The document discusses using a "third method" approach to identifying specific learning disabilities (SLD) that integrates data from response to intervention (RTI) with cognitive assessment, as tier II interventions alone may not meet the needs of all students with SLD. It argues that a comprehensive evaluation including cognitive assessment is necessary for tier II nonresponders to identify cognitive strengths and weaknesses, allow for differential diagnosis, and guide targeted intervention selection. The "third method" evaluates for discrepancies between cognitive strengths and academic or cognitive weaknesses based on cognitive constructs from the Cattell-Horn-Carroll theory.
Effects of explicit instruction on efl learners' pragmatic competence develop...frequent
Effects of explicit instruction on efl learners' pragmatic competence development
by Yurong Zhao, Hebei Normal University of Science and Technology, China.
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
Music Therapy and Suggestibility – Methods of Activating Mechanisms to Improv...ijtsrd
There are numerous research studies focused on the brain’s processing of information and on finding patterns and strategies to improve cognitive processes. To increase the capacity of memory and concentration we need to understand both the physiological and biochemical mechanisms, and the role of the external factors on these processes. The suggestions and harmonic combinations of music have proven their effectiveness by acting as a major influence in the field of neurophysiology, ameliorating a wide spectrum of memory and attention issues. Dr. Liliana Neagu "Music Therapy and Suggestibility – Methods of Activating Mechanisms to Improve Cognitive Processes" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38421.pdf Paper Url: https://www.ijtsrd.com/medicine/other/38421/music-therapy-and-suggestibility-–-methods-of-activating-mechanisms-to-improve-cognitive-processes/dr-liliana-neagu
Testing Instruments are used to test Intelligence Quotient or personality tests to evaluate past-acquired competencies or future success in education or employment. A close examination and study of human cognition based on biological and anthropological evidence such as plasticity of brain we may have to include more universal set of competencies than ordinarily been considered such as verbal, mathematical and logical competencies. This paper attempts to address issues relating to definition of intelligence, its components and application of study for educational testing and selection process.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
Effects of explicit instruction on efl learners' pragmatic competence develop...frequent
Effects of explicit instruction on efl learners' pragmatic competence development
by Yurong Zhao, Hebei Normal University of Science and Technology, China.
This presentation is about intelligence tests including Raven Progressive matrixes, Standford Binet Intelligence test, Cattle culture fair intelligence test, and Wechsler intelligence test.
Music Therapy and Suggestibility – Methods of Activating Mechanisms to Improv...ijtsrd
There are numerous research studies focused on the brain’s processing of information and on finding patterns and strategies to improve cognitive processes. To increase the capacity of memory and concentration we need to understand both the physiological and biochemical mechanisms, and the role of the external factors on these processes. The suggestions and harmonic combinations of music have proven their effectiveness by acting as a major influence in the field of neurophysiology, ameliorating a wide spectrum of memory and attention issues. Dr. Liliana Neagu "Music Therapy and Suggestibility – Methods of Activating Mechanisms to Improve Cognitive Processes" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38421.pdf Paper Url: https://www.ijtsrd.com/medicine/other/38421/music-therapy-and-suggestibility-–-methods-of-activating-mechanisms-to-improve-cognitive-processes/dr-liliana-neagu
Testing Instruments are used to test Intelligence Quotient or personality tests to evaluate past-acquired competencies or future success in education or employment. A close examination and study of human cognition based on biological and anthropological evidence such as plasticity of brain we may have to include more universal set of competencies than ordinarily been considered such as verbal, mathematical and logical competencies. This paper attempts to address issues relating to definition of intelligence, its components and application of study for educational testing and selection process.
Big Five/HPTI and Cognitive ability AND High potential personalityCol Mukteshwar Prasad
Relationship between personality/HPTI and intelligence has been studied.
Most studies have focused on measures of intelligence in relation to the personality factors of the Five Factor Model (FFM) or Big Five(OCEAN) , Openness , Conscientiousness , Extravert, Agreeableness and Neuroticism.
Cognitive ability refers to what a person can achieve in workplace and educational settings, personality variables determine whether and how and why they do or do not realize potential.
Cattell (1971)suggested that certain elements of personality will have an intellectual ability component, which will affect general ability. Cattell has an investment model which suggests that personality traits (like Conscientiousness and Openness) may have long-term effects on the development of intellectual abilities.
Thus, personality factors may be seen as motivational variables that have a strong impact on academic results.
