Charles L. Nicholson

Comprehensive Test of Nonverbal Intelligence (CTONI).

From the first mental test devised by Simon and Binet in the early 1900s, nonverbal and performance tests have been an integral part of ability assessment. Early in this century test developers realized there was a need for these types of items and instruments. The evaluation of foreign language persons, speech and language impaired, hearing impaired, orthopedically handicapped, etc. was at a disadvantage when evaluated only by verbal instruments. The CTONI can be used with students ages 6 years to 18 years 11 months who can understand the directions for the subtests: formulate

Correlations between the quick test and the Wechsler Intelligence Scale for Children--Revised.

Forms 1, 2, and 3 of the Quick Test and the WISC-R were administered to 62 subjects, ages ranged between 72 mo. and 195 mo., M 138 mo., 52 black and 10 white children. Correlations between all forms of the Quick Test, the three scales of the WISC-R and the subtests, were all positive and significant, rs ranged from a low of .394 to a high of .790. As the mean IQs for the WISC-R scales were only approximately 5 IQ points below the Quick Test means, they were not significantly different.

The Influence of Examiner Race on the Cognitive Functioning of Urban and Rural Children of Different Races.

Abstract Urban and rural girls enrolled in second grades of a school system in the South were randomly assigned to black and white examiners to be tested on an individually administered intelligence test. The interaction of race of examiner, race of subject, and location of subjects home on test performance was investigated using a factorial design employing analysis of covariance. This interaction was not significant. However, as found in other studies, the white children as a group scored significantly higher than the black children. A discussion of conditions in which an interaction relationship may result is presented.

Analysis of Functions of the Slosson Intelligence Test.

A functional analysis of the Slosson Intelligence Test (SIT) was performed using the schema designed by Sattler for analyzing the Stanford-Binet (S-B). The two instruments were then compared. Analysis indicated that, despite the high correlations reported between the two instruments, they evaluate the various mental functions in different proportions, except at the adult level. There were significant correlations among the rank order of the categories evaluated at various age levels of the SIT.

CORRELATIONS AMONG CMMS, PPVT, AND RCPM FOR CEREBRAL PALSIED CHILDREN

Correlations among the PPVT, CMMS, and RCPM were based on the performance of 38 cerebral palsied children whose mean age was 149.4 mo. The coefficients were all positive and significant (p < .05). Considerable scatter in IQs was found among sets of data. The mean IQ on the PPVT was approximately 20 points higher than the mean IQs obtained from the CMMS and the RCPM, which were approximately equal. Comparison of scores for non-cerebral palsied children on these tests showed all three gave similar mean IQs. However, correlations among tests for non-cerebral palsied children differed from those for cerebral palsied children.

Profile Differences between Successfully and Unsuccessfully Mainstreamed Violent and Assaultive Youth.

The purpose of this research is to examine the statistical relationship between psychoeducational profiles of violent and assaultive youth and their success or failure in being mainstreamed into public schools. The research hypothesis was that specific variables contained in a students psychoeducational profile may contribute significantly to differences between his being successfully or unsuccessfully mainstreamed. Uncorrelated t tests indicated that follow-up contacts with the public school system, numerical ratings on an ecological measure, Verbal IQs, one of the WISC—R subtests (Similarities), and the PIAT Reading Comprehension, Reading Recognition, and Spelling scores differentiated significantly between the two groups.

Intellectual and Educational Characteristics of Court-Identified and School-Identified Violent and Assaultive Youth

Results from the scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children (WISC-R) and the Pea body Individual Achievement Test (PIAT). Uncorrelated t tests indicated that IQs, three of the WISC-R subtests (i.e., Vocabulary, Comprehension, Coding), and the PIA T Reading Comprehension Reading Recognition, and Spelling scores differentiated significantly between the two groups. The possibility that court-identified violent and assaultive youth have more severe cognitive deficits that contribute to their excessively aggressive behavior was discussed. In addition, some of the educational implications of these cognitive deficits were identitified.

Efficacy of WISC-R Short Forms with Special Education Referrals.

The protocols of 327 students referred for psychological evaluation for possible special education services were examined using brief forms of the WISC-R. Several combinations of subtests were used to predict the FSIQ. Although significant correlations were obtained between the estimated FSIQ and actual IQ, significant t tests were also obtained, indicating significant discrepancies between the two lQs, Thirty-four protocols were selected at random and Hobbys (1981) split-half technique was applied. Again significant correlations and correlated t tests were obtained with only a very few cases having a significant shift in IQ. The authors concluded that brief forms of the WISC-R should be avoided; however, if a brief form is necessary, Hobbys technique is recommended.