Leiter-3 Training

1. Leiter-3 Training Published by Stoelting Co. Presented by Katy Genseke, Psy.D.

2. History of the Leiter International Performance Scale (Leiter) • The original Leiter was published by Russell Leiter in 1940, although he began work on it in 1927. • It is a nonverbal Intelligence Test which has been widely used on populations of the deaf, hard of hearing, mentally handicapped, autistic, ESL, speech and language deficits, motor-involved, brain injured, and intellectually superior.

3. History of the Leiter International Performance Scale (Leiter) • The Leiter is a measure of intelligence with fair, cross-cultural applicability. • The original publication of the Leiter consisted of 68 subtests for examinees 2-18 years of age. • The 1948 Edition of the Leiter, published by Stoelting, represents Dr. Leiter’s last revision of his performance scale.

4. Leiter-R • The Leiter-R revision was standardized nationally on over 2,000 children and adolescents and expanded the age range to 20 years, 11 months. It was authored by Dr. Gale Roid and Dr. Lucy Miller. • The Leiter-R has been widely recognized as one of the best nonverbal cognitive assessments. • Examiner feedback from this version did impact the redesign of the Leiter-3.

5. The Leiter-3 • The newly published Leiter 3 was also authored by Dr.s Roid and Miller, and has new updates and changes. Standardized on 1,603 nationally stratified individuals. • The test is more streamlined, with less subtests required to gain the nonverbal IQ, and also new subtests for the Attention Divided and a neuropsych screener. • It also went back to the block and frame design of the original Leiter.

6. The Leiter-3 • Standardized on : • Significant Communication Disorders, • Autism • Cognitive Delay • ELL, ESL • Learning Disability • ADHD • Hearing Impaired • Motor Impaired • Various adult brain disorders, including Dementia, Alzheimer’s, and Parkinson’s

7. The Leiter-3 • Definition of Intellectual Ability on Leiter-3 • Operational and empirical rather than theoretical and is the general ability to perform complex nonverbal mental manipulations related to conceptualization, inductive reasoning and visualization. • Included are spatial perception, nonverbal problem solving, attention to visual detail, classification of visual stimuli, and the relationships between and among stimuli. • Memory and attention are not included in the general intelligence model, although to some extent, attention and memory can be thought of as substrates that are foundational to all test-taking performance.

8. Components of the Leiter-3 • 4 Total Subtests required to calculate the Nonverbal IQ. • A 5th subtest is included, as a substitute, in case one of the four are spoiled. • 2 Subtests required to calculate the Nonverbal Memory. • 2 Total Subtests required to calculate the Processing Speed. • 1 Nonverbal neuropsychological screener.

9. Nonverbal IQ Subtests: • Subtest1: Figure Ground (FG) • Subtest 2: Form Completion (FC) • Subtest 3: Classification/Analogies (CA) • Sequential Order (SO) • Optional: • Visual Patterns (VP)

10. Why these subtests? • Excellent reliability coefficients on certain subtests are the basis of the decision to retain the main subtest (FG, FC, CA, SO) in the Leiter-3. • The authors of the Leiter-3 felt strongly that the new edition should be shorter and require less test-administration time than the full battery of the Leiter-R. • For this reason, and because of lower psychometric characteristics, Leiter-R subtests such as Picture Context, Paper Folding, and Figure Rotation were not continued into the Leiter-3.

11. Internal Consistency (Alpha) Reliability Coefficients

12. Subtest 1: Figure Ground

13. Subtest 1- Figure Ground • Task of basic visual interference, similar to a visual recognition task, but compounded by distractions and enhancements. • Performance on this task was associated with visual closure and correlated with freedom from distractibility. • Performance on this task is related to the cognitive flexibility of the individual, since he/she must shift attention between a discrete figure and a complex background. • It also requires the individual have adequate visual scanning skills and an effective search strategy. • It requires good inhibition, as impulsivity will result in randomly pointing to similar shapes rather than focusing on the detail embedded in the figures. • It does require short term visual memory, as well, as the individual must hold on to the mental image on the card while searching for it in the embedded figure on the easel picture. • This subtest lends itself to clinical qualitative observations of process such as perceptual bias to one side of the page, misidentification of objects, perseveration, and noting only the most prominent objects.

