Concern about the possible bias of using only verbal assessments for the identification of intellectually gifted students led to an examination of the effect of incorporating nonverbal assessments of intelligence into the identification process. Two nonverbal instruments (Progressive Matrices and Test of Nonverbal Intelligence) were used in conjunction with three more traditional, verbally oriented measures (Slosson, Otis-Lennon, and Wechsler Intelligence Scale for Children-Revised--WISC-R) in three separate populations of elementary-level students. One study focused on use of the Progressive Matrices in conjunction with the Slosson, the second compared the Test of Nonverbal Intelligence with the Slosson, and the third examined relationships between the Progressive Matrices and the WISC-R and Otis-Lennon. Results demonstrated that correlations among all pairs of measures of intellectual functioning were generally low. The addition of a nonverbal measure to the identification process influenced between 6.9% and 28.6% of the giftedness assessments. Variability was a function of the particular combination of instruments used, the grade level at which identification occurred, and the way scores were used in decision-making. (Author/JDD)