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SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
1
Layne Smith
Intelligence Presentation
Grand Canyon University
Instructor: Dawn Veneable
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
2
Many teachers struggle with finding ways to reach individual
learning styles and needs. In an attempt to find answers to this
kind of instruction this presentation will cover the following
topics, in order:
Defining intelligence
Adaptive behavior
Vineland Adaptive Behavior Scale
Multiple Intelligences (Emotional Intelligence)
Multiple Intelligences (Gardner)
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
3
Despite the importance of intelligence, both as a concept and in terms of measurement, there has been a significant problem
concerning its definition. Alfred Binet used criterion of school
success as he sought to develop examining procedures that
would identify children who failed academically (Reitan & Wolfson, 1992).
DefiningIntelligence
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
4
Intelligence is the ability to undertake activities that are characterized by:
DefiningIntelligence
Difficulty
Complexity
Abstractness
Economy
Adaptiveness to goal
Social value
Emergence of originals and maintain such activities under
conditions that demand a concentration of energy and
resistance to emotional forces(Reitan & Wolfson, 1992).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
5
Boring in 1923 stated: Intelligence as a
measureable capacity must at the
start be defined as the capacity to do
well in an intelligence test.
Intelligence is what the tests
test(Reitan & Wolfson, 1992).
DefiningIntelligence
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
6
However, in 1985 Howard Gardner
argued for the existence of
multiple intelligences, which may
vary considerably, within the same
individual. He opposed a concept
of intelligence represented by the
IQ measurement or any other
specific testing procedures (Reitan
& Wolfson, 1992).
DefiningIntelligence
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
7
The display of adaptive behavior has been important
throughout recorded history. For example, the ancient Greeks
asserted the ability of individuals to care sufficiently for
themselves and to engage in community life reliably reflected
intelligence and maturity. It refers to "the effectiveness and
degree to which the individual meets the standards of
personal independence and social responsibilities expected
for his and her cultural group“ (Ditterline, et.al, 2008).
AdaptiveBehavior
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
8
Adaptive behavior includes skills used by an individual to meet
personal needs as well as deal with the natural and social
demands in one's environment including skills needed to
independently care for one's personal health and safety, dress
and bathe, communicate, display socially appropriate
behaviors and academic skills, effectively engage in
recreation and work, and to engage in community life
(Ditterline, et.al, 2008).
AdaptiveBehavior
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
9
Adaptive behavior or social competence was largely ignored
for many years by assessment specialists. However, Public Law
94-12 required information about students adaptive behavior
when they were being considered for special education
services, especially youngsters with mental retardation
(Oakland & Houchins, 1985).
AdaptiveBehavior
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
10
Psychologists have found
that the Vineland Adaptive
Behavior Scale is an effective
assessment tool for
identifying various special
needs of children (Oakland &
Houchins, 1985).
AdaptiveBehavior
Behavior
Scale
Vineland
Adaptive
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
11Adaptive
Behavior
Behavior
Scale
Vineland
Adaptive
The Vineland Adaptive Behavior Scale
(VABS) is one of the various assessment
tools that can be used to help
diagnose and evaluate the special
needs of students. The focus of this test
is the measurement of the adaptive
behaviors, including the ability to cope
with environmental changes, to learn
new everyday skills and to demonstrate
independence. Adaptive behavior,
according to Eugene Edgar Doll, a
pioneer in psychology, is
multidimensional and reflects the
individual‟s personal and social skills as
he interacts with his or her environment
(Brighthub.com, n.d.).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
12Adaptive
Behavior
Behavior
Scale
Vineland
Adaptive
The primary purpose of the VABS is to
assess the social abilities of an
individual, whose age ranges from
preschool to 18 years old. The results
reliably reveal crucial information for
diagnosing various disabilities, including
autism, Asperger syndrome, mental
retardation, and speech impairment
(Brighthub.com, n.d.).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
13Adaptive
Behavior
Behavior
Scale
Vineland
Adaptive
Since adaptive behavior is a composite of
various dimensions, the test measures five
domains. These are the Communication,
Daily Living Skills, Socialization, Motor Skills,
and Maladaptive.
The first four domains are key parts of the
VABS But the last domain, Maladaptive
Behavior, is an optional part of the
assessment test. It is used when measuring
obvious undesirable behaviors
(Brighthub.com, n.d.).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
14Adaptive
Behavior
The Communication Domain evaluates the receptive,
expressive, and written communication skills of the child.
The Daily Living Skills Domain measures personal behavior as
well as domestic and community interaction skills.
