common ancestral language, values, and socioeconomic status. In the case of a Latino population, since many will be assessed for possible placement, they tend to appear to share two features: low achievement and intelligence coefficient scores. This paper analyses the Wechsler Nonverbal Scale of Ability (WNV) as an instrument that adds an explicit commitment to fairness and accurate assessment of a wide variety of individuals (Brunnert, Naglieri, & Hardy-Braz, 2009), even those whose native language
Nonverbal Intelligence, Fourth Edition (TONI-4). PRO-ED, Inc. TX: Austin The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a measure whose purpose is to assess intelligence, apititude, abstract reasoning, and problem solving in a language-free format, categorized as intelligence and general apptitude (Evans-McCleon & Maddux, 2010). The TONI was developed by Linda Brown, Rita J. Sherbenou, and Susan K. Johnsen, with the goal of meeting the necessitiy for a measure of intelligence not requiring
to define intelligence and measure it precisely. However, none of these attempts have been accepted by all because Intelligence is so broad. Intelligence has been defined by many things, by Weschler, who made the most used psychological test today, as “the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.” However, while he may have created the most successful test, his definition is not the only definition of intelligence, for psychologists
just one number or one test that defines a person. A series of tests are taken before any kind of hypothesis is made. One hypothesis of mental tests transformed into tests that are used around the world to discover your behavior. One hypothesis of intelligence transformed into ways to distinguish learning disabilities and standardized tests to get into college. The people in this essay fed off of one idea, they expanded their knowledge and improved on others ideas. Leaving their idea to be revised and
and Phillips, M. (1998), eds. The black-white test score gap. Washington, DC: Brookings Institution Press. Jenson, A.R. (1980). Bias in mental testing. New York: Free Press. Matarazzo, J. (1972) Wechsler’s measurement and appraisal of adult intelligence. Baltimore: Williams and Wilkins. Reynolds, C.R. and Brown, Robert T. (1984), eds. Perspectives on bias in mental testing. New York: Plenum Press. Thorndike, R. (1971). Concepts of cultural-fairness.Journal of Educational Measurement, 8(2)
The Weschsler series involves three tests covering roughly three age groups: the Wechsler Adult Intelligence Scale-III (WAIS-III), the Wechsler Intelligence Scale for Children-IV (WISC-IV), and the Wechsler Preschool and Primary Scale for Infants-III (WPPSI-III). In the WAIS-III, various subtests are grouped into verbal and performance areas and, in addition, four index scores can also be derived. These index
of Intelligence One of the most interesting and controversial areas in behavioral genetics, human intelligence is currently assumed to be subject to both genetic and environmental influences. While this assumption is accepted by a majority of geneticists and behavioral scientists, there is great disagreement on the degree of influence each contributes. Arguments for environmental influences are compelling; at the same time there is growing evidence that genetic influence on intelligence is
Introduction In Canada there are approximately 76 000 children under the protection of Child and Family Services who have experienced neglect, maltreatment, and child abuse (Trocme, Loo, Nutter & Falon, 2002). However, this number does not fully capture the extent of child abuse and neglect in Canada, nor children exposed to complex trauma. Previous research identified that children exposed to complex trauma are less likely to graduate from high school, are more likely to experience mental health
Heredity vs. Environment in Human Development Nature- inborn traits and characteristics inherited from parents Nurture- environmental influences, both before and after birth ACTIVE (organism) VS PASSIVE (mechanistic) Organismic- People are active growing organisms that set their own development in motion ACT not react to environmental influences *cannot predict behavior by simple responses to environmental stimulus Emphasize qualitative change, see development occurring in STAGES
There is plenty of material available on exploring aggression, however physical aggression is an aspect which needs to be explored and understood better, specifically with reference to aggression in its relation to parenting. The focus of the majority of the literature is in relation to boys and physical aggression. There is, however, only a minimal amount of research that focuses on relational aggression- a new type of aggression that has been classified in recent years (Crick and Grotpeter, 1995)
Beery-Buktenica Developmental Test of Visual Motor Integration (VMI) Conners-Wells’ Adolescent Self-Report Scale: Long Version (CASS: L) Nelson-Denny Reading Test, Form H Wechsler Adult Intelligence Scale - Third Edition (WAIS-III) Woodcock-Johnson Psychoeducational Battery - Third Edition (WJ-III) Tests of Achievement: Selected Subtests Tests of Cognitive Abilities: Selected Subtests PRIMARY REFERRAL CONCERNS Ron is a 16-year-old junior at County High School who was referred by his college