The CTONI-2: Comprehensive Tests of Nonverbal Intelligence Second Edition
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Transcript of The CTONI-2: Comprehensive Tests of Nonverbal Intelligence Second Edition
AN OVERVIEW OF THE
COMPREHENSIVE TEST
OF NONVERBAL
INTELLIGENCE- SECOND
EDITION (CTONI-2)
Tanya Maria Geritsidou
The American College of Greece
Outline
The CTONI-2’s Theoretical Rationale
Content & Age Range
Format of the CTONI-2
Administration
Scoring
Materials Provided
Psychometric Properties
Strengths and Weaknesses of the CTONI-2
Appropriate Uses for the CTONI-2
Summary
The CTONI-2’s Theoretical
Rationale
Based on three theories of intelligence (Lassiter,
Matthews & Feeback, 2007) :
The Das Model of simultaneous-sequential
processing
Jensen’s two-level theory of intelligence
Theory of Fluid (Gf) and Crystallized (Gc) intelligence
The CTONI-2’s Theoretical
Rationale
The Das Model of simultaneous-sequential
processing (Kirby & Das, 1977) : Simultaneous processing: to be able to integrate
information in the brain in a spatial/non-temporal
manner, making it fully surveyable at the same time
Sequential processing: To be able to integrate
information in the brain in a form that maintains its
temporal order
Both types are necessary for high level performance
They are distinct from one another
We can make predictions for achievement based on
the model
The CTONI-2’s Theoretical
Rationale
Jensen’s (Stankov, Horn & Roy, 1980, Jensen, 1981) two-level theory of intelligence (genetic differences according to race, SES, ethnicity):
Level I ability: Associative learning Rote learning
Attention/associative skills
Short term memory
Level II ability: Cognitive learning Abstract thinking / symbolic thought
Conceptual learning
Language use in problem solving
The CTONI-2’s Theoretical
Rationale
Theory of Fluid (Gf) and Crystallized (Gc)
Intelligence by Cattell-Horn (Thorsen, Gustafsson &
Cliffordson, 2014) :
Fluid Intelligence
Problem solving ability in novel situations
Abstract reasoning
Crystallized Intelligence
Knowledge from prior learning
Knowledge from prior experiences
Decreases with
age
Increases with
age
CTONI-2 Content and Age Range
The test assesses reasoning and problem solving in children and adults
For ages 6 – 89 years and 11 months
Categories of assessment:
Analogical thinking
Categorical formulation
Sequential reasoning
CTONI-2 Format
Six subtests that can be administered
independently (but authors recommend that all
be administered)
Multiple choice images
Pictorial pictorial scale
Geometric geometric scale
Full
scale
CTONI-2 Format: Subtests 1 & 2
Analogies
“This is to this, as this is to which one of
these?”
CTONI-2 Format: Subtests 3 & 4
Categories
“Which one of these is related to those?”
CTONI-2 Format: Subtests 5 & 6
Sequences (problem solving progression)
“What is the rule guiding the progression of
these?”
Administration of the CTONI-2
Qualification level B required (master’s degree in psychology + formal training in assessments)
No time requirement (but usually takes about 1 hour)
Examiner should pantomime or demonstrate while saying the instructions
Easy administration – answers provided by pointing
No basal level (basal provided by the example)
CTONI-2 Scoring
1 point for each correct response
0 point for each wrong response
Ceiling reached with three consecutive wrong responses (test is discontinued)
If three consecutive errors are made in the practice items, then the test is not administered at all
The total number of correct reponses of a subtest is the Raw Score of that Subtest
CTONI-2 Scoring
Responses are recorded in the Examiner
Record Form, which is very user friendly (Delen,
Kaya & Ritter, 2012)
Age and raw scores recorded at the time of
administration
Raw scores then converted to percentile
ranks, scaled scores and age equivalents
Descriptive terms and percentiles provided for
composite scores
CTONI-2 Materials Provided
Kit includes:
Examiner’s manual
3 picture books
Examiner’s Record Forms
Very user friendly
Translations of instructions provided
FAQ for examiners
Space in the examiner’s record form to record the setting and conditions of administration
CTONI-2’s Psychometric Properties
Standardizatio
n Sample
Properties
Descriptives 2,827 participants from 10 states of USA
Data collected during 2007-2008
Sample representative for: Age
Gender
Race
SES
Geographic region
Parental status
Exceptionality status
Stratified for age
95% instructed in English, 5% in pantomime
CTONI-2’s Psychometric Properties
Reliability
Internal Consistency
Cronbach’s a for subtest & composite scores was above .80, with standard error of measurement of around 1.
