Appendix C

Battery

CTONI-2 CTONI-2 CTONI-2 CTONI-2 DAS-II DAS-II D-KEFS D-KEFS D-KEFS KABC-II KBIT-2 NAB

NEPSY-II

SB5

Test

Geometric Analogies Geometric Categories Pictorial Analogies Pictorial Categories Matrices Picture Similarities Sorting Test: Free Sorting Sorting Test: Sort Recognition Twenty Questions Test Pattern Reasoning Matrices Categories

Animal Sorting

Nonverbal Fluid Reasoning

Age Range (years)

CHC BROAD ABILITY (code) CHC Narrow Ability (code) Test Description

FLUID INTELLIGENCE (Gf)

Tests of Induction (I)

6-89 6-89 6-89 6-89 3:6-17 2:6-6

8-89

The examinee is required to recognize the realtionship between two designs and find the same relationship between two different geometric designs. The examinee is required to select from a set of different designs the one that is most similar to two other related geometric designs. The examinee is required to recognize the relationship between two objects and to find the same relationship between two different objects. The examinee is required to select from a set of different pictures the drawing that is most similar to two other related pictures. The examinee is required to complete a matrix of abstract designs by choosing the correct design from among four or six designs. The examinee is required to match a target picture to one of four stimulus pictures.

The examinee is provided with six cards and is required to make as many sorts as he or she can in four minutes, with only two groups and three cards in each group. The examinee must also describe each sort after completion.

8-89 8-89 7-18 4-90 18-97

7-16

The examiner sorts a set of cards and the examinee is required to explain how they are sorted.

The examinee is required to ask the fewest number of yes/no questions possible in order to identify an unknown target object that has been selected by the examiner (Gc:LD). The examinee is required to complete a pattern by selecting the correct stimulus from an array of four to six options. The examinee is required to select which one of five pictures goes best with the stimulus picture, select which one of six pictures best completes a 2 by 2 analogy, and to solve a 2 by 2 or a 3 by 3 matrix depending on item difficulty level. The examinee is required to generate different two-group categories based on photographs and verbal information, such as name, occupation, place of birth and marital status about six people. The examinee is provided with eight cards with pictures of animals and is required to come up with different ways to make two groups of four cards (i.e., sorting the cards into categories) within a specified time period. The examinee is asked to make a novel sort each time by not repeating any of the groups he or she made before (Gc:K0).

2-85+

The examinee is required to hand the examiner an object that matches the target object from an array of several objects, choose an object from five possible response options that completes a row of a pattern of objects, and to identify from several response options the missing shape/design that completes a matrix of objects, and to identify from several response options the missing shape/design that completes a matrix (Gv).

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SB5

SHIPLEY-2 TONI-4 TVCF

Verbal Fluid Reasoning

Abstractions Test of Nonverbal Intelligence ? 4th Edition Classification

2-85+

7-89 6-90 8-89

At level 2 the examinee views an illustration/picture presented on a stimulus page and is required to describe what is happening in the picture. At level 3 the examinee is presented with 30 randomly dispersed chips on a table. Each chip has a picture of a common object (e.g., book, pen, key). The examinee is required to create as many groups of three chips as possible so that the three chips share at least one common characteristic. At level 4 the examinee is required to state verbally what is silly or impossible about a sentence stated by the examiner (RG; Gc:CM)

The examinee is required to view short letter, number, and word puzzles and fill in missing letters, numbers or words to complete the sequence in a designated time period (RG). The examinee is required to identify the rule that characterizes the relationship among a series of stimulus figures and select a correct response from an array of figures (RG).

The examinee is required to match each of a set of four standard stimulus cards with one card from a deck of cards presented. The classification rules change throughout the task; first, the examinee must match the cards by color, then by conceptual category (i.e., animals, food) and lastly by number of words.

WASI-2 WECH WISC-IV

Matrix Reasoning Matrix Reasoning Picture Concepts

WJ III NU COG

Concept Formation

WNV

Matrices

CTONI-2 CTONI-2

Geometric Sequences Pictorial Sequences

D-KEFS Word Context Test

The examinee is presented with a series of matrices in which one part of each matrix is missing, and is required 6-90 to identify the missing part from a series of presented alternatives.

4-90 6-16 4-90+ 4-21

The examinee is presented with a series of matrices in which one part of each matrix is missing, and is required to identify the missing part from a series of presented alternatives. The examinee is presented with two or three rows of pictures and is required to choose one picture from each row to form a group with a common characteristic. The examinee is required to identify the rules for concepts when shown illustrations of instances of the concepts and noninstances of the concepts. This is a controlled-learning task that involves categorical reasoning based on principles of formal logic. The examinee is given feedback regarding the correctness of each response.