The Socialization Domain covers play and leisure time,
interpersonal relationships, and various coping skills.
The Motor Skills Domain measures both gross and fine motor
skills (Brighthub.com, n.d.).
Domains
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
15Adaptive
Behavior
Not only does VABS aid in diagnosis, but it provides valuable
information for developing educational and treatment plans
(Pearsonassessments.com, n.d.).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
16Multiple
Intelligences
Emotional Intelligence
In 1990 Salovey and Mayer defined emotional intelligence as
„a form of social intelligence that involves the ability to
monitor one‟s own and others‟ feelings and emotions, to
discriminate among them, and to use this information to
guide one‟s thinking and action‟ (Wakeman, 2006).
Furthermore, Dan Goleman, states that his understanding of
emotional intelligence expands on Howard Gardner's
"personal intelligences"—the intrapersonal (knowing yourself)
and interpersonal (knowing how to get along with others).
Goleman emphasized that educators need to consider
"educating differently" for this intelligence, because different
areas of the brain are involved (Pool, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
17Multiple
Intelligences
Emotional Intelligence
Five Dimensions of Emotional Intelligence
Self-awareness
Is the basis for self-confidence. Youngsters need to learn from a
young age what the words for feelings are, why they feel the way
they do, and what action options they have.
Handling emotions
The second dimension, knowing how to handle upsetting feelings, or
impulses, is the root of emotional intelligence (Pool, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
18Multiple
Intelligences
Emotional Intelligence
Motivation
Moving toward a goal is a third element of emotional intelligence.
An important element of motivation is hope—having a goal,
knowing the small manageable steps it takes to get to that goal,
and having the "zeal or persistence" to follow through (Pool, 2007)
Empathy
The fourth element, means reading other people's feelings by tone
of voice or facial expression, not necessarily words. Knowing how
someone else feels is a fundamental human ability (Pool, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
19Multiple
Intelligences
Emotional Intelligence
Social skills
An example of people who seem to lack empathy is
playground bullies. How do educators deal with
bullies? Some researchers have found that bullies
benefit from lessons in reading faces—what different
emotions look like. A researcher paired all the
children and had them make faces at each other,
then identify what feelings the faces communicated.
The bullies learned the differences between sad,
angry, neutral, and hostile expressions. The
psychologist also taught the children other social
skills, such as how to ask other kids about themselves
and how to take turns (Pool, 2007)
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
20Multiple
Intelligences
Howard Gardner
The following provides an overview of the eight multiple
intelligences connected with Howard Gardner's theory. Each of
the intelligences encompasses certain characteristics and
provides ways for educators to incorporate the intelligences into
their daily lesson planning for practical use in the classroom. This,
in turn, allows each child to learn in a way that is associated to
his or her strengths, creating a differentiated instructional classroom environment (Nolen, 2003).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
21Multiple
Intelligences
Howard Gardner
Linguistic Learners
Linguistic learners are characterized as students with excellent written and
oral skills. They excel in the humanities. Instructional strategies that work for
these learners must focus on self-expression. Using the Internet for research
and then presenting their findings is an excellent project for these students.
They are very comfortable speaking and benefit greatly from giving
presentations or doing desktop publishing (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
22Multiple
Intelligences
Howard Gardner
Linguistic Learners
Students with a strong linguistic intelligence enjoy a project such as a class
poem. The teacher sets up a few computers to act as learning stations.
Each computer has an open word processing document with lines that are
incomplete (e.g., “I am,” “I see,” “I think”). Students then move to each
station and complete the phrase with a statement of their choosing.
Linguistic learners embrace this learning opportunity because they can use
their verbal skills to express an abstract concept (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
23Multiple
Intelligences
Howard Gardner
Logical–Mathematical
Logical learners work best with tangible projects and results. Their career
interests are focused on mathematics and engineering. The technologies
that benefit them most are databases and spreadsheets. Both of these
programs allow students to calculate and organize data. Logical learners
also excel at inquiry-based projects. These students enjoy being
presented with a problem and then given resources to solve it. A
definitive answer is what these learners seek (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
24Multiple
Intelligences
Howard Gardner
Logical–Mathematical
The use of manipulatives is a great activity for students with strong
logical intelligences. The examples become even more effective if the
teacher has access to an interactive whiteboard. Logical students‟
understanding of mathematics is strengthened by visualization of
concepts and the ability to move geometric objects (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
25Multiple
Intelligences
Howard Gardner
Spatial
Spatial learners are extremely visual. These students look to artists and
architects for inspiration. Creativity is the key for these learners. They
enjoy digital and video-camera projects. Computer-aided design and
paint programs can also maximize their potential. Like the logical
learner, spatial learners are result driven. Their final projects usually differ
from those of the logical learners in that spatial learners focus on
interpretation and beauty(McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
26Multiple
Intelligences
Howard Gardner
Spatial
An engaging lesson for spatial learners incorporates visual aspects into
the set curriculum. Students can research famous quotes and images and
then give a short introspective speech. Internet research gives students
the ability to find an almost unlimited number of quotes and pictures.