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
describes the popular tests of intelligence, aptitude and personality and its types. Elaborates the types of intelligence, aptitude and personality and how to clinically assess them
Intervention for
Education
Markis’ Edwards
January 29, 2018
1
Area of Focus
Enforcing IEPs children with
Autism
Learning and behavioral difficulties
In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient (Bambara, Koger, & Bartholomew, 2011). The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded (Tyner, 2014).
2
Explanation of Problem
Lack of reinforcement by teachers
No use of different learning techniques
No use of technology
3
Variables
Mixed Group of children
Verbally proficient but with behavioral difficulty
Nonspeaking children with severe behavioral difficulty
Basic speaking skills with minimal behavioral difficulty
4
Research Questions
Qualitative Questions
Why should I consider eLearning-based training?
Can eLearning courses be customized?
What is the perspective of researcher in regards to having daily awareness of students IEP goals?
Quantitative Questions
What are 2-3 hardware and software requirements for online training?
What is the difference in researchers expectations of students when applying IEP goals daily verses being applied over three weeks?
5
Locus of Control
Being part of the intervention
Confidential Research for myself
Research Summaries
The main goal of being part of the intervention is the assurance that children are educated regardless of limitations or disabilities (Wehmeyer, 2005).
6
Intervention/Innovation
The Use of iPads
Use of designated applications
This will all be provided by the designed application known as “Proloquo” that is designed for such activities (Brown, Dehoney, & Millichap, 2015).
7
Negotiations
Observation of children in their learning environment
Terms set by the DHR had to be followed
8
Ethics
Student Rights
Training of students on the usage of the devices
Restricting the devices to specific sites
When the intervention is being implemented several things have to be considered and at the top of the list is the maintenance of the students rights (Bamb.
Effective-Learning Assignment
The “effective-learning” assignment will test your ability to think, generate hypotheses, and, in general, apply psychological science. The task will be to read a paper referenced in the “A guide to Effective Studying and Learning” by Matthew G. Rhodes, Anne M. Cleary, & Edward L. DeLosh. Then you will write a brief (about 400 words) summary of the paper. In this summary, outline what the hypotheses were, what the methodology was, what the results were, and what are the implications of these results. You will then write an additional analysis (about 200 words) about how one could take the results of that study and use it to improve the efficiency of their own learning. In this second section, consider what the data show and how learners can apply those results to make themselves better learners. Think about this last section as a "letter to grandma" in which you explain how a particular memory/learning technique can be incorporated into your own learning. This section should be in simple language that anyone can understand.
Requirements
1. The paper you review must be from the Reference section of Rhodes et al (2019). If your chosen paper is not from Rhodes et al (2019), your project will not be read or graded.
2. Do not use any quotes from the paper. Quoting will result in a lower grade.
3. Do not paraphrase – use your own writing. Any plagiarism will result in a project not being read or graded.
4. If you do not know what the word “plagiarism” means, read below and make sure you understand.
5. A full reference to the paper used must be included.
6. The project must be between 500 and 700 words. Projects shorter and longer will not be read or graded. You must craft your arguments to fit into the word limit. The word limit refers to the body of your project and does not include a title page (not required), references, and any supplementary material you add (not required).
7. APA style is encouraged but not required.
8. You may email me questions on how best to do this project
9. Grading will follow the Effective-Learning Assignment Grading Rubric
Study Efficacy and the Region of Proximal Learning Framework
Nate Kornell , Janet Metcalfe
Author Affiliations
Kornell, N., & Metcalfe, J. (2006). Study efficacy and the region of proximal learning framework. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(3), 609-622. doi:10.1037/0278-7393.32.3.609
Abstract
One of the most important reasons to investigate human metacognition is its role in directing how people study. However, limited evidence exists that metacognitively guided study benefits learning. Three experiments are presented that provide evidence for this link. In Experiment 1, participants' learning was enhanced when they were allowed to control what they studied. Experiments 2a–d replicated this finding and showed contributions of self-regulated study to learning. Experiments 3a and 3b showed that, when forced to choose ...
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
Role of Executive Functioning and Literary Reapproach for Measures of Intelli...inventionjournals
Over the years, Intelligence has been a crucial part in Psychological practices. Basic operational definition behind construct of Intelligence proposed by Wechsler (1944), was to act purposefully (Plan and control behaviors) and thinking rationally (organize and direct behavior). This operational definition was afterwards incorporated in measures for intelligence but as these measures were first aligned with academics, a major part of basic definition got overlooked. Previously Intelligence was divided in two major components that are Crystalized and Fluid Intelligence but resent Literary Reaproach was intended to enlighten the basic purpose of Intelligence measures and to highlight the overlooked components of Intelligence. These components are then further aligned with behavioral interpretations of Executive functions. It is proposed that alliance of Fluid Intelligence with Executive Functioning can bring pronounced change in clinical practices and change the bookish views of Intelligence into a functional approach.
