and Implications for Learning and Teaching ... Diversity and... · Shifting Mindsets Deficit based...
Transcript of and Implications for Learning and Teaching ... Diversity and... · Shifting Mindsets Deficit based...
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