Understanding Assessments: Psychological, Processing, and Achievement Evaluation Data

October 24, 2007

Presented byAlan W. Brue, Ph.D., NCSP

About the PresenterAbout the Presenter

Practicing School Psychologist and Adjunct ProfessorNationally Certified School PsychologistFormer Director of Professional Standards for the National Association of School PsychologistsCo-author of A Parent’s Guide to Special Education: Insider Advice on How to Navigate the System and Help Your Child Succeed

Presentation OutlinePresentation Outline

Part I◦ The Move to an RTI Approach◦ Is Testing Still Needed?◦ What is Intelligence?◦ Sources of Intelligence and Negative

Influences◦ Why Intelligence Tests Were Developed◦ Reliability of IQ Scores

Presentation OutlinePresentation Outline

Part II◦ Understanding Test Scores◦ Interpreting IQ Standard Scores◦ Common Measures of Intelligence

Part III◦ Assessment of Processing Skills◦ Information Processing: Types of Processing◦ Common Measures of Processing Skills◦ Common Measures of Achievement

Learning OutcomesLearning Outcomes

After this Webinar, participants will be able to:◦ Understand the continued need for testing◦ Understand the concept of intelligence◦ Identify sources of intelligence and negative

influences on intelligence◦ Understand the history behind the need for

intelligence tests◦ Understand the reliability of IQ scores

(continued)

Learning OutcomesLearning Outcomes◦ Understand the different test scores◦ Interpret IQ scores◦ Identify common measures of intelligence◦ Understand the components of processing

skills◦ Identify the different types of processing◦ Identify common measures of processing skills◦ Identify common measures of achievement

The Move to an RTI ApproachThe Move to an RTI Approach

States are moving away from a discrepancy model approach to identify a learning disability in favor of a Response to Intervention (RTI) approach. See the following Webinars for detailed information:

Specific Learning Disabilities (SLD) Under the New Federal Special Education Regulations (9/28/06)Response-to-Intervention (RTI): What Special Education Advocates Need to Know (10/19/06)

Is Testing Still Needed?Is Testing Still Needed?

A psychological evaluation can provide information about the student’s potential, the ways in which they learn, and how they process information.◦ Strengths and weaknesses noted in testing can

result in classroom modifications, based on the child’s needs.

What is Intelligence?What is Intelligence?Can help predict academic successDaniel Goleman’s “emotional intelligence”Howard Gardner’s “multiple intelligences”◦ Linguistic intelligence (“word smart”):◦ Logical-mathematical intelligence (“number/reasoning

smart”)◦ Spatial intelligence (“picture smart”)◦ Bodily-Kinesthetic intelligence (“body smart”)◦ Musical intelligence (“music smart”)◦ Interpersonal intelligence (“people smart”)◦ Intrapersonal intelligence (“self smart”)◦ Naturalist intelligence (“nature smart”)

What is Intelligence?What is Intelligence?

Involves cognition/cognitive factors◦ IQ tests may be called tests of cognitive

ability

Source of Intelligence and Negative Source of Intelligence and Negative InfluencesInfluences

Intelligence can be influenced by:◦ heredity (genetics)◦ prenatal toxins (alcohol or other drugs)◦ chromosomal anomalies (Down syndrome)◦ birth trauma (lack of oxygen)◦ environment

Why Intelligence Tests Were Why Intelligence Tests Were DevelopedDeveloped

Child labor lawsAlfred BinetDevelopment of a formula to determine a child’s IQ score based on the child’s mental age (test score) relative to chronological age (birth age)◦ IQ = MA/CA x 100

Example: William is ten years old and takes an IQ test. On this test, his score is more typical of an 8 year old than a 10 year old. If we take the mental age (8 years) and divide it by the chronological age (10 years) and multiply by 100, we end up with 8/10 x 100 = IQ of 80. Now, William’s younger brother Tim takes the same IQ test. Tim is very bright. Although Tim is 8 years old chronologically, his score on the IQ test is more typical of a child 10 years old (mental age). When we do the mental age/chronological age x 100 calculation, we get 10/8 x 100 = 125. Tim has an IQ of 125.