A Term Paper for the Course of Theories and Approaches in Language Teaching(...DawitDibekulu
at the end of this presentation you will be able to:
Identify and know the concept of:
Theory and Hypothesis
Approach, Method and Techniques
Skill, Competence and Performance
Know the relation between them
Identify their difference
Know their benefit for ELT
Contents lists available at ScienceDirectNeuroscience and .docxdickonsondorris
Contents lists available at ScienceDirect
Neuroscience and Biobehavioral Reviews
journal homepage: www.elsevier.com/locate/neubiorev
Meta-analytic evidence for a core problem solving network across multiple
representational domains
Jessica E. Bartleya, Emily R. Boevingb, Michael C. Riedela, Katherine L. Bottenhornb, Taylor Salob,
Simon B. Eickhoffc,d, Eric Brewee,f,g, Matthew T. Sutherlandb, Angela R. Lairda,⁎
a Department of Physics, Florida International University, Miami, FL, USA
b Department of Psychology, Florida International University, Miami, FL, USA
c Institute for Systems Neuroscience, Medical Faculty, Heinrich Heine University Dusseldorf, Düsseldorf, Germany
d Institute of Neuroscience and Medicine, Brain & Behavior (INM-7), Research Center Jülich, Jülich, Germany
e Department of Teaching and Learning, Florida International University, Miami, FL, USA
f Department of Physics, Drexel University, Philadelphia, PA, USA
g Department of Education, Drexel University, Philadelphia, PA, USA
A R T I C L E I N F O
Keywords:
Problem solving
Reasoning
Cognitive control
Functional neuroimaging
Meta-analysis
Activation likelihood estimation (ALE)
Domain-generality
Domain-specificity
A B S T R A C T
Problem solving is a complex skill engaging multi-stepped reasoning processes to find unknown solutions. The
breadth of real-world contexts requiring problem solving is mirrored by a similarly broad, yet unfocused neu-
roimaging literature, and the domain-general or context-specific brain networks associated with problem solving
are not well understood. To more fully characterize those brain networks, we performed activation likelihood
estimation meta-analysis on 280 neuroimaging problem solving experiments reporting 3166 foci from 1919
individuals across 131 papers. The general map of problem solving revealed broad fronto-cingulo-parietal
convergence, regions similarly identified when considering separate mathematical, verbal, and visuospatial
problem solving domain-specific analyses. Conjunction analysis revealed a common network supporting pro-
blem solving across diverse contexts, and difference maps distinguished functionally-selective sub-networks
specific to task type. Our results suggest cooperation between representationally specialized sub-network and
whole-brain systems provide a neural basis for problem solving, with the core network contributing general
purpose resources to perform cognitive operations and manage problem demand. Further characterization of
cross-network dynamics could inform neuroeducational studies on problem solving skill development.
1. Introduction
Problem solving has been investigated across human and animal
models for decades; it is a process that is central to numerous everyday
tasks involving the execution of a complex, multi-step sequence of goal-
oriented objectives. In humans, problem solving has been used to
quantify general intelligence (Jung and Haier, 2007; Savage, 1974),
assess educational or lea.
Similar to Flanagan Webinar For Wiley 3 22 10 (20)
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fourth (Part D) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
"intelligent" intelligence testing: Why do some individuals obtain markedly ...Kevin McGrew
This is the second in a series. Please view the first ("intelligent" intelligence testing: Evaluating wihtin CHC domain test score differences) to better appreciate this module
Data and theory-based hypotheses for evaluating differences between scores on the different WJ IV tests of Gwm
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
1. A Theory- and Research-based Approach to SLD Identification: Integrating RTI with Cognitive Assessment Data Dawn P. Flanagan, Ph.D. St. John’s University Yale Child Study Center, School of Medicine
2. Presentation Outline The Field of School Psychology is Polarized on What Constitutes “Comprehensive” Assessment for SLD Identification The Crux of the Debate is the Utility of Cognitive and Neuropsychological Tests for SLD Identification and for Guiding Intervention Selection and Development RTI and Cognitive Assessment are Complimentary Contemporary Cognitive Assessment Differs from Traditional Cognitive Assessment Tier II Interventions Work for Many, But Not All Students Tier II Nonresponders Should Receive a Comprehensive Evaluation That Includes Cognitive Assessment – Necessary to identify a disorder in one or more basic psychological processes and necessary for Differential Diagnosis Rather than using the traditional ability-achievement discrepancy method or an RTI-only approach to SLD identification, a “Third Method” Approach should be used Relevance of a “Pattern of Strengths and Weaknesses” for SLD Identification “Third Method” Approaches Integrate data from RTI with Other Data Sources Assessment for Intervention – Linking Cognitive Assessment Data to Intervention Conclusions and Questions
3. Cognitive Assessment for SLD Identification: The Field of School Psychology is Polarized Communiqué (2008) Why Is This The Question?
