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Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
Assessing Cognitive Abilities in Assessing Cognitive Abilities in Young ChildrenYoung ChildrenGloria Maccow, Ph.D.
Assessment Training Consultant
2 | Copyright © 2011. All rights reserved.
ObjectivesObjectives
• Describe cognitive factors that account for differential classroom performance;
• Describe basic cognitive processes and their relationship to higher-order conceptualization and reasoning.
• Describe assessment of cognitive abilities in young children.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
3 | Copyright © 2011. All rights reserved.
In Early Childhood Programs, . . .In Early Childhood Programs, . . .
. . . some children learn the pre-academic skills we present; some children do not.
4 | Copyright © 2011. All rights reserved.
In Early Childhood Programs, . . .In Early Childhood Programs, . . .
. . . some children are able to wait their turn; others respond impulsively.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
What factors may account for What factors may account for such differential performance?such differential performance?
6 | Copyright © 2011. All rights reserved.
LearnerLearner’’s Skillss Skills(Berninger, 2007)(Berninger, 2007)
Individual Differences in the Processes in the Learner’s Mind or Brain
Individual Differences in the Processes in the Learner’s Mind or Brain
Curriculum and Instructional
Materials
Curriculum and Instructional
Materials
Teachers’Instruction (Pedagogy)
Teachers’Instruction (Pedagogy)
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
7 | Copyright © 2011. All rights reserved.
Understanding the ChildUnderstanding the Child’’s Minds Mind
Piaget’s Stages of Cognitive Development
Sensori-motor (Birth to 2 years)
Pre-operational (2 to 7 years)
Concrete operational (7 to 11 years)
Formal operational (11 to 15 years)
Piaget’s Stages of Cognitive Development
Sensori-motor (Birth to 2 years)
Pre-operational (2 to 7 years)
Concrete operational (7 to 11 years)
Formal operational (11 to 15 years)
(Santrock & Yussen, 1992)
8 | Copyright © 2011. All rights reserved.
Understanding the ChildUnderstanding the Child’’s Minds Mind
Information from the
environment
Information Information from the from the
environmentenvironment
Sensory and Perceptual Processes
Sensory and Sensory and Perceptual Perceptual ProcessesProcesses
MemoryMemoryMemory
ThinkingThinkingThinking LanguageLanguageLanguage
(Santrock & Yussen, 1992)
Information ProcessingInformation Processing
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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Information ProcessingInformation Processing
Input
BrainMindCognition
Output
• memory • problem-solving • reasoning
(Santrock & Yussen, 1992)
What Do We Assess?What Do We Assess?(Developmentally Appropriate)(Developmentally Appropriate)
Examples of AssessmentExamples of Assessment(Examples of test items are not included in handout)(Examples of test items are not included in handout)
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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The Process of LearningThe Process of Learning
• Learning is the process of acquiring information.
• What are the cognitive factors that enable students to show what they know and can do?
• Learning is the process of acquiring information.
• What are the cognitive factors that enable students to show what they know and can do?
How do they collect, sort, store, and retrieve information? (Miller, 2007)
How do they collect, sort, store, and retrieve information? (Miller, 2007)
How do they receive, perceive, process, and remember information? (Elliott, 2007)
12 | Copyright © 2011. All rights reserved.
Input
• Is the child able to see the information? Is visual acuity within normal limits? What about visual discrimination?
• Is the child able to hear the information? Is hearing acuity within normal limits? What about auditory discrimination?
InputInput
• Is the child able to see the information? Is visual acuity within normal limits? What about visual discrimination?
• Is the child able to hear the information? Is hearing acuity within normal limits? What about auditory discrimination?
Output
• Is the child able to respond in writing? Are fine motor abilities within normal limits?
• Is the child able to respond orally? Are language production abilities within normal limits?
OutputOutput
• Is the child able to respond in writing? Are fine motor abilities within normal limits?
• Is the child able to respond orally? Are language production abilities within normal limits?
SensorySensory--Motor Functions Motor Functions and Learningand Learning
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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Attention and LearningAttention and Learning
• selectively attend to certain stimuli while ignoring competing, irrelevant stimuli?
• sustain attentional focus for a prolonged period?
• selectively attend to certain stimuli while ignoring competing, irrelevant stimuli?
• sustain attentional focus for a prolonged period?
Does the child . . .
• shift attentional resources from one activity to another?
• respond to more than one task simultaneously –divided attention?
• shift attentional resources from one activity to another?
• respond to more than one task simultaneously –divided attention?
14 | Copyright © 2011. All rights reserved.
Memory and LearningMemory and Learning
• In schools, we expect children to learn and remember information.
• Often, the information is presented visually and/or verbally.
• Some of the information is novel; some is acquired.
ConceptualConceptual
(Mather & Goldstein, 2008)
LanguageLanguage ImagesImages
StrategiesStrategies
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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VisualVisual--Spatial Processes Spatial Processes and Learningand Learning
• Much of what is presented in school has either a visual-spatial or language basis.
• Visual-perceptual skills play a major role in the development of a child’s handwriting skills, and fluency in math and reading.
• For example, a student may be able to name individual letters in a word (visual analysis, b-e-d), but she may be unable to integrate the letters to say the word (visual synthesis, bed).
16 | Copyright © 2011. All rights reserved.
Language and LearningLanguage and Learning
Receptive
Children must understand words and sentences to perceive
and process information.
