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What does a label of tell us?
Cognitive Processing Response
n
Sensory Modality
Auditory (HI)
Visual (VI)
IQMemoryPerceptionAnalysis &
Synthesis
AttentionSelective & Sustained or Working
(MR)
(ADHD-C)& Inattentive
Fine Motor (apraxia, dyspraxia, & dysgraphia)
Gross Motor (OHI, DCD)Social
Behavior(EBD)
verbal LD
nonverbal LD
Who labels
and for what purposes?
Definitions
Medical EducationalDSM-IV Federal (IDEA) /State
DSM-IV Federal (IDEA) /State
DSM-IV Federal (IDEA) /State
Classification Medical & Educational
MEDICAL EDUCATION
SYSTEM DSM IDEA
Am. Psychiatric U.S. Dept. Of Education
No legal basis Legal basis
TYPES Affective
Disruptive
Psychotic
LD, OHI
VI, HI
BD, MR (13 categories)
PURPOSE Theory (predict/prevent)
Research
Communicate, Prescribe
Refer
Screen/Place
Fund, Provide Services
AGENTS Clinical Psychologists
Psychiatrists
“Case Managers”
Researchers
School Psychologists
Special Educators
“Multi-disc/Eval. Team Members”
Hospitals & Clinics School Districts
Informal Assessment:Assess the Task
1. What sensory input?
2. What learning processes?
3. What kinds of response is required?
1. SENSORY INPUT modalities
– Auditory – Visual (light color shape)
– Tactile (pain, pressure, temperature)
– Gustatory (sweet, sour, bitter) – Olfactory
-Informal assessment of auditory vs. visual
2. LEARNING PROCESSES
A. Attention• Select (pay attention to relevant
information& ignore nonrelevant)• Sustain (maintain attention)
Please “Draw A Man” & the child drew many:
The inability to stop a motor response, topic of conversation, verbal response
B. Perception/Discrimination
the inability to match stimuli, make same/different judgments, or identify an object from sensory input
C. Analysis (figure ground)
• Auditory (sounds to letters, sounds to syllables, sentences to words)
• Visual (breaking apart visual stimuli)
D. Synthesis (closure)
• Auditory (closing up sounds into words and words into sentences)
• Visual (closing up parts of an object to identify the whole)
E. Memory types• Sequential (sounds, compound words)
(psghetti, sitter baby, hangaber)vs. Associational (by personal experience or context not necessary by logic, such as chronology)
• Recall vs. Recognition• Working (hold information in mind) vs.
Short-term vs. Long-term
F. Reasoning (concept formation/IQ)--movement away from concrete function of object or literalness of statement to something that represents it.
Symbols ?• visual?• auditory?
#3. What FINE-MOTOR RESPONSE?• 1. speech• 2. written• 3. action
(gesture, pointing)
-Informal assessment of response
Summary: Assess the Task/TestA. Sensory Input
– Auditory– Visual
B. Learning Processes– Sensation– Attention– Perception/Discrimination
• Analysis• Synthesis
– Memory– Reasoning
C. Output– Gross motor– Fine-motor (gestural, written)– Spoken- motor
• Informal assessment
of input/output and process
Case Analyis
Elizabeth goes on and on when she talks, and people have a hard time understanding her. Her family usually tells her, “You’re going on and on,” as a cue to stop talking. Elizabeth doesn’t get much work done in school. When she writes, she often leaves words out of sentences or fails to complete the sentences she starts. Her attention tends to wander.
Perception
Learning processes
Memory Reasoning
50th
25th
Per
cent
iles
75th # 2. Assess the Child
Perception
Learning processes
Memory Reasoning
50th
25th
Per
cent
iles
75th
Aud
Vis
Aud
Aud
Vis
Vis
Informal Assessment:Assess The Behavioral Response to the Task
and to the Setting
1. What Behavior? 2. What What Settings?3. What Social Consequences?4. What Payoffs or Goals?
Getting and Avoiding
Functional Analysis
TTriggersriggers Child’s Child’s ActionsActions
Antecedents +Antecedents + Behavior +Behavior +
Observable Observable ReactionsReactions
= P= PayoffsayoffsConsequencesConsequences
A + B + C = PA + B + C = P
LOG, TAPE, OR INTERVIEW
What?
antecedent behavior consequence
settings, time, task, persons
What PSYCHOBIO payoffs”--get or avoid?
GetAvoid
Behavior
• Internalizing
• Externalizing
Indicators of ‘Get’ Motivations
Choice Effort Persistence Coping with failure/frustration Achievement Expressions of wanting something
Psychobiological Get-Payoffs
1. Competence (recognition mastery, achievement)
2. Relatedness (attention, interaction, affiliation)
Get3. Self-Determination (control, power,
predictability, preferred activity)
4.Stimulation or Novelty (change): emotional (mad)activity (moving)sensory tangible play (fun)
Avoid-Payoffs Failure or Frustration (task) Social Attention and Possible
Punishment, Blame, or Rejection (social)
Physical pain or possible harm (physical)
Lack of Control or Unpredictability (new situation, new task, unpredictable person)
Boredom
Application to Calvin
MOTTO:
“IT’S GOT TO BE FUN
IF IT’S NOT FUN, IT’S GOT TO BE MOVING
IF IT’S NOT MOVING, AND I’M NOT MOVING,
MAYBE I CAN MAKE IT MAD.” zentall
Stimulation or Novelty (change):
emotional (mad)
activity (moving)
sensory
tangible
play (fun)
AVOID OR GET Depends on Setting
AGGRESSION or DISRUPTIVE after you have given an assignment when not given playground activity
choice NONCOMPLIANCE WITH CASHING
IN TOKENS
Interventions geared to Calvin’s Payoffs
FUN MOVING MAD
Problems?
GET
1. Competence
2. Relatedness
3. Control
4. Stimulation
AVOID
1.Failure (task)
2.Social attention/
punish/reject
3. Unpredictability or loss of control
4. Boredom
5. Pain
SEEKS: By:
a. seeks masteryb. seeks control or predictabilityc. seeks relatedness c. seeks stimulation:– social/emotional– activity– tangible–novelty/change
• bragging• provoking or arguing
• attention seeking
– shock, anger, disgust
– hyperactivity/impulsivity
– stealing
– risk taking
AVOIDS: BY:
a. failure, frustration
b. social punishment, blame, or possible rejection
c. physical pain or possible harm
d. lack of predictability (new situation, person, task)
• remaining inactive• blaming others
• inactive
• highly routinized
The End