Essentials of Processing Assessment

Essentials of Processing Assessment......Page 1
Contents......Page 11
Series Preface......Page 13
Acknowledgments......Page 15
One: Introduction and Overview......Page 17
CHANGES TO ESSENTIALS OF PROCESSING ASSESSMENT......Page 20
Psychological Processes and Cognitive Processes......Page 22
Psychological Processes and Cognitive Abilities......Page 23
Psychological Processes and Intelligence......Page 24
Information Processing Theory......Page 25
Lurian and PASS Theories......Page 27
Cattell-Horn-Carroll (CHC) Theory......Page 28
SPECIFIC LEARNING DISABILITY IDENTIFICATION MODELS......Page 30
PATTERN OF STRENGTHS AND WEAKNESSES......Page 31
THE DISCREPANCY-CONSISTENCY APPROACH......Page 32
THE CONCORDANCE-DISCORDANCE MODEL......Page 33
CHC APPROACH......Page 34
THE NEED FOR AN EXPLICIT THEORY OF PROCESSING AND LEARNING......Page 35
Definitions of Terms......Page 36
AN INTEGRATED SLD IDENTIFICATION MODEL......Page 39
Two: Psychological Processes and Learning......Page 41
Attention......Page 42
Auditory Processing......Page 44
Metacognition......Page 45
Fine Motor Processing......Page 46
Fluid Reasoning......Page 47
Semantic Memory......Page 48
Storage......Page 50
Retrieval......Page 51
Metamemory and Strategy Use......Page 53
Oral Language Processing......Page 54
Phonological Processing......Page 55
Visual-Spatial Processing......Page 56
Working Memory......Page 57
Phonological Short-Term Memory......Page 58
Verbal Working Memory......Page 59
Executive Working Memory......Page 60
Successive/Sequential Processing......Page 61
RELATIONS AMONG THE PROCESSES......Page 62
Oral Language Cluster......Page 63
DEVELOPMENT OF PROCESSES......Page 64
PSYCHOLOGICAL PROCESSES AND ACADEMIC LEARNING......Page 65
Basic Reading Skills......Page 66
Reading Comprehension......Page 68
Mathematics Calculation......Page 69
Written Language......Page 70
Oral Expression and Listening Comprehension......Page 71
PROCESSING DEFICITS AND LEARNING DISABILITIES......Page 72
Brain Cells......Page 77
The Four Main Lobes......Page 78
Occipital Lobe......Page 79
Frontal Lobe......Page 80
Amygdala......Page 81
Basal Ganglia......Page 82
AUDITORY PROCESSING......Page 83
LONG-TERM RECALL......Page 85
Other Neural Structures Involved in Long-Term Recall......Page 86
VISUAL-SPATIAL PROCESSING......Page 87
WORKING MEMORY......Page 88
Executive Working Memory......Page 89
Four: Strategies for Assessing Processing......Page 91
MULTIDIMENSIONAL ASSESSMENT......Page 92
THE HYPOTHESIS-TESTING APPROACH TO PROCESSING ASSESSMENT......Page 93
Generating Hypotheses......Page 95
Hypotheses Involving Psychological Processes......Page 96
Benefits and Concerns Regarding Hypothesis Testing......Page 97
CROSS-BATTERY, SELECTIVE TESTING......Page 98
Unique Aspects of the Psychological Processing Cross-Battery Approach......Page 99
Cross-Battery Concerns......Page 106
HOW TO SELECT SCALES, COMPOSITES, AND SUBTESTS......Page 107
Reliability And Validity......Page 108
Task Analysis of Subtest Demands......Page 109
HOW TO USE THE PROCESSING ASSESSMENT PLANNER......Page 111
Reviewing Records......Page 115
Interviewing......Page 116
Observations......Page 119
The WISC-IV......Page 123
Fluid Reasoning......Page 125
Working Memory......Page 128
VCI Interpretation......Page 129
Working Memory......Page 130
Strengths and Weaknesses as Measures of Processing......Page 131
Processes Measured by the WISC-IV Integrated Supplement......Page 132
Visual-Spatial Processing......Page 133
Working Memory......Page 134
