Handbook of Nonverbal Assessment

1. Front Matter

   Pages i-xvi

   PDF

2. Nonverbal Assessment

   1. Front Matter

      Pages 1-1

      PDF

   2. Context for Nonverbal Assessment of Intelligence and Related Abilities

      • R. Steve McCallum

      Pages 3-21

   3. Best Practices in Detecting Bias in Nonverbal Tests

      • Susan J. Maller

      Pages 23-47

   4. Physiological and Psychological Influences on Multicultural and Nonverbal Assessment

      • R. Steve McCallum

      Pages 49-61

   5. Cross-Battery Assessment of Nonverbal Cognitive Ability

      • Brian E. Wilhoit, R. Steve McCallum

      Pages 63-83

3. Selected Nonverbal Tests and Cognitive Strategies

   1. Front Matter

      Pages 85-85

      PDF

   2. The Universal Nonverbal Intelligence Test

      • R. Steve McCallum

      Pages 87-111

   3. Assessment with the Leiter International Performance Scale—Revised and the S-BIT

      • Gale Roid, Leah Nellis, Mary McLellan

      Pages 113-140

   4. Comprehensive Test of Nonverbal Intelligence

      • Nils Pearson

      Pages 141-161

   5. The General Ability Measure for Adults

      • Achilles N. Bardos

      Pages 163-174

   6. Naglieri Nonverbal Ability Tests

      • Jack A. Naglieri

      Pages 175-189

   7. Test of Nonverbal Intelligence

      • Linda Brown

      Pages 191-221

   8. Raven Progressive Matrices

      • John, Jean Raven

      Pages 223-237

4. Nonverbal Assessment of Related Abilities

   1. Front Matter

      Pages 239-239

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   2. Nonverbal Assessment of Academic Achievement with Special Populations

      • Craig L. Frisby

      Pages 241-258

   3. Functional Behavioral Assessment of Nonverbal Behavior

      • Christopher H. Skinner, Ruth A. Ervin

      Pages 259-281

   4. Nonverbal Assessment of Personality and Psychopathology

      • John D. Wasserman

      Pages 283-313

   5. Nonverbal Neuropsychological Assessment

      • John D. Wasserman, Robin M. Lawhorn

      Pages 315-360

5. Back Matter

   Pages 361-390

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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 nerv­ ous system trauma, personality, and so on. For many children and adults, traditional verbally laden instruments cannot be used. For example, indi­ viduals 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 increas­ ingly diverse; as a result, schools and mental-health professionals are required to serve an increasingly large community of nontraditional learn­ ers. 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 coun­ and so on.

• cognition
• intelligence
• language
• psychology
• rehabilitation
• school psychology

• University of Tennessee, Knoxville, USA

  R. Steve McCallum

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