Application of the SON-R

The SON R provides a standardized assessment of intelligence. The child's scores in four
subtests are combined to form an intelligence score that represents the ability
general cognitive development of the child relative to their age. In addition, a score is provided for the
execution scale, which assesses special visuomotor skills, and a score for the
scale of reasoning that evaluates abstract and concrete reasoning skills.

The SON-R is a shortened version of the non-verbal Snijders-Oomen intelligence test for the
age range from 2 and a half years to children under 7 years and 11 months.

The non-verbal intelligence test is a psychological evaluation tool and can be

used in educational and clinical contexts, and other areas where there is a need for
cognition assessment.

Introduction

Both the full version and the reduced version are instruments that can be
individually administered to small children for diagnostic purposes, the test allows
a broad assessment without the need for language skills. The test evaluates a spectrum
broadening cognitive skills without involving the use of verbal or written language. This makes it
exceptionally suitable for children who have problems or special needs in
language, speech, or communication, for example children with disabilities or deafness, autism, and
with social development disorder. Furthermore, it is suitable for immigrants whose
First language is different from the place of residence.

The test was created by Dr. Nan Snijders Oomen, and the intelligence was
operationalized by this author in terms of learning capacity. The objective of the
the first battery of the SON was to break the bias of the non-verbal execution tests used
at that time and allow functions such as abstraction, symbolism, and understanding of
behavioral situations became more accessible at the time.

The SON-R is a test battery that consists of six subtests: category, analogy, situations,
stories, mosaic and patterns, being an individual application test and the instructions can be
given both verbally and non-verbally, depending on the possibility of
child communication.

One similarity with other intelligence tests is that the SON-R assesses intelligence by having
as a basis for the performance of diverse tasks. However, the verbal items are not
included because they are generally dependent on knowledge and experience, being more
focused on measuring fluid intelligence rather than crystallized intelligence.

Compared to the other tests, fluid intelligence was named so because it was
conceived as being capable of permeating many types of mental activities, intelligence
crystalized was named this way because it was conceived as a type of final product of
experiences up to a certain point in the individual's life. The skills of intelligence
fluid abilities tend to decline with advancing age, while intelligence skills
crystallized as vocabulary, they did not develop the C-H-C theory, about the intelligence that
summarize Cattell's models, emphasizing the presence of a hierarchical factor structure
of 3 levels. The highest level of the factorial structure corresponds to the G factor, from Spearman,
indicating the existence of cognitive operations common to all mental activities.

SUBTEST DESCRIPTION:

The SON-R consists of 4 subtests:

Mosaic
2. Category
3. Situations
4. Standard

This is the sequence in which the tests are administered. The tests can be grouped.
in 2 groups: reasoning tests (category and situations) and execution tests with focus
spatial and visuo-motor (mosaic and patterns) the items from the subtests are arranged in order
of increasing difficulty. Each sub-test consists of two parts that differ in materials and
instructions. In the first part, examples are included in the items. The second part of each
subtests, except for standard subtest cases, is preceded by an example and the sub items
Subsequent ones are completed independently.

The Mosaic

The mosaic subtest consists of 15 items and an example. In mosaic I, the child needs to
copy different simple mosaic patterns in a frame using 3 to 5 squares
red ones. The difficulty is determined by the number of squares to be used and by the
possibility of the examiner demonstrating or not the item.

In mosaic II, various mosaic patterns are copied in a frame using squares.
red, yellow and red and yellow.

Categories

The category subtests consist of 15 items, in part 1 of categories, four or six.

cards need to be separated and placed in the correct category. In the first items, the
The designs on the cards that belong to a category have a clear resemblance. For
for example, a shoe is placed in different situations, in the last items of part 1 the
The concept behind the category needs to be understood in order for the item to be completed.
successfully. For example, vehicles that have an engine are contrasted with those that do not.
In part II, of the sub-test, the items are multiple choice. In these items, the child sees three
drawings of objects that have some characteristic in common. Two drawings that have the
the same common characteristic needs to be identified in a column of 5 drawings.
The level of difficulty should be determined by the level of abstraction of the characteristic.

Situations

The subtest of situations consists of 14 sub-items, part 1 of the subtest is formed by items.
in which four are figures shown in the application notebook with half of each
missing drawing. The child needs to place the halves in the correct drawing. The first item is
printed in color to make the principle clearer. The level of complexity is determined
by the number of similarities between the different halves that belong to an item.

