This document summarizes a student research project on the relationship between cognitive deficits and academic achievement in children with fetal alcohol spectrum disorder (FASD). The student investigated how academic performance varies based on FASD diagnosis and which cognitive processes best predict math and reading skills. Results showed that children with more severe diagnoses performed worse academically. Math skills were generally lower than reading skills. Working memory was the strongest predictor of reading comprehension, while IQ best predicted math achievement. The study provides insight into tailoring interventions for the academic needs of children with FASD.
This study assessed cognitive function, cortisol levels, and symptoms severity in 30 schizophrenia patients and 30 healthy controls. Schizophrenia patients performed significantly worse on cognitive tests and had higher cortisol levels. Cortisol levels did not correlate with symptoms severity or cognitive performance. The study suggests cognitive impairment is a core feature of schizophrenia and cortisol may be elevated, but the small sample size limits generalizability. Larger studies are needed to clarify relationships between cortisol, symptoms, and cognition.
This presentation gives the case for vision as a basis for reading difficulties including dyslexia. It provides evidence of a link between vision and learning problems and shows some of the visual interventions.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
Patients with PKU are susceptible to neurocognitive and psychiatric issues even if following dietary restrictions. Assessment of patients is the first step in management, which may include strategies to improve functioning and control blood phenylalanine levels, as well as addressing any comorbid conditions. Healthcare professionals should recognize potential issues, empower patients, and refer to psychologists or psychiatrists for ongoing monitoring and intervention.
Patients with PKU are susceptible to neurocognitive and psychiatric issues even if following dietary restrictions. Assessment of patients is the first step in management, which may include strategies to improve functioning and control blood phenylalanine levels, as well as addressing any comorbid conditions. Healthcare professionals should recognize potential issues, empower patients, and refer to psychologists or psychiatrists for ongoing monitoring and intervention.
This study assessed cognitive function, cortisol levels, and symptoms severity in 30 schizophrenia patients and 30 healthy controls. Schizophrenia patients performed significantly worse on cognitive tests and had higher cortisol levels. Cortisol levels did not correlate with symptoms severity or cognitive performance. The study suggests cognitive impairment is a core feature of schizophrenia and cortisol may be elevated, but the small sample size limits generalizability. Larger studies are needed to clarify relationships between cortisol, symptoms, and cognition.
This presentation gives the case for vision as a basis for reading difficulties including dyslexia. It provides evidence of a link between vision and learning problems and shows some of the visual interventions.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
Patients with PKU are susceptible to neurocognitive and psychiatric issues even if following dietary restrictions. Assessment of patients is the first step in management, which may include strategies to improve functioning and control blood phenylalanine levels, as well as addressing any comorbid conditions. Healthcare professionals should recognize potential issues, empower patients, and refer to psychologists or psychiatrists for ongoing monitoring and intervention.
Patients with PKU are susceptible to neurocognitive and psychiatric issues even if following dietary restrictions. Assessment of patients is the first step in management, which may include strategies to improve functioning and control blood phenylalanine levels, as well as addressing any comorbid conditions. Healthcare professionals should recognize potential issues, empower patients, and refer to psychologists or psychiatrists for ongoing monitoring and intervention.
- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
Fetal alcohol spectrum disorders (FASD) are caused by prenatal alcohol exposure and can cause facial abnormalities, growth retardation, and central nervous system anomalies. Individuals with FASD often exhibit cognitive impairments including deficits in executive function, learning and memory, language, visual-spatial ability, motor skills, and attention. They are also at risk for academic problems, secondary disabilities like mental health issues, and trouble with the law. Neuropsychological testing reveals that individuals with FASD perform relatively well on simple tasks but show greater impairment on more complex tasks involving skills like problem-solving, concept formation, verbal fluency, and inhibitory control.
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
This document summarizes a pilot study examining the effects of a computerized working memory training program called Cogmed on children with histories of lead poisoning. The study found that the training significantly improved scores on tests of working memory, math problem solving, reading, and other cognitive skills. One participant case study showed improvements in many areas after the training. Surveys of parents also indicated positive effects on behaviors and school performance. The results provide initial evidence that working memory training may help remediate cognitive and academic issues in children previously exposed to lead.