Tested for 19 age intervals
Most Cronbach’s a for demographics also above .80
Test-retest Reliability
Used results from the CTONI as well as CTONI-2
Test-retest coefficient above .80 at the 1 month interval
Interrater Reliability
Two independent raters scored the tests
High interrater reliability (correlation coefficient at .95)
CTONI-2’s Psychometric Properties Validity
Content description Item bias was not statistically significant for all test groups
(Hispanics, African Americans and gender
Items have been thematically linked to the theoretical background (Bradley-Johnson, 1997, Delen et al., 2012)
Construct identification Correlation coefficients of the CTONI/CTONI-2 with other
intelligence tests range from .60 to .90 overall
Correlation coefficients between the CTONI-2 and reading/math achievement tests were from .53 to .72
Factor analysis also supported the expectation of all subtests loading to one factor, general intelligence g (Spearman’s g)
Criterion prediction The CTONI-2 can predict scores in achievement and
intelligence tests
CTONI-2’s Psychometric Properties
Generalizability
There are some limitations to the validity analysis (McGill, 2015):
The psychometric evidence provided is not sufficient for the proposed assessment model of the CTONI-2
There are problems with the method used for factor analysis (it is not considered as such by some analysts)
It can’t be conclusive that the CTONI-2 actually is a one-factor model as per the general intelligence g demands
Interpretations should be derived from the composite scores, not the individual subtest scores, where it was statistically proven to measure general intelligence g
Strengths & Weaknesses of the CTONI-2
It decreases language and motor ability effects on general intelligence scores (reduces confoundings)
Not being timed means information processing speed isn’t considered
Easy to administer and score
Oral instructions in many languages provided
Instructions can be given in pantomime
Takes little time compared to other intelligence tests
Updated to keep examinee interest
Pantomime instruction hasn’t been used enough in the standardization sample
Standardization sample didn’t include non-English speaking populations
The picture books may be distracting for the examiner (two-sided, two different test versions)
Some cultural bias remains
The issues with the statistical analyses for validity and reliability (the test-retest method)
Might overestimate the intelligence scores due to item difficulty positive skewness(Delen et al., 2012)
Strengths Weaknesses
Appropriate Uses for the CTONI-2
Use to assess general intelligence of
individuals with language or physical
impairments
Do NOT use with severely visually impaired
people
Use with populations such as:
People within the ASD spectrum
People with deafness
People with learning difficulties/dyslexia
Multilingual / non-English speaking people
Children with Selective Mutism
Summary
The CTONI-2 is an easy to administer, easy to score intelligence test
It has important advantages in minimizing the possible confounding variable effects of verbal and motor competence on intelligence scores
Higher cognitive level skills are assessed, more relevant to academic performance
It is adequately normed
Its issues with validity and reliability are not severe and still support its measurement of general intelligence
Thank you for your attention!
References
Bradley-Johnson, S. (1997). Test reviews. Psychology in the Schools, 34(3), 154–158. http://doi.org/10.1080/02783199209553413
Delen, E., Kaya, F., & Ritter, N. L. (2012). Test review: Comprehensive Test of Nonverbal Intelligence--Second Edition (CTONI-2). Journal of Psychoeducational Assessment, 30(2), 209–213. http://doi.org/10.1177/0734282911415614
Drossman, E. R., Maller, S. J., & McDermott, P.A. (2001). Core profiles of school-aged examinees from the national standardization sample of the Comprehensive Test of Nonverbal Intelligence. School Psychology Review, 30(4), 586–598.
Lassiter, K. S., Matthews, T. D., & Feeback, G. (2007). An examination of the CTONI utilizing GC-GF theory: A comparison of the CTONI and WJ-III. Psychology in the Schools, 44(6), 567–577. http://doi.org/10.1002/pits.20248
McGill, R. J. (2015). Investigation of the Factor Structure of the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) Using Exploratory Factor Analysis. Journal of Psychoeducational Assessment. http://doi.org/10.1177/0734282915610717
Reesman, J. H., Day, L. a, Szymanski, C. a, Hughes-Wheatland, R., Witkin, G. a, Kalback, S. R., & Brice, P. J. (2014). Review of intellectual assessment measures for children who are deaf or hard of hearing. Rehabilitation Psychology, 59(1), 99–106. http://doi.org/10.1037/a0035829
Lakin, J. M., & Gambrell, J. L. (2012). Distinguishing verbal, quantitative, and figural facets of fluid intelligence in young students. Intelligence, 40(6), 560–570. http://doi.org/10.1016/j.intell.2012.07.005
Kirby, J. R., & Das, J. P. (1977). Reading achievement, IQ, and simultaneous-successive processing. Journal of Educational Psychology, 69(5), 564–570. http://doi.org/10.1037/0022-0663.69.5.564
Stankov, L., Horn, J. L., & Roy, T. (1980). On the relationship between Gf/Gc theory and Jensen’s Level I/Level II theory. Journal of Educational Psychology, 72(6), 796–809. http://doi.org/10.1037/0022-0663.72.6.796
Jensen, A. R. (1981). Level I / Level II : Factors or categories ?. Journal of Educational Psychology, 74(6), 868–873.
Thorsen, C., Gustafsson, J. E., & Cliffordson, C. (2014). The influence of fluid and crystallized intelligence on the development of knowledge and skills. British Journal of Educational Psychology, 84(4), 556–570. http://doi.org/10.1111/bjep.12041