assessing children’s cognitive development and...
TRANSCRIPT
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 1
1
2
Gloria Maccow, Ph.D.Assessment Training Consultant
Assessing Children’s Cognitive Development and Learning
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 2
3
Objectives
• Describe cognitive factors that are related to
learning;
• Describe developmentally appropriate
assessment of cognitive abilities;
• Describe how teachers can link assessment
data to instruction and intervention.
4
In Early Childhood Programs, . . .
some children learn the pre‐academic skills we present;
some children do not.
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 3
5
In Early Childhood Programs, . . .
some children wait their turn;
others respond before you complete the instructions.
6
What child factors accountfor such differences in
performance?
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 4
7
Berninger, 2007
Learner’s SkillsLearner’s Skills
Curriculum and Instructional Materials
Curriculum and Instructional Materials
Teacher’s Instruction(Pedagogy)
Teacher’s Instruction(Pedagogy)
Individual Differences in the Processes in Learner’s Brain
Individual Differences in the Processes in Learner’s Brain
8
The Learner: Cognitive Development
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)
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 5
9
Information Processing
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)
10
Information Processing
Input
BrainMindCognition
Output
• memory • problem-solving • reasoning
(Santrock & Yussen, 1992)
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 6
11
Areas to Assess(Developmentally Appropriate)
12
Skills Social‐Emotional Competencies
Behavioral Competencies
Pre‐Academic Skills
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 7
13
Process of Learning Collecting, Sorting, Storing, Remembering
Information
14
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?
Sensory-Motor Functions and Learning
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 8
15
Attention 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?
16
Process of Learning and Remembering
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 Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 9
17
Visual-Spatial Processes and 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).
18
Language 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 Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 10
19
Language and LearningEarly 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
20
Executive 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.
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 11
21
Executive Functions and Working 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.
22
Cognitive Processing Speed and 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).
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 12
23
Sample Data . . .
24
3
4
4
4
5
4
4
4
2
5
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 13
25
26
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 14
27
28
Recommendations
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 15
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 ChartStudent’s Name: Sample Student
Age: 3:10
School: Early HeadStart
Test: DAS-IIChart Adapted from Guilford County Schools, NC
Psycho-educational Interpretation ChartStudent’s Name: Sample Student
Age: 3:10
School: Early HeadStart
Test: DAS-IIChart Adapted from Guilford County Schools, NC
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-IVChart Adapted from Guilford County Schools, NC
Psycho-educational Interpretation Chart
Student’s Name: Sample Student
Age: 4:7
School: Pre-K
Test: WPPSI-IVChart Adapted from Guilford County Schools, NC
Verbal Comprehension = 132
Visual-Spatial = 112
Fluid Reasoning = 114
Working Memory = 97
Processing Speed = 91
Instructional Planning
Instructional Planning
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 16
31
Summary
32
Assessment Process If a child is not performing a grade‐level
skill, identify the cognitive factors that
are necessary for and related to
performance of the skill.
Assess the cognitive factors to determine
why the child is struggling with the
specific skill.
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 17
33
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.
34
ReferencesBayley, 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.
Korkman, M., Kirk, U., & Kemp, S. (2007). NEPSY‐II. San
Antonio, TX: Pearson.
Assessing Children’s Cognitive Development and LearningGloria Maccow, Ph.D., Assessment Training Consultant
Copyright © 2013. Pearson, Inc., and/or its affiliates. All rights reserved. 18
35
ReferencesMather, N., & Goldstein, S. (2008). Learning disabilities
and challenging behaviors. Baltimore, MD: Brookes.
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.
36
Customer Service1‐800‐627‐7271 (USA)
Comments and [email protected]
724‐766‐7692