Example: Here are number of examples of how the mental age/ chronological age can be explained. Let’s use 10 years of age as an example. The following children are all 10 years of age. Each child takes the same IQ test. We take their Mental Age (test score), divide it by their Chronological Age, and multiply by 100. Based on their responses, we can have the following distribution of scores that represent each child’s mental age relative to the others:◦ Abby scores like a 13 year old: Her IQ is 13/10 x 100 = 150

(Very Superior)◦ Wes scores like a 12 year old. His IQ is 12/10 x 100 = 120

(Superior)◦ Juan scores like a 10 year old. His IQ is 10/10 x 100 = 100

(Average)◦ Julie scores like an 8 year old. Her IQ is 8/10 x 100 = 80 (Low

Average)◦ Pat scores like a 7 year old. Her IQ is 7/10 x 100 = 70

(Borderline)◦ John scores like a 6 year old. His IQ is 6/10 x 100 = 60

(Extremely Low)

Two Common QuestionsTwo Common Questions

If a teacher knows my child’s IQ score, does that mean the teacher will have a certain expectation about my child’s chances for academic success?Is it possible that if a teacher knows that my child has a low IQ, she will not expect my child to succeed?

What Do Intelligence Tests Look Like?What Do Intelligence Tests Look Like?

Comprised of:◦ Verbal Ability◦ Visual (or Nonverbal) Ability

Reliability of IQ scoresReliability of IQ scores

Confidence Interval◦ Usually a 5 to 10 % range of accuracy◦ “There is a 90% [or 95%] chance that the

scores reported are a true indicator of the Johnny’s ability and that his IQ score falls within the range of ___ to ___”.

Understanding Test ScoresUnderstanding Test Scores

IQ scores can be reported in several ways:◦ standard scores

a score of 100 is average

◦ percentilesa percentile rank of 50 is average

◦ age equivalents

1

Interpreting IQ Standard ScoresInterpreting IQ Standard Scores

Score ClassificationPercent Included in

Theoretical Normal Curve

130 and above120–129110–11990–10980–8970–7969 and below

Very SuperiorSuperiorHigh AverageAverageLow AverageBorderlineExtremely Low

2.26.7

16.150.016.16.72.2

Common Measures of IntelligenceCommon Measures of Intelligence

Wechsler Scales◦ Wechsler Preschool and Primary Scale of

Intelligence- Third Edition (WPPSI- III)◦ Wechsler Intelligence Scale for Children-

Fourth Edition (WISC- IV)◦ Wechsler Adult Intelligence Scale- Third

Edition (WAIS- III)

WISCWISC--IVIV

Verbal Comprehension IndexPerceptual Reasoning IndexWorking Memory IndexProcessing Speed Index

Full Scale IQ (overall level of intelligence)

StanfordStanford--Binet Intelligence Scales, Binet Intelligence Scales, Fifth Edition (SB5)Fifth Edition (SB5)

Provides a Full Scale IQ, Verbal IQ, and Nonverbal IQIncludes five scales:◦ Fluid Reasoning◦ Knowledge◦ Quantitative Reasoning◦ Visual- Spatial Processing◦ Working Memory

Additional Measures of IntelligenceAdditional Measures of IntelligenceReynolds Intellectual Assessment Scales (RIAS)Kaufman Assessment Battery for Children, Second Edition (KABC-II)Differential Ability Scales, Second Edition (DAS-II)Universal Nonverbal Intelligence Test (UNIT)Wechsler Nonverbal Scale of Ability (WNV)Woodcock Johnson III Tests of Cognitive Abilities (WJ III)

Assessment of Processing SkillsAssessment of Processing Skills

Processing problems can occur at the:◦ input stage (auditory, visual or motor

recognition problems)◦ integration stage (interpretation, short- and

long- term memory, organization of information)◦ output stage (oral, written communication,

motor responses)

Information Processing: Types of Information Processing: Types of ProcessingProcessing

Information Processing: Attention and ConcentrationDescription:◦ ability to attend to auditory and/ or visual

information◦ ability to selectively attend to important

versus extraneous information◦ ability to sustain attention over time;◦ ease of distractibility

