Presentations, Webinars and Handouts

The Naglieri General Ability Tests by Jack A. Naglieri, PhD, Dina M. Brulles, PhD and Kimberly Lansdowne, PhD were explicitly developed to address the need for equitable assessment of gifted students from diverse cultural, linguistic, and socioeconomic backgrounds so they can receive educational opportunities appropriate for their ability. 

The need for equitable identification in giftedness is critically important. In this presentation, presenters explore the magnitude of this problem and the impact testing has had on underrepresentation. Practical solutions such as using more equitable tests and testing procedures, along with using local norms will be suggested. The presenters will share new evidence of equity using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative and invite discussion on methods to implement more equitable practices in schools.

Presented by Dina Brulles, PhD,  Kimberly Lansdowne, PhD and Jack Naglieri, PhD

It is well known that gifted education should be much more inclusive. Recently researchers have estimated that more than 850,000 African-American, Hispanic, and Native American students in K-12 public school today could have been identified for gifted programs but were not. Why not? We will suggest that the identification process typically used puts too much emphasis on knowledge of the English language despite well meaning efforts to achieve more diversity. Even when a matrix of data is used, the language demands of some verbal and quantitative ability tests can block students with limited background knowledge and English language skills.

Related Links:  The PASS neurocognitive theory (Cognitive Assessment System, 2nd ed.; Naglieri, Das, & Goldstein, 2014)

Social-emotional skills (Devereux Student Strength Assessment; LeBuffe, Shapiro, & Naglieri, 2010)

Academic skills (Feifer Assessment of Reading and Math; Feifer, 2015, 2017)

Presented by Jack Naglieri, PhD, Dina Brulles, PhD, Kimberly Lansdowne, PhD and Mathangi Selvamenan, PhD

This webinar describes how local norms can be used to identify a diverse group of students for gifted educational services. We describe how to use local norms with the verbal, nonverbal and quantitative versions of the Naglieri General Ability Tests (Naglieri, Brulles, & Lansdowne, 2021). Research is presented that shows that these tests are equitable across race, ethnicity, gender, and parental education levels.

Presented at the NACG 67th Annual Virtual Convention on October 14, 2020.

Research evidence will be presented from the following assessment tools and resources:

Naglieri General Ability Tests (Naglieri, Brulles & Lansdowne, 2021)

Naglieri, J.A., Brulles, D., & Lansdowne, K. (2009). Helping  All Gifted Children Learn: A Teacher's Guide to Using the NNAT2. Pearson Assessments.

Presented by Jack Naglieri, PhD

The webinar entitled "Equitable Assessment of Gifted Students in the Era of Black Lives Matter" addresses the impact traditional IQ has had on our understanding of race differences. 

A 2019 national survey the most widely used tests for identification of gifted students are the CogAt, Wechsler, and NNAT. The CogAT and Wechsler demand a considerable amount of knowledge which, according to the Standards for Educational and Psychological Tests creates an equity issue for underprivileged students. We will show how equitable assessment can be achieved.

Presented at the NYASP 2020 Virtual Convention on October 23, 2020. 

Research evidence will be presented from the following assessment tools and resources:

Naglieri General Ability Tests (Naglieri, Brulles & Lansdowne, 2021)

Naglieri, J.A. (1982) Does the WISC-R Measure Verbal Intelligence for non-English Speaking Children? Psychology in Schools. 19(4). 478-479.

Naglieri, J.A., Brulles, D., & Lansdowne, K. (2009). Helping All Gifted Children Learn: A Teacher's Guide to Using the NNAT2. Pearson Assessments.