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Nonverbal and Language-Reduced Measures of Cognitive Ability: a Review and Evaluation

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Abstract

With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test selection and interpretation including adequacy of floors and item gradients, provision of data for subgroups of students, percent of timed items, and response mode are described. Eight additional tests with language-reduced components also were reviewed. Implications for practice and research are presented.

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Authors and Affiliations

  1. Department of Psychology, Central Michigan University, Mt. Pleasant, MI, 48859, USA

    Daniel D. Drevon & Sharon Bradley-Johnson

  2. Department of Pediatrics, University of Michigan Health Systems, 1011 Cornwell Pl, Ann Arbor, MI, 48104, USA

    Rachel M. Knight

Authors
  1. Daniel D. Drevon
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  2. Rachel M. Knight
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  3. Sharon Bradley-Johnson
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Correspondence to Daniel D. Drevon.

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The authors received no financial support for the research, authorship, and/or publication of this article.

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Drevon, D.D., Knight, R.M. & Bradley-Johnson, S. Nonverbal and Language-Reduced Measures of Cognitive Ability: a Review and Evaluation. Contemp School Psychol 21, 255–266 (2017). https://doi.org/10.1007/s40688-016-0114-x

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