STEVE MCCALLUM

Contents

PART I: NONVERBAL ASSESSMENT

1. Context for Nonverbal Assessment of Intelligence and Related Abilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

R. Steve McCallum

Brief Historical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4 Sociopolitical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 7 Social (Re)Action to Assessment. . . . . . . . . . . . . . . . . . . . . .. 9

Impetus for Nonverbal Assessment ....................... 16 Distinction Between Nonverbal Unidimensional and

Multidimensional Nonverbal Tests. . . . . . . . . . . . . . . . . .. 16 Summary ........................................ 17 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 18

2. Best Practices in Detecting Bias in Nonverbal Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 23

Susan J. Maller

Item Bias and Differential Item Functioning . . . . . . . . . . . . . .. 25 Traditional Methods of Detecting Item Bias . . . . . . . . . . . . .. 26 Chi-square Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 27 Standardization Approach. . . . . . . . . . . . . . . . . . . . . . . . . .. 29 Logistic Regression (LR) . . . . . . . . . . . . . . . . . . . . . . . . . . .. 30 IRT DIF ........................................ 31 IRT LR Method. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 33

Test Bias ....................................... . Factor Invariance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Prediction Bias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Current Status and Recommendations .................. . References

ix

36 36 38 39 43

x Contents

3. Physiological and Psychological Influences on Multicultural and Nonverbal Assessment . . . . . . . . . . .. 49

R. Steve McCallum

Some Physiological Influences. . . . . . . . . . . . . . . . . . . . . . . .. 50 Psychological Influences. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 52

Examinee Characteristics . . . . . . . . . . . . . . . . . . . . . . . . .. 53 Examiner Characteristics . . . . . . . . . . . . . . . . . . . . . . . . .. 55 Testing Environment Characteristics . . . . . . . . . . . . . . . . .. 55

Summary....................................... 56 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 56 Appendix: Some Medications (and Doses) Used for the

Treatment of Childhood Disorders. . . . . . . . . . . . . . . . . .. 58

4. Cross-Battery Assessment of Nonverbal Cognitive Ability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 63

Brian E. Willwit and R. Steve McCallum

The Theoretical Foundation of CHC Cross-Battery Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 64

Gc-Crystallized Intelligence . . . . . . . . . . . . . . . . . . . . . . .. 64 Gf-Fluid Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 65 Gq-Quantitative Knowledge . . . . . . . . . . . . . . . . . . . . . . .. 65 GIW-Reading and Writing Ability . . . . . . . . . . . . . . . . . . .. 65 Gsm-Short-Term Memory- . . . . . . . . . . . . . . . . . . . . . . . .. 65 Gv-Visual Processing. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 65 Ga-Auditory Processing. . . . . . . . . . . . . . . . . . . . . . . . . .. 65 Glr-Long-Term Storage and Retrieval . . . . . . . . . . . . . . . .. 66 Gs-Processing Speed. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 66 Gt-Decision/Reaction Time or Speed . . . . . . . . . . . . . . . .. 66

Application of CHC Cross-Battery- Assessment to Nonverbal Assessment. . . . . . . . . . . . . . . . . . . . . . . . . .. 66

Nonverbal CHC Cross-Battery Assessment. . . . . . . . . . . . . .. 67 Seven Steps of the Nonverbal Cross-Battery Assessment

Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 67 Strengths and Weaknessess of CHC Cross-Battery Assessment 70 Summary....................................... 70 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 71 Appendix A: Broad and Narrow Abilities Measured by

Nonverbal Intelligence Batteries and Tests. . . . . . . . . . . .. 73 Appendix B: Cross-Battery- Worksheets for Use with

Nonverbal Intelligence Tests . . . . . . . . . . . . . . . . . . . . . .. 74 Appendix C: Confidential Psychological Report. . . . . . . . . . . .. 78

Contents

PART IT: SELECTED NONVERBAL TESTS AND COGNITIVE STRATEGIES

5. The Universal Nonverbal Intelligence Test

R. Steve McCallum

xi

87

Test Model and Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . .. 87 Goals for UNIT Development . . . . . . . . . . . . . . . . . . . . . . .. 88 Description of the UNIT. . . . . . . . . . . . . . . . . . . . . . . . . . .. 89

Standardization and Psychometric Properties . . . . . . . . . . . .. 89 Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 89 Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 90 Fairness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 91

Administration and Scoring . . . . . . . . . . . . . . . . . . . . . . . . .. 91 Starting and Discontinuing Subtests . . . . . . . . . . . . . . . . .. 92 Test Booklets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 92 Timing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 93 Four Item 1'ypes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 93 Subtest-by-Subtest Rules of Administration. . . . . . . . . . . .. 93

Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 96 General Interpretation Guidelines . . . . . . . . . . . . . . . . . . .. 97 Interpreting the Standard and Abbreviated Batteries. . . . .. 102

Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . . . .. 103 Test Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 103 Administration and Scoring. . . . . . . . . . . . . . . . . . . . . . . .. 104 Technical Properties . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 105 Standardization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 106 Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 106 Fairness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 107

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 108 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 108 Appendix: UNIT Interpretive Worksheet. . . . . . . . . . . . . . . . .. 110

6. Assessment with the Leiter International Performance Scale-Revised and the S-BIT .......... 113

Gale Roid, Leah NeUis, and Mary McLellan

Test Model and Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . .. 114 Theoretical Basis of the Test Batteries . . . . . . . . . . . . . . . .. 116 Organization of the Leiter-R . . . . . . . . . . . . . . . . . . . . . . .. 117 Subtests of the Leiter-R . . . . . . . . . . . . . . . . . . . . . . . . . .. 118 HistOIY of Test Development . . . . . . . . . . . . . . . . . . . . . . .. 120

xii Co~tents

Stages of Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 120 Planning/Research. . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. 120 Pilot Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 121 Tryout Testing ... " . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 121

Standardization and Psychometric Properties . . . . . . . . . . . .. 122 Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 123 Content-Related Evidence of Validity . . . . . . . . . . . . . . . . .. 124 Criterion-Related Evidence of Validity. . . . . . . . . . . . . . . . .. 124 Construct-Related Evidence of Validity . . . . . . . . . . . . . . . .. 126 Fairness of Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . .. 128

Administration and Scoring .......................... 129 Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 131

Composite Score Interpretation. . . . . . . . . . . . . . . . . . . . .. 131 Interpretation of Score Differences .................... 132 Interpretation of Diagnostic Scores in AM Battery. . . . . . . .. 132 Interpretation of the Rating Scales. . . . . . . . . . . . . . . . . . .. 133

Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . . .. . .. 133 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 136 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 136

7. Comprehensive Test of Nonverbal Intelligence. . . . . . .. 141

Nils Pearson

Test Model and Philosophy . . . . . . .. . . . . . . . . . . . . . . . . .. 141 Standardization and Psychometric Properties . . . . . . . . . . . .. 142

Normative Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 142 Test Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 143

Validity of Test Results. . . . . . . . . . . . . . . . . . . . . . . . . . .. 144 Administration and Scoring. . . . . . . . . . . . . . . . . . . . . . . . .. 151

Selecting Pantomime or Oral Administration. . . . . . . . . . .. 151 Administration Instructions and Scoring . . . . . . . . . . . . . .. 152

Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 152 Test Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 153 What Do the Subtests and Composites Measure? ........ 155

Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . . . . .. 158 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 160 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 160

8. The General Ability Measure for Adults . . . . . . . . . . . .. 163

Achilles N. Bardos

Test Model and Philosophy . . . . . . . . . . . . . . . . . . . . . . . . .. 163 History of Test Development . . . . . . . . . . . . . . . . . . . . . . .. 165

Standardization and Psychometric Properties . . . . . . . . . . . .. 166 Administration and Scoring . . . . . . . . . . . . . . . . . . . . . . . . .. 168

Contents xiii

Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 169 Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . . . .. 170 Summary ...................................... 171 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 171 Appendix: Summaries of Gama Validity Studies .......... 171

9. Naglieri Nonverbal Ability Tests: NNAT and MAT-EF . .. 175

Jack A. Naglieri

Test Model and Philosophy . . . . . . . . . . . . . . . . . . . . . . . .. 175 Pattern Completion. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 176 Reasoning by Analogy. . . . . . . . . . . . . . . . . . . . . . . . . . .. 177 Serial Reasoning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 178 Spatial Visualization . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 178 What the NNAT and NNAT-I Measure ................. 179 History of the Tests' Development. . . . . . . . . . . . . . . . . .. 181

Naglieri Nonverbal Ability Test (NNAT). . . . . . . . . . . . . . . . .. 182 Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 182 Standardization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 182 Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 182 Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 183 Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 183 Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 183 Strengths and Weaknesses . . . . . . . . . . . . . . . . . . . . . . .. 184

Level 2: Naglieri Nonverbal Ability Test-Individual Form (NNAT-I) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186

Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186 Standardization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186 Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186 Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186 Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 186 Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 187 Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . .. 187

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 188 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 188

10. Test of Nonverbal Intelligence: A Language-Free Measure of Cognitive Ability. . . . . . . . . . . . . . . . . . . .. 191

Linda Brown

Test Model and Philosophy. . . . . . . . . . . . . . . . . . . . . . . . .. 192 History of Test Development . . . . . . . . . . . . . . . . . . . . . .. 193 TONI (1982) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 195 TONI2 (1990) .................................. 195 TONI3 (1997) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. }'95

xiv Contents

Standardization and Psychometric Properties . . . . . . . . . . .. 198 Item Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 199 Standardization Procedures. . . . . . . . . . . . . . . . . . . . . . .. 201 Normative Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . .. 201 Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 204 Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 206 Measures of Test Bias. . . . . . . . . . . . . . . . . . . . . . . . . . .. 209

