WJ IV NASP 2014 workshop: Intro and overview by Dr. Fred Schrank

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Part 1 of 3 part WJ IV introduction workshop at NASP 2014 in Washington DC.

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WJ IV NASP 2014 workshop: Intro and overview by Dr. Fred Schrank

  1. 1. Introduction to the Woodcock-Johnson IV WJ IV TESTS OF COGNITIVE ABILITIES (WJ IV COG) WJ IV TESTS OF ACHIEVEMENT (WJ IV ACH) WJ IV TESTS OF ORAL LANGUAGE (WJ IV OL)
  2. 2. WJ IV The WJ IV is a theoretical, structural, and interpretive revision of the Woodcock-Johnson III (WJ III) designed to provide more administration and interpretive options for meeting contemporary assessment needs.
  3. 3. Part I Session Objectives Learn about the WJ IV design objectives, how the evolution of CHC theory is reflected in the WJ IV, learn about the new Verbal Attention and Nonword Repetition tests, and the structure and function of each battery in the ◦ Tests of Cognitive Abilities ◦ Tests of Oral Language ◦ Tests of Achievement Presenter: Fred Schrank
  4. 4. Part II Session Objectives Tests of Cognitive Ability Tests of Oral Language Overview of GIA and CHC factor clusters, selected new or revised tests and data analysis results Kevin S. McGrew, PhD
  5. 5. Part III Session Objectives ●Use of WJ IV variation and comparison procedures for SLD identification ●Selected new cognitive, oral language, and achievement tests Nancy Mather, PhD
  6. 6. Acknowledgment Four generations of the Woodcock-Johnson Richard W. Woodcock, EdD
  7. 7. Disclosure and Purpose Presenters are all co-authors of the Woodcock-Johnson IV Purpose is to explain ◦ What is new and different in the WJ IV ◦ Why?
  8. 8. WJ IV Design Goals Contemporary measurement model of an evolving CHC theory of human cognitive abilities: Measure the most important cognitive, language, and academic abilities; Focus on the ecological and predictive validity of key tests and interpretive clusters;
  9. 9. New and useful options for comparing abilities within and across batteries: Options to explore individual strengths and weaknesses across cognitive, linguistic, and academic abilities; A new fluid-crystallized composite for comparison to measures of cognitive processing, linguistic competency, and academic achievement for determination of relative strengths and weaknesses across all domains; Each battery organized for ease of use, leading with a core set of tests in each battery for use as a predictor pool for calculations that identify relative strengths and weaknesses among administered tests and clusters;
  10. 10. ●Elevate the importance of oral language abilities as essential correlates of cognitive and academic functioning. ●Provide an overall index of oral language ability in Spanish as well as in English with a practical option for administering the Spanish tests. ●Provide three parallel forms of the standard battery of the WJ IV ACH to avoid potential over-exposure to items on any given form. ●Focus on psychometric quality that has been associated with the previous editions of Woodcock-Johnson batteries.
  11. 11. Evolution of CHC Theory in the WJ IV WJ—Scientific-Empirical WJ-R—Gf-Gc Theory WJ III—CHC Theory WJ IV—Beyond CHC Theory
  12. 12. The WJ IV reflects the most contemporary thinking on CHC theory Short-Term Working Memory (Gwm) WORKING MEMORY is a dynamic, temporary storage system that allows information—either sensory inputs or prior knowledge—to be held in immediate awareness and manipulated Change in terminology reflects professional nomenclature Among all of the human memory systems, Working Memory is the easiest for professionals, teachers, and parents to understand
  13. 13. Working memory is a broad construct drawn from research in neuroscience Working memory connects the YOU of the present with the YOU of the past Working memory is the gateway to long-term memory Encoding (learning new material) occurs in working memory Encoding connects the YOU of the present with the YOU of the future
  14. 14. The WJ IV Gwm cluster may be defined as a measure of working memory capacity (WM), a diagnostically important and quantifiable aspect of the more broadly-encompassing working memory construct used in contemporary neuroscience Three tests of working memory capacity: ●Verbal Attention ●Numbers Reversed ●Object-Number Sequencing
  15. 15. New Examinee listens to an intermingled series of animals and digits presented on the audio recording and is asked to answer a specific question regarding the sequence COG Test 3: Verbal Attention (Sample test items deleted for test security reasons) In addition to working memory (WM), task requires attentional control (AC: controlled executive function; aka, focus) A working memory task with high ecological validity, simulating typical requirements of working memory performance in the classroom.
