Essentials of Processing Assessment

1
Essentials of Processing Assessment

• Milton J. Dehn
• Schoolhouse Educational Services
• Fall, 2005

2
Overview of Workshop

• Processing theories
• Processing and learning
• Organizing a processing assessment
• Interpreting results
• Using intelligence scales
• Using cognitive scales
• Assessing memory
• Using processing scales

3
Why assess processing now?

• Better understanding of cognitive processes
• Better understanding of how processing relates to
  learning
• Better assessment instruments

4
Benefits of Processing Assessment

• Better understand the learner
• Understand why the learner is struggling
• Identify learning disabilities
• Develop better interventions

5
What is cognitive processing?

• Any time mental contents are operated on
• Input is perceived, transformed, stored,
  retrieved, and used
• Whenever we think, reason, problem-solve
• Excludes sensory and motor

6
Processing and LD

• A deficit in one or more processes is the cause
  of specific learning disabilities

7
Information Processing Theory

• Computer as metaphor
• Input output model
• Part of cognitive psychology theory of learning
• Reference Gagne et al., 1993 The Cognitive
  Psychology of School Learning

8
Neuroscience Research Theory

• 180 billion neurons
• Trillions of connections
• No one-to-one between structure function
• Supports info. Processing model
• Observe learning in action
• Reference Berninger Richards, 2002 Brain
  Literacy for Educators Psychologists

9
Lurian PASS Theory

• Lurian is the basis of much neuropsychology
• Three functional units
• Planning, Attention, Simultaneous, Successive
• Reference Naglieri, 1999 Essentials of CAS

10
CHC Theory

• Actually a theory of cognitive abilities
• Most of the abilities can also be considered
  processes
• See table
• See developmental evidence
• Reference Carroll, 1993 Human Cognitive
  Abilities

11
An Integrated Processing Model

• Working memory is the core
• Multiple, integrated, parallel processing
  occurring simultaneously
• 13 processes to assess
• See Figure

12
Processes for Basic Reading Skills

• Phonemic awareness/auditory processing
• Working memory (WISC-IV evidence)
• Long-term memory---RAN
• Successive processing (CAS evidence)

13
Reading Comprehension Processes

• Working memory
• Fluid reasoning
• Executive processing
• Long-term retrieval

14
Processes Important to Math

• Visual processing
• Fluid reasoning
• Working memory
• Processing speed

15
Written Language Processes

• Phonemic Awareness/Auditory Processing
• Executive processing/planning
• Working memory
• Processing speed

16
Organizing Processing Assessment

• Should be multimethod/multisource
• Formal and informal
• Should include standardized testing
• Should be hypothesis driven

17
Hypothesis Testing Approach

• Collect preliminary data
• Records review, observation, interview
• Identify referral concerns
• Generate processing hypotheses
• Select assessment methods
• Cover all hypotheses
• Avoid redundancies
• See completed example

18
Selective Testing

• Know the factors/subtests that measure processes
• Apply a cross-battery approach
• See selective testing table
• More comprehensive listing in book

19
Interpretation Strategies

• Better to use factors instead of subtests
• Should be grounded in theory
• Both ipsative and normative
• A deficit is both a normative and ipsative
  weakness
• Be cautious with nonunitary factors
• Significance vs base rate
• Hypothesis testing

20
Interpretation Steps

• Calculate factor scores
• Exclude non-processing factors
• Compute clinical factor scores
• Convert scaled scores to 100/15 metric
• Compute individuals processing mean
• Calculate difference score
• Determine normative weaknesses
• Below score of 90

21
Steps Continued

• Determine ipsative weaknesses
• 15 point difference
• Determine deficits and assets
• Both normative and ipsative
• Determine whether factor is unitary
• Do subtests differ by 1.5 SDs
• Dont use nonunitary in pairwise
• Conduct pairwise comparisons

22
Interpretation

• See Example

23
Diagnosing LD

• Difficulties with memory are common
• Difficulties more evident when progressing from
  simple to complex processing
• Processing deficits should link with academic
  deficit
• Consistency vs discrepancy approach
• Low with low
• High processes vs low academics?

