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TONİ-3 Zeka Testinin Üstün Yetenekli Çocuklarda Güvenirlik ve Geçerlilik İncelemesi

Year 2018, Volume: 19 Issue: 3, 403 - 421, 01.09.2018
https://doi.org/10.21565/ozelegitimdergisi.338727

Abstract

Bu çalışmada da TONİ-3 zeka testinin üstün yetenekli çocuklarda
sınanması amaçlanmıştır. Araştırmanın örneklemi İzmir Sıdıka Akdemir Bilim ve
Sanat merkezinde üstün yetenek tanısı almış ve eğitim gören 45’i kız (%40.5),
66’sı erkek  (%59.5) olmak üzere toplam
111 öğrenciden oluşmaktadır. Güvenirlik 
analizlerinde Kuder Richardson-20 (KR-20) güvenirliği, iki yarı test ve
paralel form güvenirliği hesaplanmıştır. Ayrıca madde analizleri kapsamında,
madde güçlük düzeyleri incelenmiştir. TONİ-3 testinin geçerlik analizinde ölçüt
bağımlı geçerlik kullanılmıştır. Bu amaçla TONİ-3 testi ile RSPM ve TKT
testleri arasında ilişki düzeyi Pearson Momentler Çarpımı formülüyle
saptanmıştır. Araştırma sonuçlarına göre testin 
içsel  kriter olarak  kendi maddeleri kullanıldığı durumdaki
iç-tutarlıkgüvenirlik katsayının oldukça yüksek derecede olduğu (KR-20=.91)
görülmektedir ve sonuçlar araştırma grubunda ele alınan üstün yetenekli
çocuklarda güvenilir olarak kullanılabileceğini göstermektedir. Aynılık
geçerliği kapsamında yapılan analiz sonucunda da TONI-3 A formu puanlarının
RSPM (.48) ile orta düzeyde, TONI-3 A 
formu puanlarının TKT testi ile (.32 ) orta düzeyde korelasyonlar gösterdiği
tespit edilmiştir.