Analysis and Interpretation of the Processing Results......Page 135
Strengths and Weaknesses as a Measure of Processing......Page 136
Fluid Reasoning......Page 137
Strengths and Weaknesses as a Measure of Processing......Page 138
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN, SECOND EDITION (KABC-II)......Page 139
Visual-Spatial Processing......Page 140
Strengths and Weaknesses as a Measure of Processing......Page 141
Executive Functions......Page 142
Strengths and Weaknesses as a Measure of Processing......Page 143
Intra-Cognitive Discrepancies Analysis......Page 144
Predicted Achievement-Achievement Discrepancies Analysis......Page 146
Strengths and Weaknesses as a Measure of Processing......Page 147
DIFFERENTIAL ABILITY SCALES, SECOND EDITION (DAS-II)......Page 148
REYNOLDS INTELLECTUAL ASSESSMENT SCALES (RIAS)......Page 149
Six: Assessing Memory......Page 151
WORKING MEMORY ASSESSMENT......Page 153
Planning a Working Memory Assessment......Page 154
Selecting Composites and Subtests......Page 155
Subtests From Memory Scales......Page 158
Interviews......Page 160
Student Classroom Behaviors......Page 162
Classroom Teacher Behaviors......Page 164
Analysis and Interpretation of Test Results......Page 165
LONG-TERM MEMORY ASSESSMENT......Page 168
The Challenge of Testing Semantic Memory Functioning......Page 169
Retrieval......Page 170
Planning a Long-Term Memory Assessment......Page 171
Interviews......Page 173
Health and Developmental History......Page 177
Classroom Observation......Page 178
Academic Performance Data......Page 180
Analyzing Consolidation......Page 181
Children’s Memory Scale (CMS)......Page 182
Test of Memory and Learning, Second Edition (TOMAL-2)......Page 183
Wide Range Assessment of Memory and Learning, Second Edition (WRAML2)......Page 186
Wechsler Memory Scale®, Fourth Edition (WMS®-IV)......Page 188
Seven: The Children’s Psychological Processes Scale (CPPS)......Page 191
STRUCTURE OF THE CPPS......Page 192
General Processing Ability......Page 193
Additional Processing Factors......Page 194
RELIABILITY......Page 195
Correlations With Achievement Test Scores......Page 196
Correlations With Cognitive Test Scores......Page 197
Diagnostic Accuracy......Page 198
Generating the CPPS Report......Page 200
T-Scores and Percentiles......Page 201
Discrepancy Scores......Page 202
Step 1: Interpret General Processing Ability (GPA)......Page 204
Step 3: Interpret Individual Subscales......Page 205
Step 5: Determine Base Rate (Optional)......Page 206
Step 7: Identify Psychological Processes for Intervention......Page 207
Step 9: Compare Results from Multiple Raters......Page 208
Step 10: Consider Relations With Achievement Scores......Page 209
SLD DETERMINATION......Page 210
Screening......Page 211
Monitoring Progress......Page 212
ILLUSTRATIVE CASE REPORT......Page 213
Step 2: Evaluate and Interpret Clinical Groupings of Subscales......Page 214
Step 3: Interpret Individual Subscales......Page 216
Step 4: Interpret Intra-Individual Strengths and Weaknesses......Page 217
Step 6: Interpret Responses to Individual Items......Page 218
Step 7: Identify Psychological Processes for Intervention......Page 219
Step 10: Consider Relations With Achievement Scores......Page 220
Case Study Diagnosis......Page 221
NEUROPSYCHOLOGICAL TESTS......Page 223
The NEPSY-II: A Developmental Neuropsychological Assessment......Page 224
Analysis and Interpretation of Results......Page 227
Delis-Kaplan Executive Function System (D-KEFS)......Page 228