Once their research is complete, they can share their work with the use of
presentation software. This activity allows the spatial student to express his
or her creativity while still covering necessary content (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
27Multiple
Intelligences
Howard Gardner
Musical
Musical learners focus on listening and creating rhythms and patterns.
They express themselves through auditory means. A person who
possesses strong musical and linguistic skills might consider this career
because there is heavy emphasis on patterns and timing. Musical
learners benefit most from interactive books, video and audio
recordings, and audio notations. These learners adapt well to cross-
curricular projects that can incorporate music (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
28Multiple
Intelligences
Howard Gardner
Musical
A good technology to use with musical learners is a software program
that synthesizes music into waves. These students benefit greatly by using
their musical talents to break down and rebuild melodies. This
encourages critical thinking skills that can be used in all disciplines. It also
stimulates the learner‟s visual (seeing music as waves), auditory (hearing
and building melodies), and kinesthetic (manipulating waves) learning
styles (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
29Multiple
Intelligences
Howard Gardner
Bodily–Kinesthetic
Kinesthetic learners are acutely aware of the roles
their bodies play in their learning. Their ideas are
best expressed through movement. Career
prospects for these learners include athlete, police
officer, and actor. These students need to
manipulate their surroundings to achieve their
maximum potential. They benefit greatly from video
production, virtual field trips, and PDAs for data
collection. Susan Griss outlines in her book, Minds in
Motion (1998) lesson plans to use for students with
strong kinesthetic intelligences (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
30Multiple
Intelligences
Howard Gardner
Interpersonal
Interpersonal learners interact well with society and
have been labeled in classroom-management circles
as the “talkers.” They are exceptionally aware of the
feelings and motives of others around them and are
also especially good at starting discussions and
encouraging participation from other classmates.
Interpersonal learners thrive as counselors and
salespeople. They enjoy creating products that allow
them to express themselves to an audience.
Presentations, e-mail projects, and videoconferencing
inspire these students (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
31Multiple
Intelligences
Howard Gardner
Interpersonal
Interpersonal students and math usually do not mix. These learners are
more focused on people and their opinions. A teacher can use this to
his or her advantage with a simple statistics lesson. A group of
interpersonal learners can use numerous online survey tools to create a
test for other students. This focus is on their communication and creative
strengths because the topic can be whatever they like. The content of
the survey is moot; synthesizing the results is what matters. Once the
other students have taken the survey, the group can create a visual
representation of the results (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
32Multiple
Intelligences
Howard Gardner
Intrapersonal
Intrapersonal learners are keenly self-aware. They are characterized
as self-motivated and learn through metacognitive processes.
Computer based journaling, concept mapping, and Internet
research are all good technology options for these learners. The final
products from these students can vary. If the student has a strong
spatial intelligence, graphic organizers and concept maps are very
effective. If the student has a stronger linguistic intelligence, then a
research paper may be more appropriate (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
33Multiple
Intelligences
Howard Gardner
Intrapersonal
Intrapersonal learners create great products
but are not sure how to share them beyond the
school community. For that reason, blogs are a
great resource for intrapersonal learners. They
allow these students to express their thoughts
and feelings in an ordered way. Students still
create a self-reflective piece in a generally self-
paced environment; however, it can then be
effectively shared with others. A blog provides
an outlet and might open the door for further
opportunities, such as writing contests (McCoog,
2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
34Multiple
Intelligences
Howard Gardner
Naturalistic
Naturalists learn best by making connections between
how content interacts with the natural world. Cameras
are an excellent technology resource for these students.