The examinee is required to select from four or five options the missing portion of an incomplete matrix.

FLUID INTELLIGENCE (Gf)

Tests of General Sequential Reasoning (RG) 6-89 The examinee is required to select from a set of geometric designs the one that completes a sequence of

actions shown in three designs. 6-89 The examinee is required to select from a set of pictures the drawing that completes a sequence of actions

shown in three pictures. The examinee is provided with a non-word (i.e., a "ripfa") and is provided with a context for the word. He or 8-89 she must reason to decide what the non-word may mean, based on the information provided about it (Gc:LD).

KABC-II Story Completion

The examinee is required to select pictures from a given set that are needed to complete a story and place the 7-18 missing pictures in their correct locations (Gc:K0).

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KBNA NNAT-2 PLAI 2 RIAS WJ III NU COG

DAS-II KM3 SB5

SB5 WAIS-IV WIAT-III

Conceptual Shifting

Naglieri Nonverbal Ability Test Reasoning Odd-Item Out Analysis-Synthesis

Sequential & Quantitative Reasoning Applied Problem Solving Nonverbal Quantitative Reasoning

Verbal Quantitative Reasoning

Figure Weights

Math Problem Solving

20-89

For each item, the examinee is presented with four line drawings that can be grouped together in various ways based on two physical attributes, with three of the drawings sharing a least one attribute in common. For each shared attribute, the examinee is required to decide which three drawings are alike (share an attribute) and explain in what way (describe the attribute).

The examinee is required to solve a series of progressive matrices (I). 5-17

The examinee is required to reason about features of objects, regarding what may, might, could or would 3-5 happen to materials if placed in specific conditoins.

3-94 The examinee is required to choose which item does not belong with the others (Gc:K0).

4-90+ 7-17

The examinee is required to analyze the presented components of an incomplete logic puzzle and to identify the missing components. This is a controlled-learning task in which the examinee is given instructions on how to perform an increasingly complex procedure. The examinee is given feedback regarding the correctness of his or her response.

FLUID INTELLIGENCE (Gf)

Tests of Quantitative Reasoning (RQ) For set A, the examinee has to complete a series by providing the missing figure. For set B, the examinee has to determine the relationship between two pairs of numbers, apply the relationship to an incomplete pair of numbers, and provide the missing number.

5-21 2-85+

The examinee is required to interpret problems set in a context and to apply his or her computational skills and conceptual knowledge to come up with solutions.

At levels 2-3 the examinee is required to demonstrate his/her understanding of quantitative concepts such as "bigger" and "more" (e.g., point to the bigger car). At levels 3-4 the examinee is also required to solve addition problems and recognize numbers presented on a stimulus page (Gq:A3).

2-85+

At levels 2-4 the examinee is required to count using toys (e.g., blocks) and other objects (e.g., counting rods), name numbers, and to solve basic addition and subtraction problems presented verbally by the examiner and visually on a stimulus page. At level 4 the examinee is required to solve mathematical word problems presented orally by the examiner and visually on a stimulus page (Gq:A3).

The examinee is shown a scale with missing weight(s) and must select a response option that keeps the scale 16-90 balanced. He or she is given a specified time limit to complete this task.

The examiner reads questions to the examinee, who simultaneously views a problem written on a page in a 4-50 Stimulus Book. The examinee is required to provide answers to the questions and may use paper and pencil to

work out a problem. The problems increase in difficulty as the examinee progresses through the items.

WJ III NU ACH

Applied Problems

The examinee is required to analyze and solve practical problems in mathematics by deciding on the 2-90+ appropriate mathematical operations to use (Gq:A3).

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WJ III NU ACH

Quantitative Concepts

WJ III NU ACH Form C

Applied Problems

WJ III NU DS

WJ III NU DS

Number Matrices Number Series

CELF-4

Sentence Assembly

CELF-Pre2

Word Classes(Receptive, Expressive Total)

D-KEFS D-KEFS ITPA-3 PLAI 2 TAPS-3

Proverb Test: Free Inquiry Proverb Test: Recognition Spoken Vocabulary Reordering Auditory Reasoning

TOLD-I:4 Sentence Combining

TOLD-I:4 Word Ordering

The examinee is required to demonstrate knowledge of math concepts such as writing numbers, clocks and 2-90+ telling time, money, and rounding numbers (Gq: KM, A3).

