Context for Nonverbal Assessment of Intelligence and Related Abilities

Abstract

This chapter provides context for nonverbal assessment of intelligence and related abilities. The goal is to present the rationale and brief history of non-verbal assessment along with the sociopolitical context, focusing particularly on the development of the 20th century. In general, the assessment strategies mentioned in this chapter are very relevant for assessing individuals who have language-related limitations when expected to perform in mainstream English-speaking environments, that is, those who are often described as culturally and linguistically diverse. Even so, the most defensible assessment should be multifaceted and should consist of a nonverbal and a verbal component when possible. Of course, not all children are verbal, and in those cases a nonverbal assessment is the only option. (PsycInfo Database Record (c) 2021 APA, all rights reserved)