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document discusses learning disabilities, including definitions, causes, types, and assessment procedures. It defines learning disabilities as problems affecting the brain's ability to process information that make it difficult for students to learn as quickly as others. Common types of learning disabilities include dyslexia, dyscalculia, and dysgraphia. Learning disabilities can be caused by genetic and biological factors as well as accidents or illnesses. Early identification and assessment involve screening, gathering information from parents and teachers, testing students' cognitive abilities and academic skills, and determining if there is a discrepancy between potential and performance.
The Role of the Speech Language Pathologist in the Assessment & Treatment of TBIcedwvugraphics
This document discusses the role of speech-language pathologists in assessing and treating traumatic brain injury (TBI). It notes that TBI affects over 1.7 million people annually in the US and costs $76 billion per year. Children are particularly vulnerable to TBI. The document outlines common types of brain injuries and describes tools used to measure TBI severity, such as the Glasgow Coma Scale. It discusses dysphagia associated with TBI and assessment/treatment approaches. The roles and responsibilities of SLPs are provided, along with information on cognitive-communication deficits post-TBI and evidence-based treatment strategies.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
The document summarizes key points from a presentation on effective interventions for improving word-level reading. It finds that interventions can be categorized based on standard score gains as minimally effective (0-5 SS), moderately effective (6-9 SS), or highly effective (12.5-25 SS). Highly effective interventions aggressively address phonemic awareness issues and explicitly teach phonics and reading practice.
Dynia, J.M. (2018, July). The association between emergent-literacy skills and child-specific teacher self-efficacy for children with autism spectrum disorders. In E. Solari (Chair). Language, reading, and writing development in individuals with autism spectrum disorders. Symposium conducted at the Twenty-fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.
This document provides an overview of memory classification and neurocognitive testing. It begins by defining cognition and discussing types of information processing deficits like global deficits in general intelligence and specific deficits in memory, executive function, attention, and working memory. It then reviews models of working memory, neuroanatomical correlates, common memory tests used in cognitive batteries, and cognitive impairments seen in schizophrenia like problems with attention, memory, and executive function.
This document summarizes the findings of a longitudinal, population-based study of children with attention, learning, and concentration difficulties. The study involved 591 schoolchildren from ages 9-15 who were screened for behavioral and learning problems. 144 children met the inclusion criteria and participated in clinical evaluations involving cognitive testing, interviews, and assessments. The study found that these children experienced specific difficulties with working memory, planning, and processing speed. It also found that girls reported lower self-esteem than boys, and that teachers may overlook attention issues in girls more than boys. The study provided insights into the cognitive profiles and experiences of children with behavioral and learning problems.
Running Head: DYSLEXIA 1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.
A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
Fetal alcohol spectrum disorders (FASD) are caused by prenatal alcohol exposure and can cause facial abnormalities, growth retardation, and central nervous system anomalies. Individuals with FASD often exhibit cognitive impairments including deficits in executive function, learning and memory, language, visual-spatial ability, motor skills, and attention. They are also at risk for academic problems, secondary disabilities like mental health issues, and trouble with the law. Neuropsychological testing reveals that individuals with FASD perform relatively well on simple tasks but show greater impairment on more complex tasks involving skills like problem-solving, concept formation, verbal fluency, and inhibitory control.
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
Teaching To Students With Learning DisabilitesPatq
This document discusses teaching students with learning disabilities. It defines learning disabilities according to IDEA 2004 and discusses specific disabilities like dyslexia, dysgraphia, and dyscalculia. It also covers intervention strategies like Response to Intervention and the use of assistive technology to help students with learning disabilities succeed.
This document summarizes a pilot study examining the effects of a computerized working memory training program called Cogmed on children with histories of lead poisoning. The study found that the training significantly improved scores on tests of working memory, math problem solving, reading, and other cognitive skills. One participant case study showed improvements in many areas after the training. Surveys of parents also indicated positive effects on behaviors and school performance. The results provide initial evidence that working memory training may help remediate cognitive and academic issues in children previously exposed to lead.
This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
- Learning disabilities are neurological disorders that can affect areas like reading, writing, math, reasoning, organization, and focus. They are generally lifelong but can be managed.
- Causes may include genetic factors, pregnancy/birth complications, accidents, or environmental toxins. Around 15% of the US population is estimated to have a learning disability.
