Non-Verbal Assessment of Intelligence Non-verbal assessment of intelligence measures a person’s capacity to act purposefully, to think rationally, and to deal effectively with the environment. Non-verbal assessment does not refer to a person’s non intelligence, rather it refers to the type of items administered on a –verbal test. Intelligence tests with verbal and non-verbal content measures the same domains of general ability as tests that are solely non-verbal. Generally, non-verbal assessments measures a student’s ability to recognize underlying rules and relationship, ability to remember details, ability to see and reproduce conceptual patterns, reasoning skills, and complete sequences. Non-verbal tests deemphasize the role of reading, and minimize language (but is not necessarily eliminated). Language tests (to be distinguished from non-verbal tests) are administered in pantomime –free or gesture and requires no language capacity. Aside from the KABC-II, TONI-3, and the DAS other non-verbal intelligence tests include the Unit, Leiter International Performance Scales, Comprehensive Test of Non-verbal Intelligence (CTON), and Wechsler Intelligence Scale for Children (WISC) perceptual organization subtests. Non-verbal assessments may be appropriate measures if the person is speech or hearing disabled, an English Language Learner (ELL), illiterate, or when teachers suspect a non-verbal learning disorder. Other tests or activities that are loaded with spoken or written language tasks could be helpful in estimating the potential of students who are nonverbal, illiterate, or speaking. The use of non-verbal cognitive testing has two major criticisms (known to this author). Verbal and communication skills are central to overall intelligence, and non-verbal intelligence testing inadequately asses these qualities. Secondly, non-verbal cognitive assessment inadequately asses the student’s use of mediation to problem solve.
Non-Verbal Assessment of Intelligence Non-verbal assessment of intelligence measures a person’s capacity to act purposefully, to think rationally, and to deal effectively with the environment. Non-verbal assessment does not refer to a person’s non –verbal intelligence, rather it refers to the type of items administered on a test. Intelligence tests with verbal and non-verbal content measures the same domains of general ability as tests that are solely non-verbal. Generally, non-verbal assessments measures a student’s ability to recognize underlying rules and relationship, ability to remember details, ability to see and reproduce conceptual patterns, reasoning skills, and complete sequences. Non-verbal tests deemphasize the role of reading, and minimize language (but is not necessarily eliminated). Language –free tests (to be distinguished from non-verbal tests) are administered in pantomime or gesture and requires no language capacity. Aside from the KABC-II, TONI-3, and the DAS other non-verbal intelligence tests include the Unit, Leiter International Performance Scales, Comprehensive Test of Non-verbal Intelligence (CTON), and Wechsler Intelligence Scale for Children (WISC) perceptual organization subtests. Non-verbal assessments may be appropriate measures if the person is speech or hearing disabled, an English Language Learner (ELL), illiterate, or when teachers suspect a non-verbal learning disorder. Other tests or activities that are loaded with spoken or written language tasks could be helpful in estimating the potential of students who are nonverbal, illiterate, or speaking. The use of non-verbal cognitive testing has two major criticisms (known to this author). Verbal and communication skills are central to overall intelligence, and non-verbal intelligence testing inadequately asses these qualities. Secondly, non-verbal cognitive assessment inadequately asses the student’s use of mediation to problem solve.
nonverbal_cognitive_assessment_report.docx