I can't find anything as specific as you are asking but depending on your circumstances these may be of use.
Despite the lack of overlap with formal schooling, non-verbal reasoning tests have been found to relate significantly to school achievement, providing a useful addition to verbal tests. Among pupils with similar levels of verbal ability, the level of non-verbal ability may well identify those with the greater aptitude for the visualâ€“spatial academic disciplines, such as mathematics, physics, art and design and technology. Tests of spatial ability are used in employment settings to identify those with aptitude for such careers as design, engineering and architecture. http://www2.warwick.ac.uk/fac/soc/cedar ... aper10.pdf
The Non-Verbal Battery measures what has been termed â€˜fluid intelligenceâ€™: that is, an ability to reason that is not strongly influenced by cultural and educational background.Where performance on this battery is superior to that on the other two batteries, it may suggest potential that is not fully expressed in performance on school-related tasks, for one reason or another. Scores on this battery may be particularly valuable in assessing the reasoning ability of pupils with poor English language skills, pupils with specific problems in language-based work, or disaffected pupils who may have failed to achieve in academic work for motivational reasons.
While performance on the three CAT batteries is positively correlated, some individuals show a marked strength or weakness in reasoning in one or other of the three modalities. For example, 25 some students have an exceptional facility in thinking with words, but are relatively weak in the other areas. Equally other students may have a great facility with thinking in shape and space, or with number, but be relatively weaker in the verbal area. It is tempting therefore to consider a
highly able student as one who scores in the top 5% (SAS of 126 or above) on any one of the three tests. However while each separate battery identifies 5% of the population, the proportion who score 126 or above on any one of the three batteries is around 10% of the population.
Similar evidence has been provided by the CEM centre in an analysis of their MidYIS tests, where use of the three separate vocabulary, maths and non-verbal reasoning tests would raise the proportion to 9% (Lyth & Coe, 2005).