- Types include dyslexia, dyscalculia, dysgraphia, and dyspraxia. Identification involves screening, assessments of cognitive abilities, academic skills, and processing. Discrepancies between ability and achievement indicate a potential learning
This document discusses learning disabilities, including definitions, causes, types, and assessment procedures. It defines learning disabilities as problems affecting the brain's ability to process information that make it difficult for students to learn as quickly as others. Common types of learning disabilities include dyslexia, dyscalculia, and dysgraphia. Learning disabilities can be caused by genetic and biological factors as well as accidents or illnesses. Early identification and assessment involve screening, gathering information from parents and teachers, testing students' cognitive abilities and academic skills, and determining if there is a discrepancy between potential and performance.
The Role of the Speech Language Pathologist in the Assessment & Treatment of TBIcedwvugraphics
This document discusses the role of speech-language pathologists in assessing and treating traumatic brain injury (TBI). It notes that TBI affects over 1.7 million people annually in the US and costs $76 billion per year. Children are particularly vulnerable to TBI. The document outlines common types of brain injuries and describes tools used to measure TBI severity, such as the Glasgow Coma Scale. It discusses dysphagia associated with TBI and assessment/treatment approaches. The roles and responsibilities of SLPs are provided, along with information on cognitive-communication deficits post-TBI and evidence-based treatment strategies.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
The document summarizes key points from a presentation on effective interventions for improving word-level reading. It finds that interventions can be categorized based on standard score gains as minimally effective (0-5 SS), moderately effective (6-9 SS), or highly effective (12.5-25 SS). Highly effective interventions aggressively address phonemic awareness issues and explicitly teach phonics and reading practice.
Dynia, J.M. (2018, July). The association between emergent-literacy skills and child-specific teacher self-efficacy for children with autism spectrum disorders. In E. Solari (Chair). Language, reading, and writing development in individuals with autism spectrum disorders. Symposium conducted at the Twenty-fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.
This document provides an overview of memory classification and neurocognitive testing. It begins by defining cognition and discussing types of information processing deficits like global deficits in general intelligence and specific deficits in memory, executive function, attention, and working memory. It then reviews models of working memory, neuroanatomical correlates, common memory tests used in cognitive batteries, and cognitive impairments seen in schizophrenia like problems with attention, memory, and executive function.
This document summarizes the findings of a longitudinal, population-based study of children with attention, learning, and concentration difficulties. The study involved 591 schoolchildren from ages 9-15 who were screened for behavioral and learning problems. 144 children met the inclusion criteria and participated in clinical evaluations involving cognitive testing, interviews, and assessments. The study found that these children experienced specific difficulties with working memory, planning, and processing speed. It also found that girls reported lower self-esteem than boys, and that teachers may overlook attention issues in girls more than boys. The study provided insights into the cognitive profiles and experiences of children with behavioral and learning problems.
Running Head: DYSLEXIA 1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.
A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
1. The Relationship between
Cognitive Deficits and Academic
Achievement for Children with a
Fetal Alcohol Spectrum Disorder
Lindsey Jackson
Project Mentor: Dr. Rachel Tangen, Ph.D., Neuropsychologist
Division of Developmental/Behavioral Pediatrics and Psychology
4. About FASD
• Describes a range of effects including
physical, mental, behavioral, and learning
disabilities
• Caused by maternal alcohol consumption
• Is not a diagnosis, only an umbrella term
(Benz et. al., 2009)
18. Academic Achievement
• Limited research that looks comprehensively at reading, math, and writing in
children across different FASD diagnosis.
• In available research:
• Limited studies looking at math and reading abilities in the same study
• Compared to other children with special needs, children
with FASD had more trouble with math (Howell et. al., 2006)
• Compared to alcohol-exposed children not diagnosed with FASD, more likely
to fall in clinical range for math abilities (Nash et. al., 2013)
• Australian study using standardized test scores showed poor performance
on a screening of reading, writing, and spelling
• Academic achievement at age 10 showed overall poor academic
performance, especially in letter recognition and reading comprehension
(Goldschmidt et. al., 2004; O’Leary et. al., 2013)
19. Cognitive Processes
Attention, executive function, and memory:
• Visual-spatial working memory predicted math abilities
• Verbal and visual-spatial short term memory predicted reading performance
• Executive functioning skills predicted general
learning
Working memory and inhibition:
• Working memory related to literacy
• Inhibition related to general academic performance
(Bull et. al., 2008; Rasmussen & Bisanz, 2010; St Clair-Thompson & Gathercole, 2006)
21. Research Questions
• How does academic performance vary based on
FASD diagnosis?
• Do children with FASD have greater difficulties with
math or reading?
• Which cognitive processes are the best indicators
of math and reading performance for children with
FASD?