The examinee is required to analyze and solve practical problems in mathematics by deciding on the 2-90+ appropriate mathematical operations to use (Gq:A3).

The examinee is required to look at a two dimensional matrix of numbers with a number missing, analyze the 4-90+ relationship among the numbers, and then identify the missing number.

The examinee is required to look at a series of numbers with a number missing from the series, determine the 4-90+ numerical pattern, and then provide the missing number in the series.

CRYSTALLIZED INTELLIGENCE (Gc) Tests of Language Development (LD)

The examinee is required to produce two semantically and grammatically correct sentences from visually and 9-21 orally presented words or groups of words presented by the examiner and in a stimulus book (MY).

4-6 16-89

Each test item consists of a receptive part and an expressive part. For the receptive part, the examinee is presented with pictures that are named by the examiner. He or she is then required to select the two words that go together. For the expressive part, the examinee is required to explain how these words go together (VL; Gf:I).

The examinee is required to interpret concise and concrete phrases which convey deeper, abstract meanings (K0).

16-89 The examinee is required to select the best alternative interpretation of phrases among four choices (K0).

The examinee is required to state a word that possesses an attribute associated with the word first stated by 5-12 the examiner.

The examinee is required to answer questions that require information beyond salient perceptual clues (i.e., the 3-5 examinee views two different objects and is required to describe how they are similar).

The examinee is required to listen as the examiner says a sentence and then answer questions involving 4-18 understanding jokes, riddles, inferences, and abstractions (K0).

After the examiner orally presents two or more simple sentences, the examinee is required to form one

8-17 compound or complex sentence which includes the use of compound subject, objects, verbs, verb phrases and dependent clauses (MY).

After the examiner orally presents a series of randomly ordered words, the examinee is required to reorder 8-17 them to form a complete, correct sentence (Gsm: MW).

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Word-2

Flexible Word Use

APAT

Semantic Relationships

BBCS-3:R Direction/Position BBCS-3:R Quantity

BBCS-3:R Self/Social Awareness

BBCS-3:R Subtests 1-5 (SRC) BBCS-3:R Texture/Material BBCS-3:R Time/Sequence BBCS-E Direction/Position BBCS-E Quantity

BBCS-E Self/Social Awareness

BBCS-E Subtests 1-5 (SRC) BBCS-E Texture/Material

6-17 The examinee is required to provide two different meanings for each word spoken by the examiner (VL).

CRYSTALLIZED INTELLIGENCE (Gc) Tests of Lexical Knowledge (VL)

The examinee listens to a set of words spoken by the examiner and is required to determine which two words 5-12 go together based on some category (i.e., table and chair go together because both are furniture) (Gf:I).

The examinee is required to view pictured objects and then answer questions that involve relational terms 3-6 describing either the placement of an object relative to another, its position relative to itself, or the direction of

placement. 3-6 The examinee is required to view pictured objects and then answer questions that involve assigning number

values to a set of objects. This includes single and double-digit numerals (Gq:KM). For the Self-Awareness items, the examinee is required to view pictured items that reflect the concept of emotional states (i.e., angry, excited) and answer questions about them. The Social Awareness portion 3-6 requires the examinee to view pictured items which describe kinship, gender, relative ages, and social appropriateness and answer questions pertaining to these concepts (Gkn:BC). The School Readiness Composite subtests assess the examinee's formal school readiness, by measuring his or 3-6 her knowledge of necessary concepts such as Colors, Letters, Numbers/Counting, Sizes/Comparisons and Shapes (LD). The examinee is required to view pictured objects and answer questions that pertain to their salient 3-6 characteristics or attributes or their basic composition. The examinee is required to view pictured items that reflect a temporal or sequential continuum. He or she 3-6 must then then answer questions that pertain to the concepts of time and sequence.

The examinee is required to view pictured objects and then answer questions that involve relational terms 3-6 describing either the placement of an object relative to another, its position relative to itself, or the direction of

placement. The examinee is required to view pictured objects and then answer questions that involve assigning number 3-6 values to a set of objects. This includes single and double-digit numerals (Gq:KM). For the Self-Awareness items, the examinee is required to view pictured items that reflect the concept of emotional states (i.e., angry, excited) and answer questions about them. The Social Awareness portion 3-6 requires the examinee to view pictured items which describe kinship, gender, relative ages, and social appropriateness and answer questions pertaining to these concepts (Gkn:BC).