4. Cognitive Assessment Traditional Atheoretical assessment and interpretive approaches (e.g., some subtest analysis approaches) Limited to no attention paid to neuropsychology literature Ability-Achievement Discrepancy g Wechsler V-P Dichotomy VIQ PIQ
6. Cognitive Assessment Contemporary Cattell-Horn-Carroll (CHC) Theory Flexible Battery Approaches School Neuropsychology Alternative research-based methods for identifying patterns of cognitive strengths and deficits g Gf Gc Ga Gv Gsm Glr Gs
7. Cattell-Horn Gf-Gc Theory Gf Gq Gsm Gv Ga Gs CDS Grw Gc Glr Broad (Stratum II) Fluid Intelligence Quantitative Knowledge Crystallized Intelligence Short-Term Memory Long-Term Retrieval Visual Processing Auditory Processing Processing Speed Reading/ Writing Correct Decision Speed Narrow (Stratum I) 69 narrow abilities found in data sets analyzed by Carroll (1993) Figure by McGrew; originally printed in McGrew & Flanagan (1998)
8. A Landmark Event in Understanding the Structure of Intelligence Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press
9. Carroll’s (1993) Three-Stratum Theory of Cognitive Abilities G General Intelligence General (Stratum III) Gf Gc Gy Gv Gu Gr Gs Gt Processing Speed (RT Decision Speed) General Memory & Learning Broad Visual Perception Broad Auditory Perception Broad Cognitive Speediness Broad Retrieval Ability Broad (Stratum II) Fluid Intelligence Crystallized Intelligence Narrow (Stratum I) 69 narrow abilities found in data sets analyzed by Carroll Figure by McGrew; originally printed in McGrew & Flanagan (1998)
10. Carroll’s Research-based Conclusions About the Cattell-Horn Model “The Cattell-Horn model...is a true hierarchical model covering all major domains of intellectual functioning...among available models it appears to offer the most well-founded and reasonable approach to an acceptable theory of the structure of cognitive abilities” Carroll (1993)
11. An Integration of the Gf-Gc and Three-Stratum Theories of Cognitive Abilities Based largely on McGrew’s analyses in 1997-1999
12. Contemporary Cognitive Assessment Based on CHC Theory 10 Broad Abilities and Over 70 Narrow Abilities Integrated Model First Published in Flanagan, McGrew, & Ortiz (2000)
13. The WJ III(Woodcock, McGrew, & Mather, 2001) The first in a flurry of test revisions that represented advances unprecedented in assessment fields
18. WAIS-IV (2008) – CHC terminology and interpretive approach (Kaufman & Lichtenberger, 2009)Keith et al. (2006)
19. Summary of Relations between CHC Abilities and Specific Areas of Academic Achievement (Flanagan, Ortiz, Alfonso, & Mascolo, 2006) See McGrew and Wendling (in press) for an extension of this work
20. Comparison tables may be found in: Flanagan & Alfonso (in press). Essentials of Specific Learning Disability Identification. Hoboken, NJ: Wiley.
