Abstract
Jose is very smart, but you would not know that by observing him in class. His first-grade teacher says he just sits in class with a lost look on his face. During instruction times, he seems to want to participate, but he quickly loses interest and then starts to misbehave. The teacher has to tell him things repeatedly, and he seems not to understand. So it was quite a surprise to find out that Jose scored 128 (97th percentile) on a nonverbal test of ability! How could that be? The answer is that Jose has both a problem with intermittent hearing loss and limited English-language skills. This has resulted in poor communication skills and failure to follow what is going on in the classroom—when he does hear. This case illustrates the real advantage of a nonverbal test of general ability—to identify children’s level of ability overcoming, in this case, the impediment of limited English-language skills and hearing problems that can pose a considerable obstacle to accurate assessment. In fact, nonverbal tests have been used to overcome limited English language since the early 1900s (Yoakum & Yerkes, 1920).
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Naglieri, J.A. (2003). Naglieri Nonverbal Ability Tests. In: McCallum, R.S. (eds) Handbook of Nonverbal Assessment. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-0153-4_9
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DOI: https://doi.org/10.1007/978-1-4615-0153-4_9
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