Administration and Scoring . . . . . . . . . . . . . . . . . . . . . . . .. 210 Examiner and Subject Qualifications. . . . . . . . . . . . . . . .. 210 Administering TONI. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 211 Scoring TONI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 212

Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 212 Understanding Test Scores. . . . . . . . . . . . . . . . . . . . . . .. 213 Accounting for Test Error . . . . . . . . . . . . . . . . . . . . . . . .. 215 Foreign-Language, Alternate-Normed, and

Cross-Validated Versions of TONI . . . . . . . . . . . . . . . . .. 215 Strengths and Weaknesses ........................ " 215 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 217 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 217

11. Raven Progressive Matrices . . . . . . . . . . . . . . . . . . . .. 223

John and Jean Raven

Test Model and Philosophy. . . . . . . . . . . . . . . . . . . . . . . . .. 223 Standardization and Psychometric Properties . . . . . . . . . . .. 225

Standardization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 225 Internal Consistency. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 225 Test-Retest Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . .. 226 Validity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 226 Some Correlates of RPM Scores. . . . . . . . . . . . . . . . . . . .. 229

Administration and Scoring . . . . . . . . . . . . . . . . . . . . . . . .. 232 The Progressive Matrices Tests . . . . . . . . . . . . . . . . . . . .. 232

Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 234 Strengths and Weaknesses. . . . . . . . . . . . . . . . . . . . . . . . .. 235 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 236 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 236

PART m: NONVERBAL ASSESSMENT OF RELATED ABILITIES

12. Nonverbal Assessment of Academic Achievement with Special Populations . . . . . . . . . . . . . . . . . . . . . . . . . .. 241

Craig L. Frisby

Adaptive Education for Disabled Populations. . . . . . . . . . . .. 243

Contents xv

The Meaning of Nonverbal Assessment of Academic Achievement for Special Populations. . . . . . . . . . . . . . .. 243

The Development of Literacy and Deafness. . . . . . . . . . . .. 244 Achievement Testing without Norms for the D /HOH. . . . .. 246 Selected Achievement Tests with Norms for the D /HOH . .. 246 Skill Assessment of Persons with SSPI. . . . . . . . . . . . . . .. 250 Assistive Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 250 Select Case Studies of Assessment of Persons with SSPI . .. 252

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 255 Additional Resources ............................. 255

Organizations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 255 Periodicals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 256

Books ......................................... 256 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 256

13. Functional Behavior Assessment of Nonverbal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . .. 259

Christopher H. Skinner and Ruth A. Ervin

Foundations of FBA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 260 Nonverbal Behavioral Assessment Procedures. . . . . . . . . . .. 262

Informant Reports: Interviews and Rating Scales . . . . . . .. 263 Direct ObseIVation in Natural Environments. . . . . . . . . .. 268

Experimental Functional Analyses in Analog or Natural Contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 271

Analog Experimental Functional Analyses . . . . . . . . . . . .. 272 Experimental Functional Analyses in Natural Contexts. . .. 273 Strengths and Weaknesses of Analog and Natural

Experimental Functional Analyses . . . . . . . . . . . . . . . .. 274 Case Example. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 275 Summary ...................................... 278 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 279

14. Nonverbal Assessment of Personality and Psychopathology .. . . . . . . . . . . . . . . . . . . . . . . . . . .. 283

John D. Wasserman

Historical Antecedents. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 285 Approaches to Nonverbal Assessment of Personality and

Psychopathology . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 286 Drawing Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 287

Draw a Person Technique. . . . . . . . . . . . . . . . . . . . . . . .. 288 House-Tree-Person Technique ... . . . . . . . . . . . . . . . . .. 291 Kinetic Family Drawings. . . . . . . . . . . . . . . . . . . . . . . . .. 293

xvi Contents

Bender Visual-Motor Gestalt Test . . . . . . . . . . . . . . . . . .. 293 Other Drawing Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 295

Object Placement and Play Techniques. . . . . . . . . . . . . . . .. 296 Family System Test (FAST) ........................ 296 World Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 298

Self-Rating and Self-Report Techniques . . . . . . . . . . . . . . .. 301 Nonverbal Personality Questionnaire .................. 301 Visual Analog Scales. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 305

Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . .. 308 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 309

15. Nonverbal Neuropsychological Assessment ......... 315

John D. Wasserman and Robin M. Lawhorn

An Operational "Nonverbal" Definition . . . . . . . . . . . . . . . .. 316 Nonverbal Tests across Neuropsychological Domains. . . . . .. 318

Attention and Executive Functions . . . . . . . . . . . . . . . . .. 319 Spatial Cognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 332 Memory and New Learning. . . . . . . . . . . . . . . . . . . . . . .. 340

Summary and Future Directions . . . . . . . . . . . . . . . . . . . .. 352 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 353

Author Index 361

Subject Index 371