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Memory (Auditory and Visual)Description:◦ short- term memory (use within a few

seconds – such as instructions)◦ working memory (ability to hold information

in a state of mental awareness, while mentally manipulating information or performing some operation on the information)◦ long- term storage and retrieval of information

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Executive FunctionsDescription:◦ planning and organization

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Cognitive FluencyDescription:◦ ease of ability to retrieve information from

storage and apply that information to current problem solving tasks◦ decision- making speed

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Processing SpeedDescription:◦ ability to perform simple cognitive and motor

tasks that are automatic, repetitive and require sustained attention over the course of time

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Visual-Spatial ThinkingDescription:◦ ability to perceive, analyze, synthesize, and

think with visual patterns, including the ability to store and recall visual representations

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Auditory ProcessingDescription:◦ ability to analyze, synthesize, and discriminate

auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions

Information Processing: Types of Information Processing: Types of Processing and Impact on LearningProcessing and Impact on Learning

Information Processing: Phonological ProcessingDescription:◦ identifying the sounds (phonemes) that make

up words, and identifying the words that the sounds combine to make

Processing TestsProcessing Tests

Memory/LearningMotorVisual Perception

Memory/Learning TestsMemory/Learning Tests

California Verbal Learning Test (CVLT)Children’s Auditory Verbal Learning Test-Second Edition (CAVLT-2)Children’s Memory Scale (CMS)Test of Memory and Learning-Second Edition (TOMAL-2) Wide Range Assessment of Memory and Learning-Second Edition (WRAML2)

California Verbal Learning TestCalifornia Verbal Learning Test

Ages 6-16Assesses verbal learning and memory in children and adolescents. It can be used in a variety of settings to identify learning and memory difficulties, to isolate deficient learning strategies, and to assist in designing remediation programs.

ChildrenChildren’’s Auditory Verbal Learning s Auditory Verbal Learning TestTest-- Second Edition (CAVLTSecond Edition (CAVLT--2)2)

Ages 6-17Measures auditory verbal learning and memory abilities-processes commonly disrupted in learning disabilities and brain trauma.

ChildrenChildren’’s Memory Scale (CMS)s Memory Scale (CMS)

Ages 5-16Allows you to compare memory and learning to ability, attention, and achievement.

Test of Memory and LearningTest of Memory and Learning--Second Edition (TOMALSecond Edition (TOMAL--2)2)

Ages 5-AdultAssesses the strengths and weaknesses of memory, as well as potentially pathologic indicators of memory disturbances.

Wide Range Assessment of Wide Range Assessment of Memory and LearningMemory and Learning--Second Second Edition (WRAML2)Edition (WRAML2)

Ages 5-AdultAssesses an individual’s memory functioning. Evaluates both immediate and delayed memory ability, as well as the acquisition of new learning.

Motor TestsMotor Tests

Beery-Buktenica Developmental Test of Visual-Motor Integration-Fifth Edition (Beery VMI)Bender Visual-Motor Gestalt Test (Bender-Gestalt II)Wide Range Assessment of Visual Motor Abilities (WRAVMA)

BeeryBeery--Buktenica Developmental Buktenica Developmental Test of VisualTest of Visual--Motor IntegrationMotor Integration--Fifth Edition (Beery VMI)Fifth Edition (Beery VMI)

Ages 2-18Assesses the extent to which individuals can integrate their visual and motor abilitiesIncludes supplemental visual perception and motor coordination tests

Bender VisualBender Visual--Motor Gestalt Test Motor Gestalt Test (Bender(Bender--Gestalt II)Gestalt II)

Ages 3 to AdultAssesses visual-motor memory and provides a comprehensive assessment of visual-motor skills

Wide Range Assessment of Visual Wide Range Assessment of Visual Motor Abilities (WRAVMA)Motor Abilities (WRAVMA)

Ages 3-17Evaluates the visual-motor skills of children and adolescents

Visual Perception TestsVisual Perception Tests

Developmental Test of Visual Perception-Second Edition (DTVP-2)Motor-Free Visual Perception Test-Third Edition (MVPT-3) Test of Visual-Perceptual Skills (Non-motor)-Third Edition (TVPS-3)Rey Complex Figure Test and Recognition Trial (RCFT)