ReceptiveReceptive
Children must understand words and sentences to perceive
and process information.
Expressive
They must use words to show they can
retrieve information from memory.
ExpressiveExpressive
They must use words to show they can
retrieve information from memory.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
17 | Copyright © 2011. All rights reserved.
Language and LearningLanguage and Learning
Early development of reading depends
critically on whether the receptive
phonological component of the aural
system and the expressive phonological
component of the oral system are
developing in an age-appropriate
manner (Berninger, 2007).
Early development of reading depends
critically on whether the receptive
phonological component of the auralaural
system and the expressive phonological
component of the oraloral system are
developing in an age-appropriate
manner (Berninger, 2007).
Language Literacy
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Process of Learning and Process of Learning and RememberingRemembering
Information is brought into conscious awareness.
Retrieval
Information from immediate memory is solidified into long-term memory stores.
Consolidation
External information is transformed into mental representations or memories and stored in STM.
Encoding
ImmediateImmediate
DelayedDelayedSemanticSemantic
WorkingWorking
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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Executive FunctionsExecutive Functions
• Mental functions associated with ability to engage in behaviors that are:
– Purposeful
– Organized
– Self-regulated
– Goal-directed
• Internal supervisory guide for learning and performance in the classroom.
Cat
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Executive Functions and Executive Functions and Working MemoryWorking Memory
• Many executive function tasks also require working memory—actively holding information in memory during cognitive tasks.
• Children with poor working memory may lose the “thread” and forget parts of the instruction, or even their own intention in the face of competing stimuli.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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Cognitive Processing Speed Cognitive Processing Speed and Learningand Learning
• The ability to perform automatically with little or no effort–improves dramatically as children get older.
• Automaticity is linked to speed and processing capacity; as an activity is completed faster, it requires less processing capacity.
• As processing capacity increases, it becomes easier to complete tasks that were previously considered to be difficult. (Santrock & Yussen, 1992).
Sample Test Results . . .Sample Test Results . . .
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
GCA SS = 65
100 1109080 120 13070
Average Range
50 % of Students
Low Average
16.1 %
High Average
16.1 %
Borderline
6.7%
Superior
6.7 %Extremely
Low
2.2 %
Very Superior
2.2 %
Psycho-educational Interpretation Chart
Student’s Name: Sample Student
Age: 3:10
School: Early HeadStart
Test: DAS-II
Psycho-educational Interpretation Chart
Student’s Name: Sample Student
Age: 3:10
School: Early HeadStart
Test: DAS-II
Verbal Comprehension SS = 69
Nonverbal Reasoning SS = 73
Spatial SS = 72
Early Number Concepts PR = 3
Recall of Digits Forward PR = 2
Recognition of Pictures PR =3
Eligibility Determination
Eligibility Determination
Full Scale IQ = 117
100 1109080 120 13070
Average Range
50 % of Students
Low Average
16.1 %
High Average
16.1 %
Borderline
6.7%
Superior
6.7 %Extremely
Low
2.2 %
Very Superior
2.2 %
Psycho-educational Interpretation Chart
Student’s Name: Sample Student
Age: 4:7
School: Pre-K
Test: WPPSI-IV
Psycho-educational Interpretation Chart
Student’s Name: Sample Student
Age: 4:7
School: Pre-K
Test: WPPSI-IV
Verbal Comprehension = 132
Visual-Spatial = 112
Fluid Reasoning = 114
Working Memory = 97
Processing Speed = 91
Instructional Planning
Instructional Planning
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
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Learning Depends on . . .Learning Depends on . . .
• sensory-motor functions,
• attentional processes,
• visual-spatial processing,
• language processes,
• memory and learning processes,
• executive functions, and
• speed and efficiency of cognitive processing.
• sensory-motor functions,
• attentional processes,
• visual-spatial processing,
• language processes,
• memory and learning processes,
• executive functions, and
• speed and efficiency of cognitive processing.
26 | Copyright © 2011. All rights reserved.
SummarySummary
• If a child is not performing the grade-level skill, identify the cognitive factors that are necessary for and related to performance of the skill.
• Assess these cognitive factors to determine why the child is struggling with the specific skill.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
27 | Copyright © 2011. All rights reserved.
ReferencesReferences
Bayley, N. (2006). Bayley Scales of Infant and Toddler Development-Third Edition. San Antonio, TX: Pearson.
Berninger, V. W. (2007). PAL-II user’s guide. San Antonio, TX: Pearson.
Elliott, C. (2007). Differential Ability Scales-Second Edition: Introductory and technical handbook. Bloomington, MN: Pearson.
28 | Copyright © 2011. All rights reserved.
ReferencesReferences
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY-II. San Antonio, TX: Pearson.
Mather, N., & Goldstein, S. (2008). Learning disabilities and challenging behaviors. Baltimore, MD: Brookes.
Miller, D. C. (2007). Essentials of school neuropsychological assessment. Hoboken, NJ: Wiley.
Assessing Cognitive Abilities in Young ChildrenGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2012. Pearson, Inc., or its affiliates. All rights reserved.
29 | Copyright © 2011. All rights reserved.
ReferencesReferences
Santrock, J. W., & Yussen, S. R. (1992). Child development. Dubuque, IA: Brown).
Wechsler, D. (2004). Wechsler Intelligence Scale for Children-Fourth Edition. San Antonio, TX: Pearson.
Wechsler, D. (2012). Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition. (2012). San Antonio, TX: Pearson.
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