CHILDREN’S PSYCHOLOGICAL PROCESSES SCALE (CPPS)......Page 229
Delis-Rating of Executive Function (D-REF)......Page 230
Leiter International Performance Scale, Third Edition (Leiter-3)......Page 231
Wechsler Nonverbal Scale of Ability (WNV)......Page 232
Developmental Test of Auditory Perception (DTAP)......Page 233
Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II)......Page 234
Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5)......Page 235
Test of Language Development, Fourth Edition (TOLD-4), Primary and Intermediate......Page 236
Woodcock Reading Mastery Test, Third Edition (WRMT-III)......Page 237
Detroit Tests of Learning Aptitude, Fourth Edition (DTLA-4)......Page 238
Processing Assessment of the Learner, Second Edition (PAL-II)......Page 239
Nine: Analyzing Test Results and Determining SLD......Page 241
Profile Analysis......Page 243
Recommendations......Page 244
Contrasting Normative and Intra-Individual Weaknesses......Page 246
Unitary versus Nonunitary Composites......Page 247
Base Rates of Occurrence......Page 249
Clinical Interpretation......Page 250
Weaknesses, Deficits, and SLD......Page 251
ANALYZING CROSS-BATTERY TEST SCORES......Page 252
Step 3. Calculate Clinical Composite Scores......Page 255
Step 4. Determine Confidence Intervals......Page 257
Step 7. Determine Normative Strengths and Weaknesses......Page 258
Step 8. Determine Intra-Individual Strengths and Weaknesses......Page 259
Step 10. Examine Process Pairs for Significance......Page 260
Step 11. Determine Whether Each Composite Is Unitary......Page 261
Step 13. Examine Subtests With Exceptionally Low or High Scores (Optional)......Page 262
THE PSYCHOLOGICAL PROCESSING ANALYZER......Page 263
Procedures......Page 267
Additional Considerations......Page 268
Oral Presentations......Page 270
Guidelines for Writing a Processing Report......Page 274
Ten: Evidence-Based Interventions for Psychological Processing Deficits......Page 277
Remedial Interventions......Page 279
THE IMPORTANCE OF EARLY INTERVENTIONS......Page 280
SELECTING AND DESIGNING INTERVENTIONS......Page 281
Measuring Progress......Page 282
Goal Attainment Scaling......Page 283
FACTORS RELATED TO SUCCESS......Page 284
INTERVENTIONS FOR ATTENTION......Page 286
Attention Training......Page 287
Auditory Trainers......Page 288
Metacognitive Strategies......Page 289
Handwriting Practice......Page 290
Computer-Based Training......Page 291
Elaboration......Page 292
Memory Strategies......Page 293
Mnemonics......Page 294
Loci......Page 295
INTERVENTIONS FOR ORAL LANGUAGE......Page 296
INTERVENTIONS FOR PHONOLOGICAL PROCESSING......Page 297
INTERVENTIONS FOR PROCESSING SPEED......Page 298
INTERVENTIONS FOR VISUAL-SPATIAL PROCESSING......Page 299
Reducing Cognitive Load......Page 300
Reducing Internal Processing......Page 301
Strategy Training......Page 302
Chunking......Page 303
Exercises......Page 304
Accommodations......Page 305
PRESENTING PROBLEMS......Page 307
BACKGROUND INFORMATION......Page 309
BEHAVIOR OBSERVATIONS......Page 310
Nonunitary Composites......Page 314
Lowest and Highest Subtest Scores......Page 318
Hypothesis Testing......Page 319
INTERPRETATION SECTION OF THE REPORT......Page 320
SLD DETERMINATION......Page 329
Interventions for Attention and Executive Functions......Page 330
WORKING MEMORY INTERVENTIONS......Page 331
Long-Term Recall Interventions......Page 332
Intervention Outcomes......Page 333
References......Page 335
Annotated Bibliography......Page 351
About the Author......Page 355
Index......Page 357
About the CD-ROM......Page 365