21. Subtypes of Reading Disability (Fiefer, in press) (1) Dysphonetic Dyslexia – difficulty sounding out words in a phonological manner (Ga-Phonetic Coding; Gsm-Memory Span, Working Memory) (2) Surface Dyslexia – difficulty with the rapid and automatic recognition of words in print (Glr-Naming Facility; Gv-Orthographic Processing; Gs-Perceptual Speed; Gc-Vocabulary Knowledge) (3) Mixed Dyslexia – multiple reading deficits characterized by impaired phonological and orthographic processing skills. It is probably the most severe form of dyslexia. (Multiple CHC abilities or processes involved; attention and executive functioning) (4) Comprehension Deficits – the mechanical side of reading is fine but difficulty persists deriving meaning from print (Gf-Induction, General Sequential Reasoning; Gc- Language Development; attention and executive functioning)
22. Correspondence Between Diagnosis and Treatment as syndromes/disorders become more discretely defined, there may be a greater correspondence between diagnoses and treatment Kratochwill and McGivern's (1996; p. 351)
23. Individual Differences ARE Important Why do some children fail to respond? Perhaps because interventions are being applied “blindly” as a one size fits all method without understanding whether or not specific cognitive deficits exist
24. Individual Differences ARE Important “A neuropsychological process that is important to reading skills development is working memory – it is a crucial process for early reading recognition and later reading comprehension. One must assess it if one is to develop the most appropriate method of intervention (Teeter et al., 1997).” “Given the findings from the neuroimaging and neruopsychological fields of deficient performance on measures of working memory, processing speed, auditory processing ability, and executive functions, evaluation of these skills is necessary to determine the most appropriate program to fit the individual child’s need.” Semrud-Clikeman (2005)
25. Individual Difference ARE Important “The danger with not paying attention to individualdifferences is that we will repeat the current practice of simple assessments in curricular materials to evaluate a complex learning process and to plan for interventions with children and adolescents with markedly different needs and learning profiles.” (Semrud-Clikeman, 2005) “Nonresponders” provide sound evidence that one size DOES NOT fit all.
26. Comprehensive Evaluations (That Include Assessment of Cognitive Functions) Are Necessary for Nonresponders Cost – Benefit Do Tier III interventions work? Would it make sense to gather more information about Tier II nonresponders prior to implementing Tier III interventions?
27. For a copy of this White Paper, contact James (Brad) Hale, Ph.D. at: jamesha@pcom.edu
28. Expert Panel Consensus For Using Intensive RTI to Meet the Needs of Children with SLD Item #8 Increasing intervention intensity in a multi-tier response to intervention model will meet the academic and psychosocial needs of all children with SLD Hale et al. 2010 Expert Panel White Paper (N = 58)
29. NAPSA Practitioner Survey Increasing intervention intensity in a multi-tier response to intervention model will meet the academic and psychosocial needs of all children with SLD McHale-Small NAPSA Survey (N=680; Administrators; Practitioners; Specialists)
30. Response at Tier II? Responder? YES, Return to Tier 1 Regular Education and Progress Monitoring NO, Tier III Intervention OR NO, Comprehensive Evaluation and Problem-solving to Redirect Intervention Flanagan, Fiorello, & Ortiz (in press); Flanagan, Ortiz, Alfonso, & Dynda (2008); Hale & Fiorello (2004)
31. Mathes and Colleagues (2005) Provided Tier I and Tier II intervention to struggling first-grade readers in six schools Severe difficulties in phonological awareness, letter-sound correspondence, and word reading Three conditions Tier I classroom instruction only (n = 92) Tier I plus Tier II intervention (consisting of Proactive Beginning Reading Instruction; Mathes et al., 1999; n = 83) Tier I plus Tier II intervention (Responsive Reading Instruction; Denton & Hocker, 2006; n = 80) Reported in Denton, Fletcher, Simos, Papanicolaou, and Anthony, 2007
32. Tier II Intervention Tier I instruction plus daily 40-minute, small group interventions for about 30 weeks in the first grade (groups of 3 students to one teacher) Six certified teachers who received about 42 hours of professional development delivered by the developers of the programs they used Responsive Reading Instruction Proactive Beginning Reading Instruction High levels of fidelity were achieved by intervention teachers Reported in Denton, Fletcher, Simos, Papanicolaou, and Anthony, 2007
33. Results of Tier I and Tier II Intervention Of the 255 students who received Tier I and II interventions, only 22 were reading below average(below benchmark) at the end of the intervention period Below 30th percentile on WJ III Basic Reading Skills 87 students did not reach a common oral reading fluency benchmark 40 WCPM by end of 1st Grade 14 students were identified for Tier III intervention based on primarily on availability (Denton, Fletcher, Anthony, & Francis, 2006; Mathes and colleagues, 2005). Reported in Denton, Fletcher, Simos, Papanicolaou, and Anthony, 2007
34. Tier III Intervention 16-week intervention provided daily in groups of two students to one teacher First 8 weeks students received the Phono-Graphix program (McGuiness et al., 1996) two hours daily Followed by 8 weeks of the Read Naturally program (Ihnot et al., 2001) one hour daily Six teachers were well trained in intervention programs Students response to Tier III intervention was highly variable Reported in Denton, Fletcher, Simos, Papanicolaou, and Anthony, 2007
35. Results of a Tier 3 Intervention Phase Benchmark 30th Percentile Key: PG = Phono-Graphic Phase; RN = Read Naturally Phase (From An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Learning Disabilities, 39, 447-466. In D. Haager, J. Klingner, & S. Vaughn. [2007]. Evidence-based reading practices for response to intervention. MD: Paul H. Brookes Publishing Co., Inc.)