References

  • Athanasiou, M. S. (2000). Current nonverbal assessment instruments: A comparison of psychometric integrity and test fairness. Journal of Psychoeducational Assessments, 18, 211-229. Atlas, J. A. (2001). Review of thc Test of Nonverbal Intelligence. Banks, S. H., & Franzen, M. D. (2010). Concurrent validity of the TONI-3. Journal of Psychoeducational Assessment, 28(1), 70-79. Bart, W. M. (2014). On the effect of chess training on scholastic achievement. Frontiers in psychology, 5. Bostantjopoulou, S., Kiosseoglou, G., Katsarou, Z., & Alevriadou, A. (2001). Concurrent validity of the Test of Nonverbal Intelligence in Parkinson’s disease patients. Journal of Psychology, 135, 205-212. Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). TONI-3, test of nonverbal intelligence: A language-free measure of cognitive ability. Austin, TX: Pro-Ed. Burns, T. G. and O’Leary, S. D. (2004). Wechsler Intelligence Scale for Children–IV: Test review. Applied Neuropsychology, 11 (4), 233–236. Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Castellano, J. A. (2002). Renavigating the waters: The identification and assessment of culturally and linguistically diverse students for gifted and talented education. In J. A. Castellano, & E. I. Diaz (Eds.), Reaching new horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students (pp. 94–116). Boston, MA: Allyn and Bacon.
  • Coleman, M., Scribner, A. P., Johnsen, S., & Evans, M. K. (1993). A comparison between the Wechsler Adult Intelligence Scale–Revised and the Test of Nonverbal Intelligence–2 with Mexican-American secondary students. Journal of Psychoeducational Assessment, 11, 250-258. DeMauro, G. E. (2001). Review of the test of nonverbal intelligence. The Fourteenth Mental Measurements Yearbook. 3rd ed. Lincoln, NE: Buros Institute of Mental Measurements. Earle, F. S., Gallinat, E. L., Grela, B. G., Lehto, A., & Spaulding, T. J. (2017). Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ. Journal of learning disabilities, 50(3), 252-260. Edelson, M. G. (2005). A car goes in the garage like a can of peas goes in the refrigerator: Do deficits in real-world knowledge affect the assessment of intelligence in individuals with autism?. Focus on autism and other developmental disabilities, 20(1), 2-9. Edelson, M. G., Edelson, S. M., & Jung, S. (1998). Assessing the intelligence of individuals with autism: A cross-cultural replication of the usefulness of the TONI. Focus on Autism and Other Developmental Disabilities, 13, 221-227. Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In Colangelo, N. & Davis, G.A. (Eds.) Handbook of gifted education (3rd edition), 60-74. Boston: Pearson Education. Gardner, H. (2003). Multiple intelligences after twenty years. American Educational Research Association, Chicago, Illinois, 21. Henry, G. K. (2014). Evidence of Neuropsychological Dysfunction in Stevens–Johnson Syndrome and Toxic Epidermal Necrolysis: Case Report. The Clinical Neuropsychologist, 28(5), 841-850. Hopper, B. C. (2002). Examining the concurrent and predictive validity of nonverbal tests of intelligence. Dissertation Abstracts International, 63, 1060. Jedrychowski, W. A., Perera, F. P., Camann, D., Spengler, J., Butscher, M., Mroz, E., ... & Sowa, A. (2015). Prenatal exposure to polycyclic aromatic hydrocarbons and cognitive dysfunction in children. Environmental Science and Pollution Research, 22(5), 3631-3639.
  • Kafadar, H. ( 2004 ). Akıcı Zekanın Performans Zeka, Sözel Zeka, Yönetici İşlevler, Çalışma Belleği, Seçici Dikkat ve Kısa Süreli Bellek Süreçlerinden Yordanması. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü. Kasirer, A., & Mashal, N. (2017). Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia. Dyslexia, 23(2), 99-118. Kiriş, N., & Karakaş, S. (2004). Dikkat eksikliği hiperaktivite bozukluğunun zekâ testlerinden ve ilgili diğer nöropsikolojik araçlardan yordanabilirliği. Klinik Psikiyatri Dergisi, 7(3), 139-152. Kirschenbaum, R. (1998). Dynamic assessment and its use with underserved gifted and talented populations. Gifted Child Quarterly, 42(3), 140-147. Korkmaz, M. Demiral, N. Dural, S. Güngör, D. Bildiren, A. ve Erdik, E. (2012). Toni 3- sözel olmayan zeka testinin 6-11 yaş örneklemi geçerlik ve güvenilir çalışması. Ege Üniversitesi Bilimsel Araştırma Projesi. Lin, K., Lu, R., Chen, K., Li, T., Lu, W., Kong, J., & Xu, G. (2017). Differences in cognitive deficits in individuals with subthreshold syndromes with and without family history of bipolar disorder. Journal of Psychiatric Research, 91, 177-183. Lohman, D., Korb, K. and Lakin, J. (2008). Identifying academically gifted English-language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. Mackinson, J. A., Leigh, I. W., Blennerhassett, L., & Anthony, S. (1997). Validity of the TONI-2 with deaf and hard of hearing children. American Annals of the Deaf, 142, 294-299. Milli Egitim Bakanligi. (2001). TemeJ kabiliyetler testi 7-11 uyarlama çalısması el kitabı. Ankara: Milli Eğitim Basımevi. Mungkhetklang, C., Crewther, S. G., Bavin, E. L., Goharpey, N., & Parsons, C. (2016). Comparison of measures of ability in adolescents with intellectual disability. Frontiers in psychology, 7. Naglieri, J. A. ve Ford, D. Y. (2005). Increasing minority children’s participation in gifted classes using the NNAT: A response to Lohman. Gifted Child Quarterly, 49, 29-36. Özgüven, I. E. (2007). Psikolojik testler. Ankara: PDREM Yayinlari. Poh, B. K., Rojroonwasinkul, N., Le Nyugen, B. K., Budiman, B., Ng, L. O., Soonthorndhada, K., ... & Parikh, P. (2013). Relationship between anthropometric indicators and cognitive performance in Southeast Asian school-aged children. British Journal of Nutrition, 110(S3), S57-S64. Raven, J., Raven, J.C. and Court, H. (1998). Coloured progressive matices. 1998 Edition. USA: Harcourt Assesment. Renzulli, J. S. (1984). The Three Ring Conception of Giftedness: A Developmental Model for Creative Productivity. Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: a latent variable approach. Human movement science, 33, 284-297. Sattler, J. M. (2001). Assessment of children; Cognitive applications . La Mesa, CA: Jerome M. Sattler, Publisher. Inc. Google Scholar. Sternberg, R. J. (2003) Giftedness according to the theory of successful intelligences. In Colangelo, N. & Davis, G.A. (Eds.) Handbook of gifted education (3rd edition), 88- 99. Boston: Pearson Education. Sternberg, R. J., & Zhang, L. (1998). The pentagonal implicit theory of giftedness revisited: a cross-validation in Hong Kong. Roeper Review, 2, 149-153. Tannenbaum, A. J. (2003) Nature and nurture of giftedness. In Colangelo, N. & Davis,G.A. (Eds.) Handbook of gifted education (3rd edition), 45-59. Boston: Pearson Education. Terman, L. M. (1926). Genetic studies of genius: Mental and physical traits of a thousand gifted children (2nd ed.). Stanford, CA: Stanford University Press. Wang, L., Apple, A. C., Schroeder, M. P., Ryals, A. J., Voss, J. L., Gitelman, D., ... & Wagner, L. I. (2016). Reduced prefrontal activation during working and long‐term memory tasks and impaired patient‐reported cognition among cancer survivors postchemotherapy compared with healthy controls. Cancer, 122(2), 258-268. Wilckens, K. A., Hall, M. H., Nebes, R. D., Monk, T. H., & Buysse, D. J. (2016). Changes in cognitive performance are associated with changes in sleep in older adults with insomnia. Behavioral sleep medicine, 14(3), 295-310.
Year 2018, Volume: 19 Issue: 3, 403 - 421, 01.09.2018
https://doi.org/10.21565/ozelegitimdergisi.338727

