Physiological and Psychological Influences on Multicultural and Nonverbal Assessment

Abstract

This chapter describes some salient physiological and psychological influences on multicultural and nonverbal assessment. Obviously, examinees from culturally diverse settings and those with emotional problems and/or language deficits may behave in ways that are different from mainstream examinees and those who present no language-related problems. Examiners who are sensitive to these differences, the psychological impact of the testing environment, and the impact of biology on test behavior will be more successful in obtaining accurate estimates of intellectual, educational, and emotional functioning. In addition, examiners who can relate the impact of these influences to the success or failure of the child in the testing session and then extrapolate the impact of these influences to the school and home will be more successful in helping teachers and parents help their children. (PsycINFO Database Record (c) 2019 APA, all rights reserved)