36. Important Consideration The education community must ask whether it is important and reasonable to expectthat even students with severe reading difficulties can be taught to read competently, closing the gap with their peers (Denton, Fletcher, Simos, Papanicolaou, & Anthony (2007). Can we help more children if we understand them better via a comprehensive evaluation?
37. Response to Intervention Responder? NO, Comprehensive Evaluation and Problem-solving for Differential Diagnosis and Intervention Selection or Modification YES, Regular Education Instruction and Progress Monitoring Criteria for SLD met? YES, Eligible for Special Education Services? Implement Modified Intervention and Progress Monitoring In LRE NO, Continued Problem Solving; Implement Modified Intervention and Progress Monitoring Flanagan, Fiorello, & Ortiz (in press); Flanagan, Ortiz, Alfonso, & Dynda (2008); Hale & Fiorello (2004)
39. Common Components of Third Method Approaches to SLD Identification COGNITIVE STRENGTH Average or higher abilities and processes; May also include strengths in academic skills Statistically significant difference between cognitive integrities and circumscribed cognitive ability or processing deficit(s) Cognitive deficit(s) is specific, not general or pervasive, because overall cognitive ability is at least average Statistically significant difference between cognitive integrities and academic skill deficit(s) Academic deficit(s) is unexpected, not expected, because overall cognitive ability is at least average Discrepant/Discordant Discrepant/Discordant ACADEMIC WEAKNESS/FAILURE Academic Skills/Knowledge Deficits COGNITIVE WEAKNESS/DEFICIT Cognitive Ability or Processing Disorder Consistent/Concordant No Statistically significant Performance Difference (constructs are related empirically ) Flanagan, Fiorello, and Ortiz (in press); Hale, Flanagan, and Naglieri (2008)
40. CHC Abilities and Processes Related to Basic Reading Skills and Reading Comprehension in Children Ages 6-8 Years (Cross-Battery Assessment or other Flexible Battery Approaches May be Necessary to Measure All Important Abilities and Processes) Gc Ga Gs Gsm Glr Important Broad CHC Cognitive Constructs Important Narrow CHC Cognitive Constructs LD VL PC US P MW MA NA Co-normed KABC-II Non. Wrd Dcd Timed NWD Verbal Know. Timed Wrd Rec Phon. Aware. Word Order Fluency KTEA-II Atlantis Riddles Rebus RAN WJ III WM Cluster WJ III Aud. Attent. Supplemental WJ III Gs Cluster CTOPP = Consistent significant relation = Strongest and most consistent significant relation
41. Flanagan et al. Operational Definition of SLD A “Third Method” Approach Continued on Next Slide Flanagan, Alfonso, and Mascolo (in press). In Flanagan & Alfonso (Eds.), Essentials of Specific Learning Disability Identification. Wiley
42. Flanagan et al. Operational Definition of SLD A “Third Method” Approach Flanagan, Alfonso, and Mascolo (in press). In Flanagan & Alfonso (Eds.), Essentials of Specific Learning Disability Identification. Wiley
43. Name:_____________________ Age: ____ Grade: ____ Examiner:____________________ Date: ___________ KABC-II and KTEA-II Data Pattern of generally average cognitive abilities and processes establishes basis for satisfying criterion of “an otherwise normal ability profile” Pattern of empirically or logically related cognitive and academic deficits establishes basis for satisfying criterion of “below average aptitude-achievement consistency” 40 50 60 70 80 90 100 110 120 130 140 150 160 Grw Broad/Narrow Cluster Reading Composite( ) Sound Symbol ( ) Reading Fluency__(_ _) Domain-Specific Ga Broad/Narrow Cluster Nonsense Wd Decod( ) Phonol. Awareness_( ) ________________(___) Glr/Gs Broad/Narrow Cluster Assoc. Fluency_____(___) Naming Facility____(___) WJ III Gs Cluster__ (___) Historical Concept of Intra-Individual Discrepancies Glr-MA Broad/Narrow Cluster Rebus_____________(___) Atlantis_ __________(___) __________________(___) Gsm Broad/Narrow Cluster Word Order__ ( ) Number Recall_ ( ) WJ III Working Mem. (__) Unexpected Underachievement Gf Broad/Narrow Cluster Story Comp.__ ( ) Pattern Reasoning ( _) _______________ ( ) Gv Broad/Narrow Cluster Rover_ __( ) Triangles_______ ( ) _______________( ) Gc Broad/Narrow Cluster Expressive Vocab. ( ) Verbal Knowledge ( ) _______________( ) 40 50 60 70 80 90 100 110 120 130 140 150 160
