Nonverbal Assessment

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Nonverbal Assessment

• Theory and Applications

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Purpose

• Most intelligence tests do a fairly thorough
  evaluation of many abilities
• However, verbal knowledge is culturally specific
• An individual with cultural difference in
  language will score lower for reasons due to
  culture and not ability

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• Bilingual Education Act
• Limited English Proficiency is someone with
  native language other than English or comes from
  environment where English not dominate language.
• Assessment of non-English speakers is a huge
  hurdle for school psychologists

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Mental Retardation

• http//www.doe.k12.ga.us/curriculum/exceptional/in
  tellectual.asp
• Deficits in intellectual functioning and adaptive
  behavior

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Administration

• Nonverbal gestures for directions
• Test Administration Gestures essential to know
  gestures but also to be adaptive and flexible
  with nonverbal communication
• Demonstration Items
• Examiner models appropriate response
• Sample Items
• Feedback on examiners response
• Scored Items
• Typical item, no feedback
• Checkpoint Items
• Scored item but feedback is allowed if item
  failed.

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Symbolic Memory

• Show picture symbols (man, child, etc.) for 5
  seconds, then turn page and gesture for child to
  move the picture stimulus just shown into the
  workspace (between stimulus book and picture
  symbols).
• Visual and Verbal Memory
• Logical Rules

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Cube Design

• Reconstruct designs using cubes
• Items and samples before item 3 or demonstrated
  directly on flat book
• Item 3 and higher use a response mat

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Spatial Memory

• Show pattern of dots on grid, ask examinee to
  recreate pattern

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Analogic Reasoning

• Matrix reasoning task that involves the visual
  analysis of sequential patterns to predict
  missing pattern

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Object Memory

• Delayed memory of common objects with distractors
  (like picture recognition).

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Mazes