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Purposes of Assessment
ScreeningTo identify and provide servicesDetermine need for further evaluation
DiagnosisNeeded for most eligibility decisionsTwo categories
DSM-IVIDEA
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Purposes continued
EligibilityGenerally for services through special education
Follow taxonomy Eligibility for what?Three tiered model
Intervention planning and program monitoring
How is intellectual information usefulFunctional approach
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Test vs. Assessment vs. Evaluation
Tests are instruments used in the assessment processMedical model vs. ecological approach vs. problem solving Psycho-educational evaluation is planning, collection and evaluation of information pertinent to concern
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Four Pillars of Assessment
Norm referenced testsInterviewsObservationsOther assessment procedures (informal)
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TRADITIONAL AND PROBLEM SOLVING APPROACHES TO ASSESSMENT
I. Assumptions Traditional Problem-Solving
Cause of problemexperienced byindividual
Problems viewed asreflection ofunderlying traits orstate within theindividual
Problems viewed asdiscrepancy betweenindividual’sperformance and theexpectations of theenvironment.
Conditions maintainingthe problem aresought inenvironment.
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TRADITIONAL AND PROBLEM SOLVING APPROACHES TO ASSESSMENT
II.Asse ssme nt Traditio nal Pro ble m-So lving
1. Me tho ds Emphasis on no rm-re fe renced psycho -educatio nal andpro jective measure s
Emphasis on directmethods such asobse rvation o fbehavio rs andacademic skills incomparison to pee rs.
2. Purpo se To diagnose problem To understand howthe problem can bere so lved and then tomeasure pro gre ss ino rde r to adjust.
3. Sco pe Global measure s usedto diagno se , showimprovement
Specific measure s o ftarge t behavio rs inappro priate contexts.
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SATTLER
Referral Review referral information
Decide whether to accept
Investigate Problem Obtain relevant background info.
Consider the influence of others
Observe child in several settings
Select and administer an appropriate test battery
Setting Expectations/Goals
Monitor Progress
Interpret the assessment results
Write a report
Develop intervention strategies and recommendationsMeet with parents, exam.other,
Decision Point Follow up on recommendations and reevaluation
PROBLEM SOLVING MODEL
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Theoretical Perspectives for Understanding Data
DevelopmentalNormative DevelopmentalCognitive-Behavioral
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NAMES TO KNOW
BinetGoddardTermanSpearmanThorndike ThurstoneGuilfordCattell
HornJensenKaufmanWechslerGardnerSternbergDas and NaglieriCampione-Brown-Borkowski
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Early Influences
The mind can be measuredUniversal educationGalton
Intelligence is inheritedCattel
Experimental paradigm
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Influence of Binet
Moved from measuring sensory tasks to measuring cognitive tasksAll childrenWhat was poor achievement due to?Provide objective data Goddard brought Binet’s work to U.S.Terman published Stanford-Binet: ratio IQ
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Early Historical Events
Yerkes developed point scale formatWorld War 1
Army Alpha was first group IQ testWechsler Scale developed in 1939 at Bellevue Hospital
Intelligence one factor of personality
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Intelligence Tests Differ in Approach
Single or multiple factorSingle can be essence, unity or mixedMultiple differ in number of factors
Empirical or theoretical basis Most tests have empirical basis
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Single Factor Theories/Tests
SpearmanHigher order g and specific factors
WechslerMeasuring different ways to express intelligence
Stanford-Binet LM (early)Jensen
g is closely tied to speed of processing
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Early Multiple Factor Theories/Tests
ThorndikeSeveral aspects of intelligenceIQ measures abstract only
ThurstonPrimary Mental Abilities
GuilfordStructure of Intellect
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Later Multiple Factor Theories/Tests
KaufmanDichotomous theorySuccessive-SimultaneousKaufman Assessment Battery for Children
ElliotDifferential Ability Scales
Horn gf-gc
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Later “Mixed” Factor Theories
Wechsler III Two ways in which g is expressed
Stanford Binet IVMultiple ways in which intelligence is expressed
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Current Multi-Factor Theories of Intelligence
Gardner’s Theory of Multiple IntelligencesNeuropsychological Model (Luria, Das, Naglieri
PASS Sternberg
Triarchic TheoryPractical Intelligence
CHC: Cattel, Horn and Carrol
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Other Theories of Intelligence
Information processing theories Brown, Campione
Cognitive modifiability theoriesFeursteinLearning Potential Assessment Device
Piagetian developmental approachGreenspan’s Model of Personal Competence
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Greenspan’s Model of Competence
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WJIII
CHC TheoryGIAClustersBroad Abilities
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GeneralAbility
DichotomousAbilities
Multiple Intelligences(Incomplete)
MultipleIntelligences(“Complete”)
Interacting Cognitive andNon-cognitive
FactorsSpearman Original Gf-Gc
Simultaneous-Successive
Thurstone PMAs
PASS
Carroll Three- Stratum
Cattell-Horn Gf-Gc
CHC Theory
Exam
ples
Stanford-Binet LM
Wechsler (Rs)K-ABCKAIT
CASDASSB:IV
WAIS-IIIWISC-III
WJ
WJ-III
CHCCross-Battery
Approach
WoodcockGf-Gc
InformationProcessing Diagnostic Worksheet
Progress in Psychometric Theories of Intelligence
Most intellectual assessment practice is here
WoodcockGf-Gc Cognitive
Performance and Information
Processing Models
Snow’s Theory ofAptitudes and
Aptitude ComplexesProgress in Applied Measurement of Intelligence
Theory-Practice Gap
WJ-R
Theory-Practice Gap
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http://science.howstuffworks.com/brain7.htm
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Sousa (2001). How the brain learns. CA: Corwin Press
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Major Brain Sections
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http://science.howstuffworks.com/brain7.htm
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Synapse
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Neurology of Intelligence
Structural differences Speed of connectionsNumber of connectionsNeurotransmitters
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The Questions?
So, what is intelligence?
Why do we measure it?
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Qualities of Intelligence Tests
Considerable common variance among testsPsychometrically soundPredictors of job and school successDiffer in
TasksConstructs measuredApproaches to scoring and administration
Scores are generally quite stable
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Influences of Nature on Intelligence
Inherit a genotype which sets parametersPolygenic modelSpecific abilities as well as global scores are genetically linkedGenetic influences increase with age
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“Nurture” Influences Are Varied
PhysicalSocial InstructionalCultural
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Nature-Nurture Issues
What conclusions can we draw about intelligence?
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Other Issues
GenderSpatial visualization
Constancy of scoresAfter age 5More change for children with early high IQ
Why?
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Questions to Consider
IQ and Social OrderSchools that screen all children with IQ test
Why would they do this?What can we say to persuade them to stop the practice?
GATE testingWhat is the rationale for it?
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Sattler Test Score
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School Success Affected By:
What student brings to situation:CognitiveAffective
Environmental variables in larger context:FamilySchoolCommunity
Instructional variables:Teacher behaviorsClassroom processes
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School Learning Equation
Learning is a function ofTime available for learning and perseverance of studentAttributes of student such as ability and aptitudeQuality of instruction