Abstract

References

  • Athanasiou, M. S. (2000). Current nonverbal assessment instruments: A comparison of psychometric integrity and test fairness. Journal of Psychoeducational Assessments, 18, 211-229. Atlas, J. A. (2001). Review of thc Test of Nonverbal Intelligence. Banks, S. H., & Franzen, M. D. (2010). Concurrent validity of the TONI-3. Journal of Psychoeducational Assessment, 28(1), 70-79. Bart, W. M. (2014). On the effect of chess training on scholastic achievement. Frontiers in psychology, 5. Bostantjopoulou, S., Kiosseoglou, G., Katsarou, Z., & Alevriadou, A. (2001). Concurrent validity of the Test of Nonverbal Intelligence in Parkinson’s disease patients. Journal of Psychology, 135, 205-212. Brown, L., Sherbenou, R. J., & Johnsen, S. K. (1997). TONI-3, test of nonverbal intelligence: A language-free measure of cognitive ability. Austin, TX: Pro-Ed. Burns, T. G. and O’Leary, S. D. (2004). Wechsler Intelligence Scale for Children–IV: Test review. Applied Neuropsychology, 11 (4), 233–236. Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Castellano, J. A. (2002). Renavigating the waters: The identification and assessment of culturally and linguistically diverse students for gifted and talented education. In J. A. Castellano, & E. I. Diaz (Eds.), Reaching new horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students (pp. 94–116). Boston, MA: Allyn and Bacon.
  • Coleman, M., Scribner, A. P., Johnsen, S., & Evans, M. K. (1993). A comparison between the Wechsler Adult Intelligence Scale–Revised and the Test of Nonverbal Intelligence–2 with Mexican-American secondary students. Journal of Psychoeducational Assessment, 11, 250-258. DeMauro, G. E. (2001). Review of the test of nonverbal intelligence. The Fourteenth Mental Measurements Yearbook. 3rd ed. Lincoln, NE: Buros Institute of Mental Measurements. Earle, F. S., Gallinat, E. L., Grela, B. G., Lehto, A., & Spaulding, T. J. (2017). Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ. Journal of learning disabilities, 50(3), 252-260. Edelson, M. G. (2005). A car goes in the garage like a can of peas goes in the refrigerator: Do deficits in real-world knowledge affect the assessment of intelligence in individuals with autism?. Focus on autism and other developmental disabilities, 20(1), 2-9. Edelson, M. G., Edelson, S. M., & Jung, S. (1998). Assessing the intelligence of individuals with autism: A cross-cultural replication of the usefulness of the TONI. Focus on Autism and Other Developmental Disabilities, 13, 221-227. Gagne, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In Colangelo, N. & Davis, G.A. (Eds.) Handbook of gifted education (3rd edition), 60-74. Boston: Pearson Education. Gardner, H. (2003). Multiple intelligences after twenty years. American Educational Research Association, Chicago, Illinois, 21. Henry, G. K. (2014). Evidence of Neuropsychological Dysfunction in Stevens–Johnson Syndrome and Toxic Epidermal Necrolysis: Case Report. The Clinical Neuropsychologist, 28(5), 841-850. Hopper, B. C. (2002). Examining the concurrent and predictive validity of nonverbal tests of intelligence. Dissertation Abstracts International, 63, 1060. Jedrychowski, W. A., Perera, F. P., Camann, D., Spengler, J., Butscher, M., Mroz, E., ... & Sowa, A. (2015). Prenatal exposure to polycyclic aromatic hydrocarbons and cognitive dysfunction in children. Environmental Science and Pollution Research, 22(5), 3631-3639.
  • Kafadar, H. ( 2004 ). Akıcı Zekanın Performans Zeka, Sözel Zeka, Yönetici İşlevler, Çalışma Belleği, Seçici Dikkat ve Kısa Süreli Bellek Süreçlerinden Yordanması. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü. Kasirer, A., & Mashal, N. (2017). Comprehension and Generation of Metaphoric Language in Children, Adolescents, and Adults with Dyslexia. Dyslexia, 23(2), 99-118. Kiriş, N., & Karakaş, S. (2004). Dikkat eksikliği hiperaktivite bozukluğunun zekâ testlerinden ve ilgili diğer nöropsikolojik araçlardan yordanabilirliği. Klinik Psikiyatri Dergisi, 7(3), 139-152. Kirschenbaum, R. (1998). Dynamic assessment and its use with underserved gifted and talented populations. Gifted Child Quarterly, 42(3), 140-147. Korkmaz, M. Demiral, N. Dural, S. Güngör, D. Bildiren, A. ve Erdik, E. (2012). Toni 3- sözel olmayan zeka testinin 6-11 yaş örneklemi geçerlik ve güvenilir çalışması. Ege Üniversitesi Bilimsel Araştırma Projesi. Lin, K., Lu, R., Chen, K., Li, T., Lu, W., Kong, J., & Xu, G. (2017). Differences in cognitive deficits in individuals with subthreshold syndromes with and without family history of bipolar disorder. Journal of Psychiatric Research, 91, 177-183. Lohman, D., Korb, K. and Lakin, J. (2008). Identifying academically gifted English-language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. Mackinson, J. A., Leigh, I. W., Blennerhassett, L., & Anthony, S. (1997). Validity of the TONI-2 with deaf and hard of hearing children. American Annals of the Deaf, 142, 294-299. Milli Egitim Bakanligi. (2001). TemeJ kabiliyetler testi 7-11 uyarlama çalısması el kitabı. Ankara: Milli Eğitim Basımevi. Mungkhetklang, C., Crewther, S. G., Bavin, E. L., Goharpey, N., & Parsons, C. (2016). Comparison of measures of ability in adolescents with intellectual disability. Frontiers in psychology, 7. Naglieri, J. A. ve Ford, D. Y. (2005). Increasing minority children’s participation in gifted classes using the NNAT: A response to Lohman. Gifted Child Quarterly, 49, 29-36. Özgüven, I. E. (2007). Psikolojik testler. Ankara: PDREM Yayinlari. Poh, B. K., Rojroonwasinkul, N., Le Nyugen, B. K., Budiman, B., Ng, L. O., Soonthorndhada, K., ... & Parikh, P. (2013). Relationship between anthropometric indicators and cognitive performance in Southeast Asian school-aged children. British Journal of Nutrition, 110(S3), S57-S64. Raven, J., Raven, J.C. and Court, H. (1998). Coloured progressive matices. 1998 Edition. USA: Harcourt Assesment. Renzulli, J. S. (1984). The Three Ring Conception of Giftedness: A Developmental Model for Creative Productivity. Roebers, C. M., Röthlisberger, M., Neuenschwander, R., Cimeli, P., Michel, E., & Jäger, K. (2014). The relation between cognitive and motor performance and their relevance for children’s transition to school: a latent variable approach. Human movement science, 33, 284-297. Sattler, J. M. (2001). Assessment of children; Cognitive applications . La Mesa, CA: Jerome M. Sattler, Publisher. Inc. Google Scholar. Sternberg, R. J. (2003) Giftedness according to the theory of successful intelligences. In Colangelo, N. & Davis, G.A. (Eds.) Handbook of gifted education (3rd edition), 88- 99. Boston: Pearson Education. Sternberg, R. J., & Zhang, L. (1998). The pentagonal implicit theory of giftedness revisited: a cross-validation in Hong Kong. Roeper Review, 2, 149-153. Tannenbaum, A. J. (2003) Nature and nurture of giftedness. In Colangelo, N. & Davis,G.A. (Eds.) Handbook of gifted education (3rd edition), 45-59. Boston: Pearson Education. Terman, L. M. (1926). Genetic studies of genius: Mental and physical traits of a thousand gifted children (2nd ed.). Stanford, CA: Stanford University Press. Wang, L., Apple, A. C., Schroeder, M. P., Ryals, A. J., Voss, J. L., Gitelman, D., ... & Wagner, L. I. (2016). Reduced prefrontal activation during working and long‐term memory tasks and impaired patient‐reported cognition among cancer survivors postchemotherapy compared with healthy controls. Cancer, 122(2), 258-268. Wilckens, K. A., Hall, M. H., Nebes, R. D., Monk, T. H., & Buysse, D. J. (2016). Changes in cognitive performance are associated with changes in sleep in older adults with insomnia. Behavioral sleep medicine, 14(3), 295-310.
There are 3 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ahmet Bildiren

Mediha Korkmaz

Publication Date September 1, 2018
Published in Issue Year 2018 Volume: 19 Issue: 3

Cite

APA Bildiren, A., & Korkmaz, M. (2018). TONİ-3 Zeka Testinin Üstün Yetenekli Çocuklarda Güvenirlik ve Geçerlilik İncelemesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(3), 403-421. https://doi.org/10.21565/ozelegitimdergisi.338727

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