In part II of the situations subtest, the items are multiple choice, each item consists of
a situation designed where one or two pieces are missing, the correct piece or pieces
it needs to be chosen among several alternatives in order to logically resolve the situation.
consistent. The number of missing pieces and the complexity of the situation determine the level of
item difficulty.

Patterns

The patterns subtest consists of 16 items, this is the only subtest in which the second part
is not preceded by an example. The child is asked to copy an example using a
pencil, the first items are drawn freely, then points need to be connected to
to make the form resemble the example.

Reasoning tests or spatial tests

Reasoning tests

Reasoning skills have been considered the foundation of intelligence function. Tests of
Reasoning is central to most intelligence tests and can be divided into remains.
of abstract reasoning and concrete reasoning.

Abstract reasoning tests, as categories, are based on the interaction of concepts.

In abstract reasoning tests, a principle of order must be derived from material that
was presented as a stimulus to be applied to the new material.

In the concrete reasoning test, as in the situational one, the goal is to create a real connection.
time-space between people and objects.

General application instructions

In this chapter, the general characteristics of the procedures will be presented for the
test application and test scoring.

Application characteristics

In this section, the most important characteristics of the SON-R.

INDIVIDUAL INTELLIGENCE TEST

Most intelligence tests for children are administered individually. The SON-R
I follow this tradition for the following reasons:

Instructions can be given non-verbally.

Feedback can be given appropriately.

The application of the test can be customized for each child and the examiner can encourage.
the children who are not very motivated or who cannot concentrate, the contact
the relationship between the child and the examiner is essential for an effective application of the test,
mainly for children up to the age of four to five years.

In the demonstration of the item it is important that no information is given. None

Knowledge of a specified language is necessary to be able to solve the items
presented. However, the level of language development, for example: the
the ability to name objects, characteristics, and concepts can influence skill
necessary to correctly solve the problems.

Instructions

An important part of the instructions for the child is the demonstration of the solution to a
problem. In the example, a part is included in the application of the first item of each subtest.
Important for the child is the demonstration of a problem solution. An example is
included in the application of the first item in each subtest, and detailed instructions are given
for all the first items. By understanding the task, the examiner can reduce the instructions
for the next items.

Feedback

The examiner gives feedback after each item, the examiner simply tells the child if the
your answer was correct or incorrect, if it was incorrect, it also demonstrates the
correct solution for the child, the child is engaged when the answer is corrected,
for example, allowing to take the last action. In this act, the child is given the opportunity to
auto correct.

Each subtest begins with an entry procedure, the start is made with the first,
third and fifth item. These were chosen to prevent the child from becoming demotivated, because
some are more complex and may be beyond the child's cognitive capacity.
If later the entry level is too difficult, the examiner can return to lower levels.
low. Each subtest has an interruption rule, a subtest is interrupted when a total
2 items were resolved incorrectly. It is not necessary for the errors to be
consecutive. The execution sub-tests are interrupted when 2 errors are expressed.

Regarding the factor of time, it is understood that time is used only in the second part.
two execution sub-tests. The time limit is generous and sufficient, allowing for the
vast majority of children finish the item.

Preparation

Before applying the Test for the first time, the examiner must familiarize themselves with the materials.
instructions and scoring of the items. To correctly apply the test, the examiner must have
a good command of the instructions so that it is not necessary to consult the material during the
application. The knowledge necessary to apply the test is more easily acquired if
whether witnessing an application or watching a video.

If the examiner does not focus specifically on the child, they may lose interest.
When the examiner checks the child's special needs, experience is necessary.
for the treatment. The instructions must be followed as closely as possible, as deviation from
the same can influence the results.

Assembly

The notebooks are presented in a way that the cover is readable for the child, number of
pages of the notebooks and the card numbers are always legible from the point of view of the
examiner.

The examiner must always be sure that the child's view is not blocked.
when presenting the materials, giving instructions or correcting the answers. Before
To begin, the child should be made comfortable; one should not create an environment to
performance, but rather playful so that the child feels good, and not pressured.

The examiner can give the complete test at once, or introduce small breaks in between.
long from the application. But it is important to emphasize that there is no deadline for the
application of the test as a whole.

