11/11/2019

Leiter History

  • The original Leiter was published by Russell Leiter in 1940, although he began work on it in 1927.

Leiter-3

  • Functional
  • Completely nonverbal assessment of intelligence, attention, & memory

Why Nonverbal Assessment?

  • Communication/Language Issues

Communication Issues

  • Auditory Processing Disorder (APD)
  • Communication Disorder (Speech, language, voice, swallowing problem)
  • Developmental Disabilities (Autism, Cerebral Palsy, Other DD)
  • English Language Learners (ELL)
  • Hearing Loss (Deafness, Impairment)

Prevalence of Communication Issues

Why Nonverbal Assessment?

  • Communication Issues
  • Intact Verbal Skills, Cognitive Issues

Low Cognition- Intact Verbal

  • Perception that Language Issues are Cognitive Based
  • Among K’ers -12 %:
    • IQ < 85
    • V > 80

Why Nonverbal Assessment?

  • Communication Issues
  • Intact Verbal Skills, Cognitive Issues
  • Focus on Nonverbal Skills

Nonverbal Skills

  • Important
  • Relationships, interaction, impressions- EI
    • Stress Management
    • Business Success
  • Increasing Use
    • Reasoning- STEM
    • Organization/Time Management
  • Less Due to Acculturation- Captures “intelligence”

Why Nonverbal Assessment?

  • Communication Issues
  • Intact Verbal Skills, Cognitive Issues
  • Focus on Nonverbal Skills
  • Reduce Bias

Bias in Verbal Testing

  • Diverse students are referred for special education at higher rates and referred for gifted programs at lower rates that majority
  • Minority groups with less access to education
  • DIF in verbal test (or not reported)
  • Nonverbal Tests Reduce Differences in Performance Among Racial/Ethnic Groups

Nonverbal Tests

TEST Publisher Ages Factors Subtests Features.of.the.Test.Administration
Wechsler Pearson 4 to 21 FR,VS, PS 2 or 4 Picture directions, Extra instructions in 5 languages, Familiar Wechsler subtests
(WNV)
Leiter-3 Stoelting 3 to 75+ FR, VS, PS, Memory 4 , 5 or 10 Block-in-Slot or Pointing responding, pantomime directions, Colorful illustrations, NV & Abbreviated IQ
UNIT-II Pro-Ed 5 to 21 FR, QR, VS, Memory 2, 4 or 6 Pointing, manipulatives, standardized pantomime, 7 Composite scores
CTONI-2 Pro-Ed 6 to 89 FR Analogies Categories, Sequences 6 Pictures of objects or geometric designs, Oral or pantomime directions and intro in 7 languages.
NSCST Stroop Stoelting 3 to 75+ Stroop effect only 2 sets of Cards Colorful card-sorting tasks either congruent or incongruent
PTONI Pro-Ed 3 to 9 VS, FR All in 1 Brief verbal directions, pointing responses, uses pictures
TONI-4 Pro-Ed 6 to 89 50 items, most Visual Spatial All in 1 Pointing, nodding, blinking, gesture responses. Forms A and B for retesting

Clinical Groups

Composite Scores
Leiter_3 WISC_IV WPPSI_III SB_5 WJ_III
Completely Nonverbal Yes No No No No
Visualization Yes Yes Yes Yes Yes
Reasoning Yes Yes Yes Yes Yes
Memory Yes Yes No Yes Yes
Attention Yes No No No Yes
Growth Scores Yes No No Yes Yes
Age Range 3-75 6-16 2:6-7:3 2-85 2-90

Domains Assessed

In Standardization
Leiter_3 WISC_IV WPPSI_III SB_5 WJ_III
Cognitive Delay Yes Yes Yes Yes Yes
ESL Yes No No Yes No
Limited English Yes No No Yes No
Learning Disabilities Yes Yes Yes Yes Yes
ADHD Yes Yes Yes Yes Yes
Deafness Yes No No No No
Autism Yes No No No No
Communication Disorders Yes Yes Yes Yes No
Diverse Cultures Yes No No No No
Motor Impaired Yes Yes Yes Yes Yes
Fast Screening Yes No No Yes Yes

Leiter-3 Features

  • 2013: Sample- 1,603 nationally stratified
  • Validated with clinical groups
  • 10 subtests; 25 – 40 min.
  • Cognitive(4), Attention(2), Memory(2) Composites
  • Block and frame design of original
  • Ages 3 – 75+
  • Growth Scores
  • Strong psychometrics

Adaptation for Scandinavian Population

Consider Sources of Variance

  • Population
    • Language
    • Culture
    • Education
  • Testing
    • Construct
    • Method
    • Item

Face Validity

  • Nonverbal
  • Less cultural bias because no language
  • Little cultural specific content

Research Questions

  1. Does the Scandinavian Leiter-3 exhibit any characteristics of bias for different groups within Scandinavia that comprise the target population of the Leiter-3?
  2. Are the normative scores established for the Leiter-3 valid for the Scandinavian Leiter-3?
  • Does the Scandinavian Leiter-3 yield the same normative scores as the Leiter-3 when controlling for factors that influence cognitive performance?
  • Do the Leiter-3 normative scores evaluate individual performance relative to the general Scandinavian population, as they do with the Leiter-3 population?

Methods

Population

  • Convenience sample: 82 middle school students in Sweden
  • 459 individuals stratified by age- pilot study
  • 1709 individuals in standardization sample represenative of population
    • Age
    • SES
    • Region

Scandinavian Data

Leiter Standardization Data

Models

ANOVA Table Age-Location Interaction
AIC logLik Chisq Chi Df Pr(>Chisq)
quadratic_location_age 9866.021 -4927.010
quadratic_location_age_interaction 9867.491 -4926.746 0.529 1 0.467
ANOVA Table Location
AIC logLik Chisq Chi Df Pr(>Chisq)
quadratic_age 9891.341 -4940.67
quadratic_location_age 9866.021 -4927.01 27.32 1 0

Plots

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