45. On the Flanagan et al. and Kavale and Forness Operational Definitions of SLD… These operational definitions provide an inherently practical method for SLD identification that carries the potential for increased agreement about the validity of SLD classification Kavale, Holdnack, & Mostert (2005, p. 12)
46. The Importance of Assessing Cognitive Abilities and Processes and Academic Skills… By identifying specific targets for remediation, the possibilities for truly individualized intervention are increased significantly. Kavale, Holdnack, & Mostert (2005, p. 12)
47. The Value of Assessing Cognitive Abilities and Processes… Even if a student never enters the special education system, the general education teacher, the student’s parents, and the student him- or herself would receive valuable information regarding why there was such a struggle in acquiring academic content, to the point of possibly needing special education Kavale, Holdnack, & Mostert (2005, p. 12)
50. May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in §300.8(c)(10) (OSERS Final Regulations-8/06)
57. GearyAll value RTI approach; All consider RTI data in the diagnostic process
58. On Third Method Approaches Della Tofallo(2010; pp. 180-181) – RTRI or Response to the Right Intervention Make no mistake…integrated models [third method approaches] of identifying (and serving) students with LDs do not arrive prepackaged along with dozens of studies touting their “scientific validation.” However, they are evidence-based because they emanate from the marriage of a collective body of knowledge that has been acquired through research in the fields of neuroscience, pedagogy, assessment, and intervention.
59. “At the current state of scientific knowledge, it is only through a comprehensive evaluation of a student’s cognitive and psychological abilities and processes that insights into the underlying proximal and varied root causes of [academic] difficulties can be ascertained and then specific interventions be provided targeted to each student’s individual needs, a process long advocated” From Reynolds and Shaywitz (2009)
60. Diagnostic Impressions Following a Comprehensive Evaluation/Third Method Approach Bob’s academic difficulties in reading and writing have persisted despite being exposed to quality instruction and intervention over a prolonged period of time. These difficulties could not be explained by global cognitive impairment, social-emotional problems, cultural and linguistic differences, sensory-motor difficulties, lack of motivation, environmental disadvantage, or a health-related impairment. Rather, Bob exhibited specific and circumscribed weaknesses in cognitive areas that are known to be related to difficulties in reading and writing, namely short-term memory, retrieval ability, phonological processing, and possibly associative memory. Thus, while Bob has the ability to think and reason like most children his age, as demonstrated by his performance in the cognitive areas of Fluid Reasoning, Comprehension-Knowledge, and Visual-Spatial Thinking, he possesses specific and related cognitive and academic deficits that are consistent with a diagnosis of Specific Learning Disability (SLD). Failure To Respond to quality instruction and intervention Global Ability at least Average; Low Achievement Unexpected Exclusionary Factors ruled out as primary reason for underachievement Domain-specific weaknesses/deficits in cognitive areas that are related empirically to achievement weaknesses Meets third method criteria; “pattern of strengths and weaknesses” Flanagan, D. P., & Alfonso, V. C. (in press). RTI Data and Cognitive Assessment are Both Useful for SLD Identification and Intervention Planning. In N. Mather & L. E. Jaffe (Eds.), Expert Psychological Report Writing. New York, NY: John Wiley & Sons.
