CTONI 2

CTONI 2

Reliability

Inter-scorer Reliability

• Full Scale: .99
• Subtests: .95-.99
• Composites: .98-.99

Internal Consistency:

• Full Scale: .95
• Subtests: .82-.87
• Composites: .90-.95

What is the CTONI-2?

Test Administration and Scoring

Test-Retest Reliability

• Full Scale: .90
• Subtests: .80-.86
• Composites: .88-.90

The Comprehensive Test of Nonverbal Intelligence (CTONI)

• Published in 2009
• For ages 6 through 89:11
• Objective: "Provide a measure of high-order cognitive abilities using a nonverbal format"
• Usually completed between 40 and 60 minutes

Uses

• Either verbal or non-verbal directions
• Test taker points to their answer
• Examiner assigns a 1 for correct response and 0 for incorrect
• No basal
• Ceiling is 3 consecutive incorrect items
• Subtest is discontinued when ceiling is reached or none of the practice items are answered correctly.

Appropriate Uses

• Persons with motor, language and hearing impairment

Inappropriate Uses

• Persons with visual impairment

(Hammill, Pearson & Wiederholt, 2009)

Validity

Strengths

Weaknesses

• Only administered non-verbal instructions on 5% of participants
• Did not administer the non-English instructions on the sample
• Some items are hard to recognize
• Examinee may be distracted by the other side of the book

So would we use the CTONI-2?

• Decreases potential language and motor ability effects on intelligence scores
• Oral instructions provided in common non-English languates (ex. Spanish, Chinese, French)
• Easy to administer and score
• Replaced items that caused floor effects
• Added color to clarify pictures

Types of validity for the CTONI-2

• Content-description validity
• Whether the content of a test covers a representative sample of the behavior(s) being measured.
• Whether abilities chosen to measure are consistent with the present knowledge base in a certain area
• Criterion-prediction validity
• Ability of a test to predict future performance on certain activities
• Construct-identification validity
• Whether traits of a test are reflective of the theoretical model in which it was designed and constructed

Norming Information

Composites and Subtests

Composites

• Pictorial Scale
• Pictorial Analogies, Categories, & Sequences
• Geometric Scale
• Geometric Analogies, Categories & Sequences
• Full Scale
• All six subtests

Subtests

• Pictorial Analogies
• Geometric Analogies
• Pictorial Categories
• Geometric Categories
• Pictorial Sequences
• Geometric Sequences

• Sample of 2,827 persons in Alabama, California, Georgia, Louisiana, Minnesota, New York, North Dakota, Texas, Virginia and Washington
• Stratified Random Sample Based on
• Geographic Region
• Gender
• Race
• Education
• Income
• Exceptionality Status (ex. learning disability or hearing impaired)

What Do the Subtests Measure?

Analogical Reasoning: Pictorial Analogies and Geometric Analogies

• Test taker must understand the concept of “This is to that as this is to which of these items?”

Categorical Reasoning: Pictorial Categories and Geometric Categories

• Test taker must determine the relationships of two stimuli and decide which answer best shares the same relationship with the first two figures.

Sequential Reasoning: Pictorial Sequences and Geometric Sequences

• Test taker must use a “problem-solving progression format” in order to determine the kind of progression being presented.

**The six subtests cover all of the ability areas except for General Knowledge and Vocabulary