The School Readiness Composite subtests assess the examinee's formal school readiness, by measuring his or 3-6 her knowledge of necessary concepts such as Colors, Letters, Numbers/Counting, Sizes/Comparisons and

Shapes (LD).

3-6 The examinee is required to view pictured objects and answer questions that pertain to their salient characteristics or attributes or their basic composition.

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BBCS-E BSRA-3

Time/Sequence Colors

BSRA-3

Size Comparisons

BVAT-NU Oral Vocabulary

BVAT-NU Picture Vocabulary

BVAT-NU CELF-4 CELF-4

Verbal Analogies Expressive Vocabulary Word Classes-Expressive

CELF-4

Word Classes-Receptive

CELF-4

Word Definitions

CELF-Pre2 Basic Concepts

CELF-Pre2 CREVT-2 CREVT-2 DAB-3 DAS-II DAS-II

Expressive Vocabulary Expressive Vocabulary Receptive Vocabulary Synonyms Early Number Concepts Naming Vocabulary

DAS-II

Verbal Similarities

DAS-II

Word Definitions

The examinee is required to view pictured items that reflect a temporal or sequential continuum. He or she 3-6 must then then answer questions that pertain to the concepts of time and sequence.

The examinee is required to answer questions pertaining to basic color terms after viewing pictures of colors 3-6 which represent primary colors.

3-6

4-90+

4-90+

4-90+ 5-9 5-21 5-21 10-21 3-4

After viewing pictured objects, the examinee is required to answer questions about dimensions which involve the ability to match, differentiate, and compare objects based on their salient characteristics. Items may describe one dimension, two dimensions, or three dimensions.

This subtest consists of two parts: Synonyms and Antonyms. The Synonyms items require the examinee to provide a word that has the same meaning as a word presented by the examiner. The Antonyms items require the examinee to state a word that means the opposite of a word presented by the examiner. The earlier items of this subtest require the examinee to view pictures of objects and place hir or her finger on the one that depicts a word spoken by the examiner. The remaining items require the examinee to look at a picture of an object or a situation and answer questions about either what the object is, what the object is called, or what is happening in the pictured scene.

The examinee listens to an analogous sentence spoken by the examiner and is required to state a missing word to complete the analogy (Gf:I). The examinee is required to name illustrations of people, objects, and actions.

The examinee is required to express the relationship between the two words chosen in Word ClassesReceptive (1 and 2) ( Gf:I). The examinee is required to name the two words that go together after the examiner reads aloud three or four words (Gf:I).

The examinee is required to define words stated that are presented in isolation and in a sentence by the examiner. The examinee is shown pictures depicting basic concepts and is required to select the picture that is depicting a situation spoken by the examiner (i.e.'Look at these pictures. Point to the one who is sad) (LS).

3-6 5-89 4-89 6-14 2:6-6 2:6-6 7-17

The examinee is shown pictures of items or pictures that depict simple concepts or situations, and is asked to orally express what is being shown in the image. The examinee is required to provide oral definitions for a series of words.

The examinee is required to select from six pictures the one that best represents the stimulus word stated by the examiner. The examinee is required to state a word similar in meaning to the word spoken by the examiner.

The examinee is required to demonstrate understanding of basic mathematical concepts (Gq:A3).

The examinee is required to name objects or pictures of objects.

The examinee is required to state what is similar or common about three different objects or ideas (Gf:I).

7-17 The examinee is required to define words.

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DWNB EOWPVT-4 ERA

Naming Pictures of Objects Expressive One Word Vocabulary Picture Test Receptive Vocabulary

ERA

Written Word Vocabulary

EVT-2 GDRT-2 ITPA-3 ITPA-3 KABC-II KABC-II KABC-II KBIT-2 KBIT-2 KBNA LCT-2 LPT3 LPT3

EVT-2 (Form A and B) Listening Vocabulary Spoken Analogies Written Vocabulary Expressive Vocabulary Riddles Verbal Knowledge Riddles Verbal Knowledge Picture Naming Vocabulary Differences Multiple Meanings

LPT3 NAB

Similarities Naming

4-90+ The examinee is required to provide verbal labels for pictured items shown in a stimulus book.

2-80+ After the examiner presents a series of full-color illustrations depicting objects, actions, or concepts, the examinee is required to name each illustration, typically with one word.

4-7 The examinee points to the picture of a word spoken by the examiner.