22. Hypotheses
• Between Subject Hypotheses:
Children with FAS and pFAS will have lower math, reading, and writing
scores compared to children with Static Encephalopathy and
Neurobehavioral Disorder.
Children with Static Encephalopathy will have lower math, reading,
and writing scores compared to children with Neurobehavioral
Disorder.
• Within Subject Hypothesis:
Math performance scores for children with FASD will be lower than
reading performance scores for children with FASD.
• Multiple Regression Hypotheses:
Working memory, verbal memory, visual memory, sustained attention,
inhibition, and FSIQ will be predictors of reading and math skills in
children with FASD.
Working memory skills will be the greatest predictor of both math and
reading skills with FASD.
23. Methods
Standardized Measures of Cognitive and Academic Achievement
(Standard Score = 100; Standard Deviation = 15)
• Academic achievement- Woodcock-Johnson III and Woodcock-
Johnson IV
• Memory- Children’s Memory Scale (CMS)
• Attention and Disinhibition - Conners’ Continuous Performance Test-
Second Edition
• Working Memory – Wechsler Intelligence Scale for Children
• FSIQ- Wechsler Intelligence Scale for Children IV or Wechsler
Intelligence Scale for Children V (WISC-IV or WISC-V)
24. Participant Information
FAS/pFAS
n=12 (20%)
SE
n=26 (44%)
ND
n=21 (36%)
Total
n=59
Mean Age in Months 113.750 134.769 120.619 125
% Female 50% 38% 48% 43%
Ethnicity (% Caucasian) 67% 62% 43% 56%
Full-Scale IQ 77.833 77.885 93.714 83.65
% Adopted 75% 58% 76% 70%
25. Analyses
• A series of one way ANOVAs with post hoc Bonferroni correction were
conducted to assess FASD diagnosis group differences for reading,
math, and writing subtests.
• Within subject repeated measures ANOVAs were conducted to assess
within subject differences on selected comparisons including: Brief
Math and Brief Reading, letter/word recognition and passage
comprehension, and calculations and applied problems.
• Multiple regression analyses were conducted to determine a predicative
relationship between cognitive measures (WMI, visual immediate
memory, verbal immediate memory, omission, commission, and FSIQ)
and academic performance in math and reading.
26. Results
At a p<.05 level, there were significant differences between groups 2 and 3 on all academic measures.
Results were not significant for all academic measures between groups 1 and 2. There were significant
differences between groups 1 and 3 for several measurements: LW p=.033, Calc p=.002, and WS
p=.031.
27. Percent of Children with Significant
Reading and Math Deficits
FAS/pFAS
n=12
SE
n=26
ND
n=21
FASD Total
Brief Reading <85 75% 46% 19% 32%
Brief Reading <70 33% 25% 0% 16%
Brief Math <85 75% 88% 19% 43%
Brief Math <70 33% 46% 10% 23%
* 12% of sample has IQ <70
28. There were significant differences between Brief
Reading scores and Brief Math scores at a p<.05 level
[F(1,55)=8.205, p=.006]
Reading Scores vs. Math Scores
29. There were significant differences
between Letter/Word Recognition and
Passage Comprehension at a p<.05 level
[F(1,57)=25.444, p=.000]
There were significant differences
between Calculations and Applied
Problems at a p<.05 level
[F(1,54)=11.195, p=.001]
Reading Subtests Math Subtests
30. Applied Problems R2 F DF P
.578 8.206 (6,36) .000
Predictors β t p r
Working Memory -.098 -.546 .589 -.091
Visual Immediate Memory -.028 -.218 .829 -.036
Verbal Immediate Memory .058 .425 .673 .071
Omission -.084 -.716 .479 -.118
Commission .048 .386 .702 .064
FSIQ .780 4.000 .000 .555
Calculations R2 F DF P
.679 13.049 (6,37) .000
Predictors β t p r
Working Memory .297 1.922 .062 .301
Visual Immediate Memory -.052 -.484 .631 -.079
Verbal Immediate Memory .184 1.580 .123 .251
Omission -.009 -.087 .931 -.014
Commission .147 1.369 .179 .220
FSIQ .436 2.607 .013 .394
31. Letter/Word Recognition R2 F DF P
.662 12.418 (6,38) .000
Predictors β t p r
Working Memory .609 3.919 .000 .536
Visual Immediate Memory .101 .918 .364 .147
Verbal Immediate Memory .259 2.193 .035 .335
Omission .111 1.092 .282 .174
Commission .175 1.618 .114 .254
FSIQ -.008 -.050 .960 -.008
Passage Comprehension R2 F DF P
.738 17.805 (6,38) .000
Predictors β t p r
Working Memory .586 4.274 .000 .570
Visual Immediate Memory .057 .592 .558 .096
Verbal Immediate Memory .199 1.916 .063 .297
Omission .188 2.091 .043 .321
Commission .226 2.365 .023 .358
FSIQ .130 .878 .385 .141
32. Discussion
• Academic performance varies based on FASD
diagnosis.
