Test of Nonverbal Intelligence (TONI-3)

Slides:



Advertisements
Similar presentations
Achievement Tests Designed to measure the skills and abilities acquired through direct instruction or intervention. Can measure both lower order and high.
Advertisements

Critical Review of the Cognitive Abilities Test
Teacher In-Service August, Abraham Lincoln.
Special Education Referral and Evaluation Process Presented by Lexington Special Education Staff February 1, 2013.
Colorado School for the Deaf and the Blind November 13, 2013
GETTING STARTING! USING THE BDI-2 IN MA EI A General Overview to Administration.
Advances in Deafness Management Second Language Learning in Cochlear Implant Users October 9, 2005 Ripley K. WONG Speech Therapist In-charge Queen Mary.
Developmental Assessment of Young Children
Wide Range Achievement Test WRAT4 Authors: Gary S. Wilkinson, PhD Gary J. Robertson, PhD.
PLS-5 Training.
May 26, 2003 Athens, Greece Deree College The American College of Greece Technology as a Tool for Persons with Mental Retardation Christine A. Macfarlane,
Evaluating Deaf Individuals with Additional Disabilities Donna Morere, Ph.D. Gallaudet University.
“Special Education 101” Dr. Kaye Tindell Special Education Director.
Response to Intervention RTI – SLD Eligibility. What is RTI? Early intervention – General Education Frequent progress measurement Increasingly intensive.
DAWN STEWART BSC, MPA, PHD BRS 214 Introduction to Psychology Rehabilitation interventions and clinical psychology.
Designing an Interface for Disabled user By Abdi jama Laveeza Ola.
Copyright 2002, Delmar, A division of Thomson Learning.
Report Writing Tips for Speech Language Pathologists
Language-Based Learning Disabilities in the School-Age Population Chapter 9.
Author: Sabrina Hinton. Year and Publisher: American Guidance Service.
By: Allan & Nadeen Kaufman Published by: American Guidance Service.
Adolescent Literacy – Professional Development
Specific Learning Disabilities in Plain English Specific Learning Disabilities in Plain English Children with specific learning disabilities (SLD) have.
Assessment of Mental Retardation & Giftedness: Two End of the Normal Curve Lecture 12/1/04.
Special Education Process
Developing the Foundation for the PLAAFP
Working with Students with Learning Disabilities By: Amanda Baker.
Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment.
Testing Students with Disabilities Office of Assessment Update Suzanne Swaffield Anne Mruz November
KEDC Special Education Regional Training Sheila Anderson, Psy.S
IQ Testing & Brain Damage. Full Scale IQ Person’s relative standing in comparison w/ age- related peers and global estimate of overall mental abilities.
Learning Disability Testing in the Community Colleges: A CCCCO DSPS Presentation to CalWorks An introduction to the CCCCO Learning Disability Eligibility.
TACL-3 Test for Auditory Comprehension of Language
Wechsler Individual Achievement Test-II Overview.
Copyright © 2007 Pearson Education, inc. or its affiliates. All rights reserved.
Competency in Older Adults: Clinical and Legal Perspectives The Role of Cognitive and Neuropsychological Evaluations John Crumlin, PhD Assistant Director,
CogAT Cognitive Abilities Test ™ Report to Parents What does CogAT measure? CogAT measures cognitive development of a student in the areas of learned reasoning.
DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Business Assistant.
Assessment Procedures for Counselors and Helping Professionals, 7e © 2010 Pearson Education, Inc. All rights reserved. Chapter 8 Assessment Intelligence.
SAMANTHA SAMANTHA Present Level of Academic Achievement and Functional Performance A review of speech/language anecdotal log of observations indicate that.
Assessment What is it? Collection of relevant information for the purpose of making reliable curricular decisions and discriminations among students (Gallahue,
Chapter 2 ~~~~~ Standardized Assessment: Types, Scores, Reporting.
Specific Language Impairment & Cognition: A Meta-Analysis Michael W. Casby Communicative Sciences & Disorders Michigan State University imail:
Child Development: Language and Literacy Dr. Cindy Vinson Sept. 29, 2004.
End-of –year Assessments MAP and DRA Testing Workshop for Parents
Chapter 8 Mathematics Assessment. Introduction  Math is a cumulative process. Follow continuum of concrete to abstract.  Foundation skills are taught.
Assessing Learners with Special Needs: An Applied Approach, 6e © 2009 Pearson Education, Inc. All rights reserved. Chapter 5: Introduction to Norm- Referenced.
An Innovative Approach to Fair Evaluations for People with Cognitive Disabilities.
What is a Learning Disability? Dr. Rick McCendie.
Catholic College at Mandeville Assessment and Evaluation in Inclusive Settings Sessions 3 & /14/2015 Launcelot I. Brown Lisa Philip.
 Three Criteria: Inadequate classroom achievement (after intervention) Insufficient progress Consideration of exclusionary factors  Sources of Data.
Disability  A physical or mental condition that limits a person's movements, senses, activities, or learning.
CSD 2230 HUMAN COMMUNICATION DISORDERS Topic 6 Language Disorders Adult Disorders Traumatic Brain Injury Dementia.
ED 543 Education and Psychology of Exceptional Children.
Test of Early Reading Ability-3 (TERA-3) By: Jenna Ferrara.
Specific Learning Disability Proposed regulations.
Provisions of IDEA LRE FAPE Individualized education (IEP)
Assessment Assessment is the collection, recording and analysis of data about students as they work over a period of time. This should include, teacher,
INTERVENING WITH DYSLEXIA IN SCHOOLS Joseph Simoni, Director of Special Education & Student Services Beth DeArce, Intensive Reading Specialist Wappingers.
Observing and Assessing Young Children
NCEXTEND1 Alternate Assessments of: English Language Arts/Reading 3  8, Mathematics 3  8, and Science 5 & 8 English II, Math I, and Biology at Grade.
Cognitive Abilities Test ™. CogAT ® is key to understanding how your students learn! Cognitive Abilities Test ™
Reading Skills Assessment Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers
Wechsler Individual Achievement Test-II
CHAPTER 8: Language and Bilingual Assessment
Verification Guidelines for Children with Disabilities
Made for individuals ages 6-0 and years
Math Milestones Information Constructed Response
Made for individuals ages 6-89 years
Chapter 4 Standardized Tests.
Presentation transcript:

Test of Nonverbal Intelligence (TONI-3) Presented by : Kim Miesen and Amy Schofield

Test of Nonverbal Intelligence Complete Test Kit includes: Manual, Picture Book, 50 Form A Answer Sheets, 50 Form B Answer Sheets Price: $256.00 Written by Linda Brown, Rita Sherbenou, and Susan Johnson Published by Pro-Ed Publisher information: 8700 Shoal Creek Boulevard, Austin, TX 78757

Theoretical Basis Measures general intelligence targeting abstract reasoning and problem solving Estimates intellectual competence by evaluating an individual’s skill solving novel abstract/figural problems Follows well-known and researched theoretical models of intelligence Examples: Spearman (g-factor), Piaget (organization, assimilation, accommodation)

Rationale Developed due to need of an intelligence test that is not heavily loaded with: Linguistic Elements Motoric Elements Cultural Elements Insures results are not tainted by impaired language skills, poor English, or impaired motor abilities

Administration Information Subject age range: 6-0 to 89-11 years Test evaluates skills and assesses progress of those suffering from strokes, aphasia, CP, LD, Alzheimer’s, TBI Disorders include cognition, memory, and language Also suitable for non-English speakers and individuals who are Deaf Testing Time: Approximately 15 minutes test is not timed

Procedures Select from equivalent test forms A or B Greet individual and explain purpose of test using cited explanation “ The TONI-3 will help us find out how you solve puzzles and other problems.” Test is administered using pantomimed directions A ceiling is reached when the subject has made 3 errors in 5 consecutive items

Scoring A correct response is given one point An incorrect response is given zero points Add up raw score Convert to standard quotient and percentile rank using appendix of manual

Clinical Strengths Two test forms useful for pre-/post-test measures Easy to administer and score Can be used with culturally diverse individuals and those with extremely limited receptive and expressive language

Clinical Weaknesses Specific measurement Cannot be used alone to determine need for services Doesn’t provide guidance for intervention planning

Cognitive Communication Attention Memory Problem solving Abstract reasoning Organization

Case Study Kenny Loew Age: 10:1 Sustained a TBI after he crashed his dirt bike 4 weeks ago Profound speech and language deficit Possible problem solving, memory, and abstract reasoning delays

Purpose of Assessment To determine if Kenny’s language disorder is the primary contributor to his below average scores on achievement and language-based aptitude To further investigate Kenny’s higher-level functioning capabilities without the use of language To assist in determining services needed when Kenny returns to school

Results Kenny’s raw score: 3 Standard Quotient: 68 He scored in the 2nd percentile Characterized as “poor” to “very poor” on abstracting reasoning and problem solving abilities

Impact on Kenny’s Life Social Aspects: Academic Aspects: Peer interaction Response and reaction to daily interactions Academic Aspects: Math, reading, and science Organization Quality of Life: Adjustment to disorder Compensatory strategies

Intervention When Kenny returns to school, the SLP will conduct an environmental assessment including interviews and observations to further determine his individual needs Intervention will focus on functional problem solving strategies in addition to other speech and language interventions Examples: asking for help, understanding need for assistance

Intervention During speech-language sessions, Kenny will be provided supportive strategies Examples: role-playing, picture cards, and curriculum-based resources

Goals and Objectives Long-term Goal: Short-term Objectives: Kenny will use strategies effectively to compensate for problem solving difficulties. Short-term Objectives: #1: With moderate assistance, Kenny will correctly identify problem-solving strategies modeled by the clinician with 70% accuracy. #2: With moderate assistance, Kenny will identify single and multiple causes of problems during role playing activities with 70% accuracy.

Any Questions??