Understanding Cognitive Diversity

Psychoeducational Evaluations

and Implications for Learning and Teaching

Steve Henderson

Education● M.Ed. Harvard Graduate School of Education

Special Education Certification

Experience● 20 years in education● Chartwell School 10 years- Learning Specialist, Reading Teacher, Dean,

Head of HS, Head of LS● Principal of Traditional Public and Charter Public Schools● Head of Lower School Chartwell School

OverviewExplanation of Psychoeducational Testing Subtests

-Scoring

-Profile of a typical child with dyslexia or other learning differences

- Cognitive Processes involved

-Implications for learning

-Accommodations

-Remediation Strategies

Students with Learning Differences● Skills

● Strategies

● Tools

● Mindset

Shifting Mindsets● Deficit based

● Strength based

● Growth Mindset

○ Not strengths and weaknesses

○ Instead: STRENGTHS and STRETCHES

What is a Psychoeducational Evaluation?

Psychological Testing- Intelligence Quotient (IQ) -WISC-VUnderlying intellectual ability- reason, plan, solve problems, think abstractly, comprehend language, and learn.

Educationational Testing- Achievement- WJIVAcquired information or mastered certain skills

Cognitive Functions:

Language Processing- ( CELF)

Phonological Testing- (CTOPP)

Executive Functioning

Visual Motor Integration-(VMI)

Background Information, Summary, Diagnosis, Recommendations

Psychological Testing- WISC-V

Verbal Comprehension

Visual Spatial (Perceptual Reasoning)

Fluid Reasoning (New in the WISC 5)

Working Memory (added visual component)

Processing Speed

Psychological Testing- WISC-V

Verbal Comprehension

● Vocabulary Subtest

What does simple mean?

Ability to access and apply acquired word knowledge,

verbal concept formation, reasoning, and expression.

● Similarities Subtest

How are whales and lions similar?How are anger and delight similar?

Visual Spatial

Ability to evaluate visual details and to understand visual spatial relationships

● Block DesignMeasures ability to analyze and synthesize an abstract design and reproduce it with colored blocks

● Visual PuzzlesMeasures nonverbal reasoning and the ability to analyze and synthesize abstract visual stimuli

Ability to detect the underlying conceptual relationship among visual objects and to use reasoning to identify and apply rules.

Fluid Reasoning

● Matrix ReasoningMeasures visual processing and abstract, spatial perception- may be influenced by concentration, attention, and persistence

● Figure WeightsMeasures quantitative reasoning skills

Ability to register, maintain, and manipulate visual and auditory information in conscious awareness.

Requires attention, auditory and visual discrimination, and concentration

Working Memory

● Digit Span SequencingExaminer reads a sequence of numbers; examinee recalls the numbers in ascending order.

● Picture Span

Measures speed and accuracy of visual identification, decision-making, and decision implementation

-Processing speed involves the child quickly and correctly scanning or discriminating between simple visual information.

Processing Speed

● CodingMeasures the ability to reproduce symbols through pencil manipulation as part of a set code.

● Symbol SearchInvolves quickly and correctly scanning or discriminating between simple visual information

Coding Subtest

Educational Testing- Woodcock Johnson IV Achievement

Reading

● Letter-Word Identification● Passage Comprehension● Word Attack● Sentence Reading Fluency● Oral Reading

56

Mathematics

● Applied Problems● Calculation● Math Facts Fluency

Educational Testing- Woodcock Johnson IV Achievement

Written Language

● Spelling● Writing Samples● Sentence Writing Fluency● Editing

Educational Testing- Woodcock Johnson IV Achievement

Average Range15th percentile- 85th percentile

IQ Scores reported in Standard Scores100 Average IQ

Psychometric Conversion Average Range Average

Standard Score- 85-115 100

Percentiles- 15th to 85th 50th

Scaled Scores- 7-13 10

https://static1.squarespace.com/static/538e5b5fe4b0e4caa98195c0/t/53a76c43e4b076ad11c65371/1403481155857/Psychometric+Converstion+Table.pdf

DYSLEXIA PROFILE

Visual

Spatial

IQ

Verbal

IQRea

ding Comp

Listen

ing Comp

Word ID

Computation

Mathem

atics

Reaso

ning

Pseudoword

Reading

Spelling

Root of the DiscrepancyIf the child has strong verbal capacities and visual spatial abilities, what cognitive processes are hindering the child’s ability to decode text and perform mathematical computation?