Children with FASD do not need to have full FAS to have
significant academic deficits.
Children with Static Encephalopathy and Neurobehavioral
Disorder have different profiles. It may be problematic to
group them under one label (Alcohol Related
Neurodevelopmental Disorder).
• Children with FASD have a greater percentage of
children that fall below expected levels in reading and
math than the population norms. A greater number of
children would be considered to have learning
disabilities.
33. Discussion
• Overall, math performance is worse than reading performance for
children with FASD, although both are below normative standards.
Word reading and applied math (with visual cues) were better preserved
than reading comprehension and calculation which may require greater
reasoning skills.
• IQ is the best predictor of math achievement for both calculations and
applied problems. In contrast, IQ is not a significant predictor for reading
skills. Working memory, attention, and inhibition are the best predictors
of reading comprehension ability. Working memory and verbal
immediate memory are the best predictors of letter/word recognition
• Results provide better understanding of academic performance for
children with FASD to influence the interventions developed and used
for these children.
34. Limitations
• Clinical research
No control group
Variation in testing
• Small sample size
• Limited knowledge of maternal alcohol
consumption
35. Future Research
• Longitudinal study looking at academic growth
• Partnering with research facilities in other places to
include other demographics in the study
36. References
Astley, S. J. (2010). Profile of the first 1,400 patients receiving diagnostic evaluations for fetal alcohol spectrum disorder at the Washington State Fetal
Alcohol Syndrome Diagnostic & Prevention Network. Can J Clin Pharmacol,17(1), e132-e164.
Astley, S. J., & Clarren, S. K. (2000). Diagnosing the full spectrum of fetal alcohol-exposed individuals: introducing the 4-digit diagnostic code. Alcohol
and alcoholism, 35(4), 400-410.
Benz, J., Rasmussen, C., & Andrew, G. (2009). Diagnosing fetal alcohol spectrum disorder: History, challenges and future directions. Paediatrics &
child health, 14(4), 231.
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of
mathematical achievement at age 7 years. Developmental neuropsychology, 33(3), 205-228.
Douglas, T. S., & Mutsvangwa, T. E. (2010). A review of facial image analysis for delineation of the facial phenotype associated with fetal alcohol
syndrome. American Journal of Medical Genetics Part A, 152(2), 528-536.
Goldschmidt, L., Richardson, G. A., Cornelius, M. D., & Day, N. L. (2004). Prenatal marijuana and alcohol exposure and academic achievement at age
10. Neurotoxicology and teratology, 26(4), 521-532.
Howell, K. K., Lynch, M. E., Platzman, K. A., Smith, G. H., & Coles, C. D. (2006). Prenatal alcohol exposure and ability, academic achievement, and
school functioning in adolescence: a longitudinal follow-up. Journal of Pediatric Psychology, 31(1), 116-126.
Kodituwakku, P. W. (2009). Neurocognitive Profile In Children With Fetal Alcohol Spectrum Disorders. Developmental Disabilities Research
Reviews,15(3), 218–224.
O’Leary, C. M., Taylor, C., Zubrick, S. R., Kurinczuk, J. J., & Bower, C. (2013). Prenatal alcohol exposure and educational achievement in children
aged 8–9 years. Pediatrics, peds-2012.
Rasmussen, C., & Bisanz, J. (2010). The relation between mathematics and working memory in young children with fetal alcohol spectrum disorders.
The Journal of Special Education.
Riley, E. P., & McGee, C. L. (2005). Fetal alcohol spectrum disorders: an overview with emphasis on changes in brain and behavior. Experimental
biology and medicine, 230(6), 357-365.
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working
memory. The quarterly journal of experimental psychology, 59(4), 745-759.