  16. 16. The WJ IV reflects the most contemporary thinking on CHC theory Speed of Lexical Access (LA) ●Rapid Picture Naming is a speeded serial picture naming task requiring rapid object recognition. ●Retrieval Fluency is a speeded name-generation task requiring activation of a semantic network. Together these test measure an ability to rapidly and fluently retrieve words from an individual's lexicon via verbal efficiency in object naming and automaticity of semantic network activation.
  17. 17. The WJ IV reflects the most contemporary thinking on CHC theory Memory for Sound Patterns (UM) ●Narrow ability definition expanded to include phonological storage ability or short-term memory for speech sounds. ●Related constructs include phonological short-term memory, phonological loop, and echoic memory.
  18. 18. New COG Test 12: Nonword Repetition • Ga (PC) / Gwm (UM/MS) •Cognitively/factorially complex measure of Gwm (UM/MS) and Ga (PC) • Examinee listens to a nonword and then must repeat the utterance exactly • Linked to ability to learn new words (Gathercole et al) • Significant body of research has found such tasks to be significantly related to (and be possible “markers” of) reading disabilities, dyslexia and SLI (specific language impairment) (Sample test items deleted for test security reasons)
  19. 19. WJ IV Tests of Cognitive Abilities Standard Battery Tests 1-10 Extended Battery Tests 11-18
  20. 20. Test 1: Oral Vocabulary Test 2: Number Series Test 3: Verbal Attention--NEW Test 4: Letter-Pattern Matching--NEW Standard Battery Tests Test 5: Phonological Processing--NEW Test 6: Story Recall Test 7: Visualization Test 8: General Information Test 9: Concept Formation Test 10: Numbers Reversed
  21. 21. WJ IV COG Standard Battery BIA—Tests 1-3 GIA—Tests 1-7 [Core Tests] Gc—Tests 1 & 8 Organized for Gf—Tests 2 & 9 Ease-Of-Use Gf-Gc—Tests 1, 2, 8, 9 Gwm—Tests 3 & 10 Cognitive Efficiency—Tests 5 & 10
  22. 22. Test 11: Number-Pattern Matching Test 12: Nonword Repetition—NEW Test 13: Visual-Auditory Learning Extended Battery Tests Test 14: Picture Recognition Test 15: Analysis-Synthesis Test 16: Object-Number Sequencing (Renamed) Test 17: Pair Cancellation Test 18: Memory for Words
  23. 23. WJ IV COG Extended Battery Clusters Perceptual Speed (P) [Tests 4 & 11] Number Facility (N) [Tests 10 & 11] Auditory Processing (Ga) Long-Term Retrieval (Glr) Organized for Selective Testing Visual Processing (Gv) Cognitive Processing Speed (Gs) Fluid Reasoning-Extended (Gf3) Short-Term Working Memory-Extended (Gwm3) Quantitative Reasoning (RQ) [Tests 2 & 15]
  24. 24. WJ IV Tests of Oral Language New Oral Language Ability Listening Comprehension Oral Expression Phonetic Coding (PC) Speed of Lexical Access (LA) Oral Language Ability—Spanish Listening Comprehension—Spanish ☺ Organized as a Diagnostic Supplement to either the WJ IV COG or WJ IV ACH or for use independently
  25. 25. WJ IV Tests of Oral Language Test 1: Picture Vocabulary Test 2: Oral Comprehension Test 3: Segmentation—NEW Spanish Tests Test 4: Rapid Picture Naming Test 10: Vocabulario sobre dibujos Test 5: Sentence Repetition (Renamed) Test 11: Comprensión oral Test 6: Understanding Directions Test 12: Comprensión de indicaciones Test 7: Sound Blending Test 8: Retrieval Fluency Test 9: Sound Awareness
  26. 26. WJ IV Tests of Oral Language Tests 1 & 2 comprise the Oral Language cluster in English Tests 1-4 are core tests Test 9: Sound Awareness--for phonological screening An ancillary examiner procedure for Spanish tests Organized for Ease-of-Use and Selective Testing
  27. 27. WJ IV Tests of Achievement Standard Battery (Tests 1--11) Extended Battery (Tests 12--20) Three forms of Standard Battery (A, B,C) A B C
  28. 28. Test 1: Letter-Word Identification Test 2: Applied Problems Test 3: Spelling Test 4: Passage Comprehension Test 5: Calculation Test 6: Writing Samples Test 7: Word Attack Test 8: Oral Reading--NEW Test 9: Sentence Reading Fluency (Renamed) Test 10: Math Facts Fluency (Renamed) Test 11: Sentence Writing Fluency (Renamed) Tests of Achievement Standard Battery
  29. 29. WJ IV Tests of Achievement Standard Battery Brief Achievement---Tests 1 - 3 Tests 1-6 (core tests) Core clusters: Reading Mathematics Written Language
  30. 30. WJ IV Tests of Achievement Standard Battery Test: 7 Word Attack Test :8 Oral Reading Tests 9 through 11 add measures of automaticity in reading, math, and writing and produce the Broad Reading, Broad Mathematics, and Broad Written Language clusters.
  31. 31. WJ IV Tests of Achievement---Extended Battery Test 12 Reading Recall--NEW Test 13 Number Matrices--EXPANDED Test 14 Editing Test 15 Word Reading Fluency--NEW Test 16 Spelling of Sounds Test 17 Reading Vocabulary--REVISED Test 18 Science--EXPANDED Test 19 Social Studies--EXPANDED Test 20 Humanities--EXPANDED Provides clusters for Reading Comprehension, Reading ComprehensionExtended, Reading Rate, Math Problem Solving, Basic Writing Skills, and Academic Knowledge

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