24
Assessing Processing with Wechslers

• Processes assessed by Wechslers
• Fluid reasoning
• Processing speed
• Visual processing
• Working memory (not WPPSI-III)
• Necessary to supplement with other scales
• Processing interpretation will be based on
  processing factors only

25
Wechsler Interpretation

• Compute clinical factors for fluid reasoning and
  visual processing
• See special worksheet for Wechsler scales
• Or, include Wechsler scores in standard worksheet

26
WISC-IV Integrated

• 16 additional process subtests
• Requires regular WISC-IV administration
• Based on Kaplan neuropsych approach
• To parse out the cognitive processes that
  underlie subtest performance
• Select subtests based on hypotheses
• Emphasizes subtest and intrasubtest interpretation

27
WISC-IV Integrated

• Processes measured by process subtests
• Visual processing
• Planning/executive processing
• Fluid reasoning
• Long-term retrieval
• Short-term memory (registration)
• Working memory (manipulation)
• Visual
• Auditory

28
WISC-IV Integrated Interpretation

• Compute clinical factor scores
• Short-Term Memory
• Visual Short-Term Memory
• Auditory Short-Term Memory
• Working Memory
• Visual Working Memory
• Auditory Working Memory
• Use worksheet steps to analyze

29
KABC-II Interpretation

• Based on Lurian and CHC theory
• Processes assessed
• Successive/short-term memory
• Planning/fluid reasoning
• Simultaneous/visual processing
• Long-term retrieval

30
KABC-II Interpretation

• MPI represents overall level of processing
• Use mean of 4 processing scales for ipsative
  analysis
• Use tables provided on record form
• Consider scores below 90 to be normative
  weaknesses (KABC-II uses 85 as average)

31
CAS Interpretation

• Processes Assessed
• Planning/executive processing
• Simultaneous
• Attention
• Successive
• Interpretation Follow Naglieris guidelines or
  use worksheet

32
WJ III COG Interpretation

• Measures CHC processes and others
• Very comprehensive processing measure
• Only simultaneous and successive excluded
• Works well as a supplement
• Interpretation can be complex

33
WJ III COG Interpretation Options

• Use Compuscore Intra-Cog. Discrepancy
• Use 1 SD as ipsative significance indicator
• Use worksheet
• Omit Comprehension-Knowledge
• See pairwise comparisons list
• Woodcocks Performance Model

34
Assessing Memory

• Should be a priority with LD referrals
• Intellectual/cognitive scales not enough
• Many different types of long-term memory
• Semantic is primary for academic learning

35
WMS III Interpretation

• Types of memory measured
• Auditory short-term (immediate)
• Visual short-term (immediate)
• Auditory delayed
• Visual delayed
• Auditory recognition delayed
• Working memory
• Auditory process composites

36
WMS Interpretation Options

• Use WAIS-III FSIQ to determine discrepancies with
  memory factors
• Use worksheet to analyze scores
• With memory scores only
• And with nonmemory scores
• Be sure to state what ipsative weakness is
  relative to
• Pairwise comparisons are important

37
Childrens Memory Scale

• For ages 5 to 16
• Interpretation similar to WMS-III
• Has a general memory index that represents global
  memory functioning
• Chart available for other memory scales

38
NEPSY Interpretation

• Ages 3 12
• Based on Lurian theory
• Assesses 5 domains with 27 subtests
• Attention/executive functions
• Language
• Sensorimotor
• Visuospatial
• Memory/learning

39
NEPSY Interpretation

• The usual procedures and worksheet apply
• The processes are difficult to match with the 13
  recommended processes
• Subtest analysis is necessary because of
  divergent domains

40
D-KEFS Interpretation

• Consists of 9 different tests normed together
• Main processes measured
• Planning
• Executive processing
• Fluid reasoning
• Use worksheet for ipsative analysis

41
PPC Interpretation

• Teacher rating scale
• Ideal for screening
• Main processes measured
• Attention
• Auditory processing
• Visual processing

42
Report Writing Recommendations

• Do not report on a test-by-test basis rather
  process by process
• Integrate data from other sources
• Explain how the processing results were analyzed,
  including processing mean
• Distinguish between normative and ipsative

43
Case Study Hannah

• Concerns
• Difficulty retaining new information
• Does poorly on classroom exams
• Difficulty learning new concepts
• Difficulty completing work independently
• Background adopted slow speech dev. retained
  in K learning problems since K
• Generate processing hypotheses

44
Case Study Hannah

• Compute the processing mean
• Identify normative weaknesses/strengths
• Identify ipsative weaknesses/strengths
• Identify deficits and assets
• Which hypotheses are supported or not supported
• Conclusions and recommendations
• Does she have SLD?

45
Processing Assessment Book

• Essentials of Processing Assessment by Milton
  J. Dehn
• Available after Dec. 15, 2005
• Part of Wiley Essentials series
• To Order 608-787-5636 mdehn_at_msn.com
• Prepub orders from Schoolhouse get FREE shipping
  handling