DYSLEXIA PROFILE

Visual Spatia

l IQ

Verbal IQ

Reading Comp.

Listen

ing Comp.

Word ID

Computation

Mathem

atics

Reaso

ning

Working M

emory

Process

ing Speed

Phonological

Process

ing

RAN/Retriev

al

Pseudowords

Spelling

Matrix

Reasoning

Related Processes and Potential Areas of Difficulty:

Sequential Organization (multi-step directions and equations, calendar, etc.)

Writing Mechanics (punctuation, capitalization, etc.)

Expressive Vocabulary (retrieval)

Short-Term Auditory and Visual Memory (spelling)

ComorbidityLearning disabilities can occur concurrently with other conditions,

causing additional areas of difficulty.

Executive Functioning-( ADD/ADHD)

Language Processing Disability

NonVerbal Learning Disability (NLD)

Autism Spectrum Disorders

Dysgraphia

Learning and Teaching

More specifically, how will this learning style impact learning in the

classroom?

What are the implications for teaching students with this learning style?

What are some strategies to accommodate and remediate in a classroom setting?

Reading IS Rocket Science- Nancy Cushen White

Working Memory

Maintenance is the process by which information is kept active in conscious awareness, using the phonological loop or visual sketchpad

Processing SpeedProcessing speed involves the child quickly and correctly scanning or discriminating between simple visual information.

Attention

Instruction These are accommodations, but in reality they could potentially help all students.

Could we go as far to say that instruction like this could eliminate systematic barriers?

What other forms of good teaching could be beneficial to all students?

Brain Based Research:

Movement

Breaks

Multi Modalities

Accommodations versus RemediationBoth important.

What’s the difference?

Teachers differentiate instruction when providing accommodations. They allow

students to access content “equally”.

Teachers can also directly teach strategies to remediate and help IMPROVE

COGNITIVE FUNCTION.

Direct Instruction• Teach students how to organize information into smaller units

• Teach note taking and outlining

•Teach students how to highlight and summarize information

• Teach students a routine for beginning a task

• Teach students how to recognize key words (skim and scan)

• Teach students to use resources in the environment to recall information

• Teach students study and test-taking skills

• Teach students to practice memory skills (mnemonics)

Direct Instruction• Teach students to practice repetition of information

• Teach students to engage in memory games and activities

• Teach students categories

• Teach listening skills

• Teach students how to use organizers such as lists, tables, and graphics

• Teach visual imagery

• Teach students systematic ways to store and retrieve

Root of the DiscrepancyIf the child has strong verbal capacities and rote memorization skills, what cognitive processes are hindering the child’s reading comprehension and mathematical reasoning?

ASD, Aspergers, Non-Verbal Learning Disorder

Verbal

IQVisual-

Spatial

Reading Comp

Word ID

Computation

Mathem

atics

Reaso

ning

Spelling

Working M

emory

Proce

ssing ● Attention to detail, but misses the big picture

● Simultaneous processing*● Trouble inferring● Poor abstract reasoning ● Poor coordination ● Messy and laborious handwriting ● Concrete thinking; very literal● Trouble with nonverbal communication, like

body language, facial expression and tone of voice

ASD

Students with Learning Differences● Skills

● Strategies

● Tools

● Mindset

Shifting Mindsets● Deficit based

● Strength based

● Growth Mindset

○ Not strengths and weaknesses

○ Instead: STRENGTHS and STRETCHES