37. Thank you!
• Dr. Rachel Tangen
• Dr. Mitchell Drum
• Connie May
• SURP
Hi everyone, my name is Lindsey Jackson and I am a rising senior at the University of Maryland. This summer I am working with Dr. Tangen, a neuropsychologist in the Developmental/Behavioral Pediatrics and Psychology Department of Rainbow Babies and today I will be talking to you about the relationship between cognitive deficits and academic achievement for children with FASD.
I will begin by sharing some background information about FASD, then discuss how FASD is diagnosed. I will review previous literature and how they influenced my project. Finally I will discuss future research ideas.
FASD is an umbrella term used to describe several different diagnoses that include a combination of physical, mental, and behavioral deficits. FASD is caused by maternal alcohol consumption. This is due to the fact that alcohol is a teratogen which means that it can cause lasting damage and impacts the development of the embryo.
According to the Center for Disease Control, 1 in 10 women drink alcohol while pregnant.
Which leads to 5 out of every 100 births displaying fetal alcohol effects
Even more staggering, approximately 40,000 babies are born per year with fetal alcohol effects and almost 8,000 births per year are born with Fetal alcohol Syndrome, the most severe form of fetal alcohol spectrum disorder which I will discuss more later. FASD is a 100% preventable birth defect, yet its prevalence is way higher than many other birth disorders that are not preventable.
So how is FASD diagnosed? A 4-digit diagnostic code was created by Astley and Clarren to evaluate if a child has a FASD based on 4 criteria: growth deficiency, FAS facial phenotype, CNS abnormalities, and prenatal alcohol exposure.
This is an example of a child who has FAS. Take a moment to notice some of her unique facial features.
Hopefully you have already noticed some differences about her facial characteristics, but I will point some out to you. Children with FASD tend to have a smooth philtrum, thin upper lip, flat midface, epicanthal folds, short palpebral fissure length, low nasal bridge, and short nose. (describe each)
Individuals also have microcephaly (smaller brain size) due to underdevelopment of structures as mentioned on the previous slide. As you can see in this picture, the brain of the typically developing 6-week old baby on the left is larger than the brain of the 6-week old baby with fetal alcohol syndrome.
As mentioned earlier, individuals with FASD also have CNS abnormalities. Several structures in the brain are damaged or underdeveloped including the cerebellum (movement) hippocampus (memory) basal ganglia (involved in many functions including inhibitory control and procedural learning) corpus callosum (communication between hemispheres of the brain) and cerebral cortex (higher brain function such as language, attention, memory, executive function, etc.)
In addition, children with FASD have functional CNS damage including:…
There are four diagnoses that fall under the FASD umbrella including:…
More specifically, fetal alcohol syndrome is the most severe on the spectrum which means that these children meet all the criteria on the 4-digit scale including growth deficiency, many FAS facial features, severe brain damage, and exposure to alcohol, whereas Neurobehavioral disorder is the least severe FASD and these children only display mild brain damage.
Howell: longitudinal study, looked at intelligence test scores and standardized academic test scores
Image about memory
This brings me to my project. The questions that I addressed in my research include:…
I came to the following hypotheses from reading FASD literature. I believe that math and reading scores will be equally poor for children with FASD. I also think that as FASD severity worsens, so will academic performance. Finally, I think that executive functioning deficits will be the best predictors of academic performance for both math and reading.
Reasoning for hypothesis 1: Although there are some differences in underlying processes involved in math ability and reading ability, many processes (working memory, inhibition, etc.) that children with FASD show problems with predict both math and reading ability (according to the literature)
Reasoning for hypothesis 2/3: as severity of FASd increases overall impairment increases therefore I think academic achievement will be poorer
Children are referred to the FASD Clinic at Rainbow Babies if there is record or suspicion of prenatal alcohol exposure. Once at the clinic, each child takes a battery of neuropsychological tests to assess various functions such as academic achievement, memory, executive function, language, and IQ. Listed on the screen are the names of the assessment used. Each assessment is scored and the data from these tests were used for my project.
3 different than 1 and 2 at .05 level
ANOVA used too see if mean differences between groups are significant
Results showed that there were significant? Differences between academic performance in all measurements of reading and math between FAS kids and ND kids, but the first two groups did not differ.
r= partial correlation (what is the unique variance)
R2=multiple regression r squared (statistic)
F statistic
Beta WEIGHT OF EACH INDIVIDUAL VARIABLE in equation (all predictors are in equation to see if they are significnalty predicting variance, how much variance should they predict as a group an individual)