Transcription of A Guide to Child Nonverbal IQ Measures
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DeThorne & Schaefer: Nonverbal IQ275 American Journal of Speech-Language Pathology Vol. 13 275 290 November 2004 American Speech-Language-Hearing Association1058-0360/04/1304-0275 Clinical FocusLaura S. DeThorneBarbara A. SchaeferPennsylvania State University, University ParkA Guide to Child Nonverbal IQ MeasuresThis Guide provides a basic overview of 16child Nonverbal IQ Measures and uses a set ofspecified criteria to evaluate them in terms oftheir psychometric properties. In doing so, thegoal is neither to validate nor to criticize currentuses of IQ but to (a) familiarize clinicians andinvestigators with the variety of Nonverbal IQmeasures currently available, (b) highlight someof the important distinctions among them, and(c) provide recommendations for the selectionand interpretation of Nonverbal IQ Words: assessment, cognition, langua
as nonverbal to rely to varying degrees on verbal instruc-tion. In fact, the nonverbal components of almost all tests listed in Table 1 include verbal instructions. For example, even though the child is allowed to respond nonverbally by pointing, administration of the Picture Completion subtest from the WISC–IV (Wechsler, 2003) is accompanied by
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