Developmental Test of Visual Developmental Test of Visual PerceptionPerception--Second Edition (DTVPSecond Edition (DTVP--2)2)

Ages 4-10Measure visual-perceptual and visual-motor abilities

MotorMotor--Free Visual Perception TestFree Visual Perception Test--Third Edition (MVPTThird Edition (MVPT--3) 3)

Ages 4-AdultAssesses an individual’s visual-perceptual ability with no motor involvement needed to make a response

Test of VisualTest of Visual--Perceptual Skills Perceptual Skills (Non(Non--motor)motor)-- Third Edition (TVPSThird Edition (TVPS--3)3)

Ages 4-18Assesses the following visual perceptual skills: ◦ Visual Discrimination, Visual Memory, Visual-

Spatial Relationships, Form Constancy, Visual Sequential Memory, Visual Figure- Ground, and Visual- Closure

Rey Complex Figure Test and Rey Complex Figure Test and Recognition Trial (RCFT)Recognition Trial (RCFT)

Ages 6-AdultMeasures visual-apatial ability and visual-spatial memory in ages

WoodcockWoodcock--Johnson III Tests of Johnson III Tests of Cognitive Abilities (WJ III) Cognitive Abilities (WJ III)

Can obtain an overall IQ score (General Intellectual Ability, or GCA) and many cognitive and processing scores including:◦ Verbal Ability◦ Thinking Ability◦ Cognitive Efficiency◦ Comprehension- Knowledge◦ Long- Term Retrieval◦ Visual- Spatial Thinking

◦ Auditory Processing◦ Fluid Reasoning◦ Processing Speed◦ Short- Term Memory◦ Phonemic Awareness◦ Working Memory◦ Broad Attention◦ Cognitive Fluency◦ Executive Processes◦ Delayed Recall◦ Knowledge

Achievement TestsAchievement Tests

Wechsler Individual Achievement Test-Second Edition (WIAT-II)Woodcock-Johnson III Tests of Achievement (WJ III)Wide Range Achievement Test 3 (WRAT3)Diagnostic Achievement Battery 3 (DAB-3)

Achievement TestsAchievement Tests

Kaufman Test of Educational Achievement-Second Edition (KTEA-II)Peabody Individual Achievement Test-Revised (PIAT-R)

Wechsler Individual Achievement Wechsler Individual Achievement TestTest--Second Edition (WIATSecond Edition (WIAT--II)II)

Ages 4-AdultAssesses the following areas:◦ Oral Language, Listening Comprehension,

Written Expression, Spelling, Pseudoword Decoding, Word Reading, Reading Comprehension, Numerical Operations, and Mathematics Reasoning

WoodcockWoodcock--Johnson III Tests of Johnson III Tests of Achievement (WJ III)Achievement (WJ III)

Age 2-AdultAssesses the following areas:◦ Oral Expression, Listening Comprehension,

Written Expression, Basic Reading Skills, Reading Comprehension, Reading Fluency, Math Calculation Skills, Math Reasoning

Wide Range Achievement Test 3 Wide Range Achievement Test 3 (WRAT3)(WRAT3)

Age 5-AdultAssesses the following areas:◦ Reading, Spelling, and Arithmetic

Diagnostic Achievement Battery 3 Diagnostic Achievement Battery 3 (DAB(DAB--3)3)

Ages 6-14Assesses the following areas:◦ Listening, Speaking, Reading, Writing, and

Mathematics

Kaufman Test of Educational Kaufman Test of Educational AchievementAchievement--Second Edition Second Edition (KTEA(KTEA--II)II)

Ages 4-AdultAssesses the following areas:◦ Reading, Math, Written Language, and Oral

Language

Peabody Individual Achievement Peabody Individual Achievement TestTest--Revised (PIATRevised (PIAT--R)R)

Ages 5-AdultAssesses the following areas:◦ General Information, Reading Recognition,

Reading Comprehension, Written Expression, Mathematics, and Spelling

One Important NoteOne Important Note……

Only the evaluator, typically the school psychologist, should interpret the psychological report. Do not give permission for anyone else to summarize the report for you. Misinterpretations are too common and the misinformation is likely to be remembered.