The purpose of this study was to investigate the reliability and validity of the results of the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) with a sample of English Language Learner (ELL) Mexican American children and to compare the performance on the NNAT of 122 ELL Mexican American children with children from the standardization sample. The rationale for conducting this study was the need to identify culturally sensitive and technically adequate nonverbal measures of ability for the fastest growing minority group within America’s public schools today, Mexican American children. The NNAT was administered to participants with parental consent. Statistical analyses of the scores did yield positive evidence of internal consistency for the Nonverbal Ability Index (NAI) total score of the NNAT. However, when individual clusters were analyzed, Pattern Completion, Reasoning by Analogy, and Serial Reasoning did not yield positive evidence of internal consistency. Only Spatial Visualization approached the reliability standard deemed acceptable for tests of cognitive ability. The mean differences of the NNAT scores between two independent groups were also assessed in the present study. Results of the statistical analyses did not yield statistically significant differences across age and grade factors between the scores of the ELL Mexican American sample and the standardization sample. Finally, the proposed factor structure of the NNAT was compared with the factor structure found with the ELL Mexican American sample. Goodness-of-fit test statistics indicate that the proposed four-factor structure does not fit well with the data obtained from this sample of ELL Mexican American students. Furthermore, although the NNAT is considered to be a unidimensional test of general ability, nine factors were extracted upon analysis, providing evidence that the items on each of the four clusters do not function together as four distinct dimensions with this ELL Mexican American sample. Given that the individual clusters that collectively combine to yield the NAI total score are not based on any particular model of intelligence, interpretation of specific strengths and weaknesses should be discouraged. Finally, the NNAT’s overall score should be interpreted with caution and may best be used in conjunction with multidimensional ability and/or intelligence measures.

This study presented the past, current, and proposed practice of intelligence testing with a unique population, students identified as deaf and hard of hearing (D/HH). As a basis for describing the cognitive ability of Utah's D/HH students and to improve practice guidelines, 61 D/HH students served by Utah Schools for the Deaf and the Blind (USDB) were administered the Universal Nonverbal Intelligence Test (UNIT) standard battery and the Perceptual Reasoning Index (PRI) subtests from the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Based on these data, composite score distributions were described and compared with national standardization samples. Participants' WISC-IV PRI scores are summarized with the following descriptive statistics: M = 88.95, 11.05 points below the standardization sample's mean; SD = 14.55; skew = -.74; and SE = .31. Comparing the USDB D/HH sample's WISC-IV PRI scores with the WISC-IV standardization sample's distribution of scores, the participants' scores were significantly lower (two-tailed p-value of <.0001). Participants' UNIT Standard Battery Composite scores are summarized with the following descriptive statistics: M = 90.74, 9.26 points less than the standardization sample's mean; SD = 13.97; skew = -.55; and SE = .31. Comparing this sample's UNIT composite scores with the standardization sample, the participants' scores were significantly lower (two-tailed p-value of <.0001). Additionally, a Pearson correlation compared each participant's scores on the WISC-IV PRI with the corresponding score on the UNIT Standard Battery Composite, yielding a correlation coefficient of .75 with a two-tailed p-value < .0001. Recommendations for future guidelines regarding cognitive assessment of Utah's D/HH students are presented. In particular, this research supported administering the UNIT rather than the WISC-IV. Though no assessment is language free, the UNIT's administration uses simple gestures for directions, rather than spoken language. Additionally, D/HH students were included in the standardization sample. Furthermore, administering one assessment, rather than several, consumes less time for the examiner and the student, saving money and decreasing student time away from classroom instruction.

Made available in DSpace on 2016-03-15T19:40:28Z (GMT). No. of bitstreams: 1 Anna Carolina Cassiano Barbosa.PDF: 1109082 bytes, checksum: e400ae0174828930299ab0c8ff0a22e8 (MD5) Previous issue date: 2008-01-22 / Fundo Mackenzie de Pesquisa / The assessment of intelligence in deaf children has been a challenge for psychologists since deafness bring many consequences for the cognitive development of these children. The lack of appropriate tools to this population has done with the deaf are considered disabled when compared with hearing pairs. Thus, studies that consider the impact of deafness in the cognitive development of these children are important, as they may bring a new understanding of the cognitive peculiarities of these subjects. This work was aimed at seeking validity evidences of the Test of Nonverbal Intelligence (TONI-3) for deaf schools by the following criteria of validity: the instrument in relation to external variables: age, education, gender, type of deafness and communication; the index of correlation between the items and the test scores, and correlation between the version pencil and paper with the computer. 205 deaf people were examined of both sexes, with average age of 14 years and that attended the fundamental classes of 4 public schools. Results showed no differences in sex for the two versions of the test. Growing function was observed in total score in the two versions of the test with increasing age and school series, indicating evidence of developmental validity. As to the type of deafness, nonsignificant differences were found in the test scores. With regard to the mode of communication used, but the deaf that speech has obtained higher scores on TONI-3, this difference was nonsignificant. The results also showed good consistency of the items when compared to Brazilian standards for hearing, and positive correlations between the two versions of the test. Thus, the data found show the viability of the TONI-3 to evaluate the intelligence of deaf children. / A avaliação de inteligência de crianças surdas tem sido um desafio para psicólogos uma vez que a surdez traz inúmeras conseqüências para o desenvolvimento cognitivo destas crianças. A carência de instrumentos adequados a esta população tem feito com que os surdos sejam considerados deficientes quando comparados com os ouvintes. Deste modo, estudos que considerem o impacto da surdez no desenvolvimento cognitivo destas crianças são importantes, pois podem trazer uma nova compreensão sobre as particularidades cognitivas destes indivíduos. Este trabalho teve por objetivo buscar evidências de validade do Teste de Inteligência Não-verbal (TONI-3) para escolares surdos pelos seguintes critérios de validade: do instrumento em relação às variáveis externas: idade, escolaridade, gênero, tipo de surdez e comunicação; do índice de correlação entre os itens e pontuação no teste; e correlação entre a versão lápis e papel com a computadorizada. Foram examinados 205 surdos de ambos os sexos, com idade média de 14 anos e que freqüentavam o ensino fundamental de 4 escolas públicas. Resultados mostraram não haver diferenças para o sexo nas duas versões do teste. Foi observada função crescente na pontuação total nas duas versões do teste com o aumento da idade e da série escolar, indicando evidência de validade desenvolvimental. Quanto ao tipo de surdez, não foram encontradas diferenças significativas na pontuação do teste. Com relação ao modo de comunicação utilizado, embora os surdos que oralizavam tenham obtido pontuação maior no TONI-3, esta diferença não foi significativa. Os resultados evidenciaram também, boa consistência dos itens quando comparados às normas brasileiras para ouvintes, e correlações positivas entre as duas versões do teste. Deste modo, os dados encontrados mostram a viabilidade do TONI-3 para avaliação de inteligência de crianças surdas.