64. Reading Recovery Results Amy, Belinda, and Carl are making some gains in Reading Recovery No appreciable change in reading performance Tier II “nonresponders” Need for a comprehensive evaluation that includes cognitive assessment Mascolo and Flanagan (2008)
66. Instructional Planning is Complex and Requires a Team of Experts Home and Community School Environment Diagnostician Regular Ed Teacher CHILD Multiple Data Sources Knowledge of and Access to Appropriate Resources Parents and Other School Personnel Special Ed Teacher Mascolo and Flanagan (2008)
67. Linking Assessment to Intervention Requires good instruments Well trained clinicians Well trained teachers and special educators A mechanism in place for bringing data together to problem-solve in an attempt to offer the most effective instruction and interventions to children Mascolo and Flanagan (2008)
68. Intervention Types Need to differentiate between Direct Interventions (remediation) Accommodations Compensation Instructional/Curricular Modifications Intervention: any technique, product, or approach that intends to address directly an identified area of weakness through remediation Accommodations: any technique or support that intends to alleviate the symptomatology associated with an identified area of weakness (e.g., circumventing the impact of a processing speed weakness via extended time - - the symptom is not “Gs deficit” – that’s the problem; the symptom is “unfinished assignments” - - when you extend time you alleviate the symptom and assignments are completed. Compensation: strategies taught to a student that he or she is expected to apply independently to by pass weaknesses Mascolo and Flanagan (2008)
70. Different Cognitive Profiles Suggest Different Interventions Amy’s cognitive testing shows a significant deficit in phonetic coding – she doesn’t know how to translate symbols into sounds Ga deficit impacts her fluency – labored reading Lack of decoding and fluency impacts comprehension Intervention should focus on Phonemic Awareness – Remediate Ga Mascolo and Flanagan (2008)
71. Different Cognitive Profiles Suggest Different Interventions Gc deficit – language deficit Comprehension is poor b/c of low Gc Poor vocabulary – needs to re-read to gain meaning, which impacts fluency Intervention should focus on vocabulary development – Remediate Gc-VL, KO Accommodation of extended time due to a global Gs deficit Mascolo and Flanagan (2008)
72. Different Cognitive Profiles Suggest Different Interventions Gsm deficit Decoding is poor – he cannot hold the complete phonemic string in mind long enough to say the word Comprehension is poor because he needs to allocate all memory space decoding words and therefore cannot focus on meaning Fluency is impaired because he must re-read the text to gain meaning Intervention should focus on developing a sight word vocabulary Carl needs to be taught compensatory strategiesto assist with poor Gsm (text previews; guided notes; one comprehension question at a time) Mascolo and Flanagan (2008)
73. Different Cognitive Ability Profiles Suggest Different Interventions All had same academic deficits (decoding, comprehension, fluency) All made slow gains with Reading Recovery All had different patterns of cognitive strengths and weaknesses Reading Recovery – allocating time to areas that do not need to be trained Not enough explicit instruction in main problem area because the intervention was not tailored Mascolo and Flanagan (2008)
74. Amy’s Intervention No need to focus on comprehension and fluency Amy needs phonemic awareness training Mascolo and Flanagan (2008)
75.
76. Belinda’s Intervention No need to focus on decoding Belinda needs to focus on building her vocabulary She will also benefit from strategies/adaptations to build fluency Mascolo and Flanagan (2008)
77.
78. Carl’s Intervention No need to focus on comprehension or fluency Carl needs sight word reading and memory strategies Mascolo and Flanagan (2008)
80. RTI-Only Camp No evidence that your method is effective and leads to positive outcomes for children Lack of documented effectiveness is not the same as documented ineffectiveness Failure to Prove is not Proof of Failure (Braden et al., 2009) We are just beginning to do the research – using current instruments, current theory, current methods Look for upcoming special issue of JLD, Cognitive and Neuropsychological Assessment Data That Inform Educational Intervention (Guest Edited by Hale & Fuchs)
81. School Psychologists are Scientist-Practitioners Third method approaches then arrive to you “with a call to duty – the duty of the scientist- practitioner to engage simultaneously in both practice and research calculated to evaluate current practice in order to guide future practice.” Della Tofallo(2010; p. 180) – RTRI or Response to the Right Intervention
83. “To Test or Not To Test” is the Wrong Question Rather than Abandoning our Best Tools, Practitioners Need to Learn How to Integrate Assessment for Intervention into their Practice and Evaluate the Effectiveness of their Recommendations for Children with SLD
84. “In an ever-changing world, psychological testing remains the flagship of applied psychology” Embretson, S. E. (1996). The new rules of measurement. Psychological Assessment, 8 (4), 341-349.
Editor's Notes
Intervention Ex. Lexical knowledge deficit that you are going to directly remediate through vocabulary building activitiesAccommodation Ex. Lexical knowledge deficit that you are going to directly alleviate by providing a “glossary of terms” to be used alongside a reading assignment