The examinee is shown a stimulus (a letter or picture) accompanied by an array of five choices (printed letters, 4-7 numerals, symbols, or words) and is asked to point to the choice in the array that is most closely related to the

stimulus (Grw:RD). 2:6-90+ The examinee is required to name or provide a synonym for a series of presented pictures.

6-13 The examinee is required to select a picture from four response options that best represents the word stated by the examiner.

5-12 The examinee is required to state the correct word that best completes the analogy presented orally by the examiner (Gf:I).

5-12 The examinee is required to read an adjective silently and then write a noun that is appropriately associated with the adjective (Grw:EU).

3-18 The examinee is required to name objects in illustrations.

3-18 The examinee is required to point to one of six pictures that shows the meaning of the word or the answer to the question asked by the examiner (Gf:RG).

3-18 The examinee either points to a picture or says a single word that answers the riddle asked by the examiner (K0).

4-90 The examinee either points to a picture or says a single word that answers the riddle asked by the examiner (LD; Gf:RG).

4-90 The examinee is required to point to one of six pictures that shows the meaning of the word or the answer to the question asked by the examiner (K0).

20-89 The examinee is required to identify pictures of common objects.

6-11 The examinee is required to provide a definition for a word in a passage.

5-11 The examinee is required to distinguish between two items and decide which primary features differ (LD; Gf:RG).

6-11 The examinee is required to define words in varying contexts, after each word is presented in three different sentence contexts (LD). The examinee is required to compare two items and state how they are alike, showing recognition for the

5-11 similar features which place the items in the same category (Gf: I).

18-97 The examinee views a pictured object and is required to state a name for the object.

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OWLS-II PLAI 2 PLS-5

PLS-5 PPVT-4 PTI-2 QPRT

Listening Comprehension

Matching

Auditory Comprehension

Expressive Communication Peabody Picture Vocabulary Test Verbal Abstractions Quick Picture Reading Test

This scale consists of 130 items that increase in difficulty. After a verbal stimulus is read to the examinee while he or she looks at four colored pictures (numbered 1 through four) in a stimulus book, he or she is required to choose the picture that best depicts the meaning of the verbal stimulus. The scale consists of Lexical/Semantic, Symantic, and Supralinguistic items. The Lexical/Symantic items measure the range of linguistic structures. 3-21 Syntactic items measure comprehension of noun and verb modulators (i.e., number, gender, tense, person). The Supralinguistic items require the examinee to conduct language analysis on a higher level than decoding literal lexical or syntactic structures by including comprehension of figurative language (i.e., use of simile, metaphors or double meaning) and humor. Form A can be used with ages 3 to 21 and Form B may be used with ages 5 to 21.

The examinee is required to name objects and point to common objects when they are named by the examiner 3-5 (K0;Gv:MV).

The examinee is asked to perform various developmental tasks depending on his or her age in order to assess

his or her level of auditory comprehension. The child's caregiver is involved in the tasks in cases of very young

children. If a child is too young to perform tasks, the caregiver is asked questions about the child's auditory

comprehension abilities. For example, in a child ranging from 2 to 3 months of age, it would be observed

Birth-7 whether he or she glances momentarily at a person who talks to him or her. In the case of a 1 year old child, it

would be observed whether he or she interrupts an activity when his or her name is called. In the case of a 3

year old child, it would be observed whether he or she engages in symbolic play, recognizes action in pictures

or understands the use of objects. The developmental tasks increase in difficulty and appropriateness according

to age (LS).

The examinee is asked to perform various developmental tasks depending on his or her age in order to assess

his or her level of expressive communication. The child's caregiver is involved in the tasks in cases of very

young children. If a child is too young to perform tasks, the caregiver is asked questions about the child's

Birth-7

expressive communication abilities. For example, in a child ranging from 9 to 11 months, it would be observed whether he or she attempts to imitate facial expressions and movements. In the case of a child aged 3 to 3.5

years, he or she is asked to perform tasks such as naming objects in photographs. The developmental tasks

increase in difficulty and appropriateness according to age (LD).

The examinee is required to point to a picture that matches the word provided by the examiner. 2-90+

The examinee is required to identify pictures that represent the meaning of a spoken word, the meaning of a 3-8 spoken definition of a word, and are different in form or function from other pictures on a page (K0; Gf:I)

This is a brief screening test (10 minutes of administration) intended to measure reading skills. The examinee is

required to read a list of 26 short phrases and view 35 simple line drawings. He or she must select one picture 8-89 for each phrase which best represents its meaning. Over the span of the test, the phrases increase in

grammatical complexity and difficulty (Grw:RC).

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