14. TeachingItem 1 Start Ages 3-5 FG-1

15. Teaching Item 2 Start Ages 6-10 FG-3

16. Teaching Item 3 Start Ages 11-75+ FG-5

17. New Item Added to FG Find 3 of the same figure.

18. New Item Added to FG Find one of each of the 3 figures

19. Subtest 2: Form Completion

20. Subtest 2- Form Completion • This subtest requires organization of disarranged or fragmented pieces. In addition, it entails flexibility as the individual must refer back and forth between parts and the “whole” to arrive at a solution, a process that is mostly deductive. • Working memory permits the individual to hold both the stimuli and possible responses in mind simultaneously, as the images are constructed and deconstructed. Many of the harder items also have and underlying mental rotation component. • This subtest requires perceptual scanning, recognition, and the ability to perceive fragmented percepts as wholes.

21. Teaching Item 1 Start Ages 3-5 FC-1

22. Teaching Item 2 Still Ages 3-5 FC-3

23. Teaching Item 3 Start Ages 6-10 FC-6

24. Teaching Item 4 Teach All Ages Start Point for Ages 11-75+ FC-9

25. Subtest 3: Classification & Analogies

26. Subtest 3- Classification & Analogies • This subtest evaluates the individual’s ability to shift concepts as well as to use them. • After sorting items, this subtest merges into functional classification where objects which “belong together” because of usage rather than size, shape, or color are grouped. • The relationships are induced from concepts, or elements of the pictures.

27. Subtest 3- Classification & Analogies • The individual must perceive the element in question, attach meaning to the element, and conceptualize what the relevant features are that the stimuli picture on the easel shares with the response on only one of the blocks. This subtest consists of both representational and non-representational reasoning problems which require abstract positional relationships. • CA measures the ability of the individual to generate rules out of partial information, and inductively hypothesize what piece would complete the whole pattern. • Individuals who are impulsive tend to perform poorly on this subtest because they respond without scanning all possible response blocks, and may focus on the first element they see in common without taking time to analyze the conceptual similarities between elements.

28. Teaching Item 1 Start Ages 3-5 CA-1

29. Teaching Item 2 Still Ages 3-5 CA-2

30. CA-3

31. Starting with CA 8, the examiner must place first block

32. Teaching Item 3 Start Ages 6-10 CA-8

33. Teaching Item 4 Start Ages 11-75+ CA-12

34. Subtest 4: Sequential Order

35. Subtest 4- Sequential Order • This subtest requires nonverbal reasoning ability with a focus on rule generation related to problems of seriation or sequential information. • The individual must understand the relationship between stimuli in order to find the missing elements at the end or in the middle of the series. • On this subtest, the “whole” is the final pattern which is induced from multiple stimuli.

36. Teaching Trial 1 Start Ages 3-5 SO-1

37. SO-2

38. SO-3

39. Teaching Item 2 Teaching for Ages 3-10 Start Ages 6-10 SO-4

40. Teaching Item 3 Start Ages 11-75+ SO-7

41. Subtest 5:Visual Patterns

42. Subtest 5- Visual Patterns • At the youngest age, this subtest evaluates the individual’s basic ability to match visuo-perceptual stimuli with no memory component. • This has been described as perceptual acuity, measuring visual discrimination and awareness of spatial orientation. • At the youngest age levels, the task is simple, with matching by color or shape and large features being prominent. • As the task progresses, attention to detail is required, as the matching dimensions become smaller and less prominent. • This task requires the ability to scan, and make visual comparisons between figures. • It also requires basic visualization processes, but also necessitates patience and freedom from impulsivity on the part of the individual, as he/she must check different stimuli against the model as items increase in complexity.

43. Subtest 5- Visual Patterns • For individuals 6-75+, this subtest requires an ability to combine deductive reasoning with an ability for conceptual sequencing in symbol patterns. • It requires rule generation as the individual develops hypotheses from the existing stimuli in the pattern. • This part of the subtest is similar to cognitive tests of fluid reasoning.

44. Teaching Item 1 Start Ages 3-5 Visual Patterns

45. Stop administering to Ages 3-5 after VP-10, even if they have not made 5 cumulative errors.

46. Teaching Item 2 Start Ages 6-75+ VP-11

47. Now onto the Attention/Memory Battery

48. Attention/Memory Battery • Consists of 5 subtests • 2 Subtests for Nonverbal Memory • 2 Subtests for Processing Speed • 1 Nonverbal Neuropsychological Screener

49. Attention and Memory Subtests • Subtests 6: Attention Sustained • Subtest 7: Forward Memory • Subtest 8: Attention Divided • Subtest 9: Reverse Memory • Subtest 10: Nonverbal Stroop

50. Subtest 6:Attention Sustained