Verbal and non-verbal instructions

The SON-R can be applied with or without the use of spoken language. The verbal and non-verbal instructions
verbal, are always printed in columns next to each other.
When applying non-verbal instructions, it is important not to provide extra information with gestures.
or facial expressions. Explanations can be repeated if the child does not understand what
needs to be done. (p.111)

After each item, the examiner informs the child whether the solution was correct or incorrect.
When a child makes a mistake, or when they are unable to solve an item, the examiner helps.
and correct the answer while trying to engage the child actively.

The purpose of feedback is not to show that the child doesn't know how to do it, but to show how to do it.
correctly. However, the item is only scored as correct if the child
completed with autonomy.

Thus the examiner corrects an item incorrectly solved while engaging the child,
but the error needs to be corrected when the sub-test is interrupted based on the rules
for the interruption of the test. The way feedback should be given is presented in
final description of each subtest. In general, the guiding lines for feedback consist of
the reactions reported below.

Verbal instructions non-verbal instructions

When the child makes a mistake When the child makes a mistake
It is not completely right. Make a questioning gesture

If the child answered correctly If the child answered correctly

Yes, very well, that is correct. Affirm that it is correct with a gesture.

When the child does not understand the instructions, they can be repeated. The second
part of each subtest. Except for patterns, it is preceded by an example. Each time that the
When the child gives an answer to the item, it must be verified whether the child is ready to continue.

Are you ready? Is it good?

Item scoring:

All items completed by the child are scored as correct (1 point)

incorrect (0 points). An item is only correct if it has been completed independently by
child. The time limit is used in the second part of the mosaic and patterns subtest. In the case
Older children do not have the starting items presented, due to procedure.
adaptive to begin, and are marked with + (item skipped)

+ - cleared, due to the entry procedure. Item considered correct.

1 correct item,
0 or - incorrect item

Deadline:
 In part II of the mosaic and patterns subtests, a maximum time limit is given for each
item and the examiner uses a stopwatch for these items. The time limit is
2.5 minutes per item.

Refusal

When the child does not want to continue, the examiner encourages them; when there is no success, the
the examiner offers help, but the item is then marked as incorrect.

When the child with the opposite hand refuses to complete an item. Or refuses to start a sub.
testing and encouragement have no effect, the examiner completes the item and tries to encourage
for the next one.

The application of the subtest is interrupted when 2 consecutive items are rejected. In this
the subtest case is not scored and is not used for evaluating the test performance,
or for the IQ calculation, the reason for not scoring the subtest that had two consecutive items
It is not possible to determine whether the child will get an item right or wrong.

The adaptive procedure:

During the application of the SON-R, an adaptive procedure is used with the aim of
imitate the application to items that correspond to the child's level. Using the procedure
at first, with bae at the age and cognitive level of the child. The items that are likely
would have been correctly resolved are not presented. Items that are too easy or too far above
The child's cognitive capacity can be demotivating.

Entry procedure:

The input items depend on the age and cognitive level of the child, which are
determined by age and grade in elementary education. The following rule is formulated:

Entry item 1: children aged 2 or 3 years

Entry item 3: children aged 4 or 5 years

Entry item 5: child aged 6 or 7 years

When there is a discrepancy between the child's age and their school year, the entry level
corresponds to the lowest level, if a child is 6 years old, who is still in
second year of school, will start with item 3. When it is suspected that the child has a
severe cognitive delay, the entry level can be adapted.

Rules for interruption:

The rules for interruption apply to all subtests:

A subtest is interrupted when a total of three incorrect answers are given.
necessarily in sequence.

In addition to this rule, the following rule (mosaic and pattern) also applies to part II.

the application of the mosaic and pattern is interrupted when 2 consecutive items are incorrect.

A subtest is also stopped when the child refuses to do two items.

consecutive.

The subtest is interrupted, but the count is not eliminated.

When the subtest began with an item of greater complexity than the ability of the
child, refers back to the previous items. The following subtests begin with the items
minors.

Scores in the subtest:

The scores in the subtest equal the number of correctly marked items, plus the numbers
that were skipped at the beginning.

Standardization is required and deviation is not desirable, in case there are special needs in the
the examiner must identify the limiting factors and verify what the possible ones are
compensations.