They take pride in recording and presenting the natural
world. Showing change over time is another gainful
project for these students. Synthesizing the change of
seasons or showing the transition of animals are two
great examples of projects that could incorporate
numerous visual technologies (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
35Multiple
Intelligences
Howard Gardner
Naturalistic
Once the students have gathered data, they can catalog it for
future use. Electronic databases and spreadsheets allow naturalists
to not only present what they have found but also create a tangible
product for those who come after them (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
36Multiple
Intelligences
Howard Gardner
Existentialist
The existentialist is a new intelligence. These learners focus on the big
picture and why the world operates the way it does. The best
technologies to use with these learners are communication and
problem-solving applications. Other strong intelligences for
existentialists are usually naturalistic, spatial, or logical. The nature of
technology is existential and its use continues to evolve how we look
at ourselves. Students with a strong existential intelligence enjoy a
Web 2.0 project. These students can research how Internet
collaboration is changing the world around them (McCoog, 2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
37Multiple
Intelligences
Howard Gardner
Existentialist
Some of the products existentialists will produce can be startling. The
idea that we all belong to an electronic world in which computers
might one day have the capacity of the human mind sounds like
science fiction; however, it is a sample topic that would help a
student with a strong existentialist intelligence flourish (McCoog,
2007).
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
38
“People like me are aware of their so-called genius at eight, nine, ten…I always wondered, „Why has nobody discovered me? In school, didn‟t they see that I‟m more clever than anybody in this school? That the teachers are stupid too? That all they had was information I didn‟t need? It was obvious to me. Why didn‟t they put me into art school? Why didn‟t they train me? I was different, I was always different. Why didn‟t they notice me? “ --John Lennon (Hopper & Hurry, 2000, p. 31).
MultipleIntelligences
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
39
All of the cognitive styles (measured, adaptive, and multiple) described
in this presentation can accommodate various learning styles. Teachers
should structure the presentation of material which engages all or most
abilities. Teachers who prepare their lessons in favor of the multiple
intelligences‟ approach realize the benefits such as active learners and
successful students. Each of these aptitudes is potential in every learner
and it is part of a teacher's job to nurture and help the children develop
their own intelligences.
December 2, 2009SPE 535/ Diagnosis and Assessment in Special Education
40Circle the appropriate rating. Explain if possible in the area under the
statement.
Excellent 5 -Above average 4 – Average 3- Basic 2- Poor 1
The content of the workshop was relevant.
Explain:
5 4 3 2 1
The pace of the workshop was appropriate.
Explain:
5 4 3 2 1
The time allotted for the workshop was appropriate.
Explain:
5 4 3 2 1
The presentation was clear and to the point.
Explain:
5 4 3 2 1
The presenter was responsive to participants.
Explain:
5 4 3 2 1
The presenter demonstrated thorough knowledge and understanding
of the topic.
Explain:
5 4 3 2 1
Any suggestions to better the presentation?
Rate the presentation
41
References
SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive Behavior Profiles
of Students with Disabilities. Journal of Applied School Psychology, 24(2),
191-208. doi:10.1080/15377900802089973.
Brighthub.com (n.d.). “What is the Vineland Adaptive Behavior Scale?” Retrieved
November 25, 2009, from
http://www.brighthub.com/education/special/articles/13506.aspx#ixzz0Xtr
qNBME
Nolen, J. (2003). MULTIPLE INTELLIGENCES IN THE CLASSROOM. Education,
124(1), 115-119. Retrieved from Education Research Complete database.
McCoog, I. (2007). Integrated Instruction: Multiple Intelligences and Technology.
Clearing House, 81(1), 25-28. Retrieved from Education Research Complete database.
Hopper, B., & Hurry, P. (2000). Learning the MI Way: The Effects on Students’ Learning of
Using the Theory of Multiple Intelligences. Pastoral Care in Education, 18(4), 26.
Retrieved from Education Research Complete database.
42
References
SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Pool, C. R. (1997). “Social and Emotional Learning”. Educational Leadership. May, 1997
Vol. 54, No. 8.
Wakeman, C. (2006). Emotional intelligence: testing, measurement and analysis.
Research in Education, (75), 71-93. Retrieved from Education Research
Complete database.
Reitan, R., & Wolfson, D. (1992). Conventional intelligence measurements and
neuropsychological concepts of adaptive abilities. Journal of Clinical
Psychology, 48(4), 521-529. Retrieved from Education Research Complete database
Pearsonassessments.com (n.d.). “ Vineland Adaptive Behavior Scales, Second Edition
(Vineland-II)” Retrieved November 25, 2009, from
http://psychcorp.pearsonassessments.com/HAIWEB/Cultures/en-
Oakland, T., & Houchins, S. (1985). A Review of the Vineland Adaptive Behavior
Scales, Survey Form. Journal of Counseling & Development, 63(9), 585.
Retrieved from Education Research Complete database.