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Psychoeducational Assessment week 6
week 6
34
Psychology
Graduate
10/04/2011

Additional Psychology Flashcards

 


 

Cards

Term
Traditional Model of SLD Identification
Definition

 Focuses on within-child ability/achievement discrepancy

Causes of SLD presumed to be due to internal/organismic variables
Unexpected underachievement relative to ability
IQ-achievement discrepancy as a marker for presence of SLD
Assumes better classification leads to better treatment (finds the right kids)
Presumes stability of ability & achievement over time
Term

Origins of Discrepancy

 

Definition

Franzen (1920) & Accomplishment Quotient

AQ = Educational Quotient/Intelligence Quotient (AQ=EQ/IQ)
IQ seen as limiting factor in educational accomplishment
“Mild & jug” conceptualization (can’t put a gallon milk in a quart jug)
IQ>EQ=Underachievers
IQ<EQ=Overachievers
Term
 Grade Level Discrepancy (origins of discrepancy)
Definition

 

Expected grade level-Actual grade level (EGL-AGL)
Example: EGL=5 AGL=5 AGL-EGL=0 (on grade level)

-Example: EGL=5 AGL=3 AGL-EGL=5-2=3 grade levels below

Term
 Standard Score Difference Methods
Definition

 Origins of Discrepency

 

IQ-Achievement (100-80=20 point discrepancy)
Discrepant versus nondiscrepant underachievers
Term
Regression-Based Discrepancy Methods
Definition

-Trying to predict achievement from IQ 

Corrects for regression effects
Recall the SEM
Consider the SEE (standard error of estimate)
               -takes into account the correlation of 2 scales
Considerations
Reliability of IQ test (always < 1)
Reliability of achievement test (always < 1)
Correlation between IQ & achievement tests (always < 1)
Reliability of difference scores (always < reliabilities of IQ & achievement tests)
Term
 Evaluation of Regression Methods
Definition

 

Considers regression effects
Discrepancies are test specific (psychometric true score versus absolute true score)
Statistically significant discrepancies versus severe discrepancies
How much discrepancy required to differentiate low achievement from SLD?
Is SLD “real” and different from garden variety low achievement?
Term
Hoskyn & Swanson (2000)
Definition

 

Reviewed 19 studies contrasting discrepancy & nondiscrepant low achievers
Few differences on measures of cognitive skills related to reading
Psuedoword reading
Real word phonetic analysis
Speech related  phonological processing
Automaticity
Spelling
BOTH GROUPS SHARE A GENERAL PHONOLOGICAL PROCESSING DEFICIT
Term
Phonemic Awareness
Definition
Focus on & manipulation of phonemes in spoken words
Term
Phonics
Definition

 

Focus on letter-sound correspondence of words in print
s/t/o/p or p/l/a/y
Synthetic phonics
Embedded phonics
Analytic phonics
Onset-rime phonics
Term
 Steubing et al. (2002)
Definition

 

46 studies contrasting discrepant & nondiscrepant low achievers
Contrasted groups in domains of achievement, behavior, & cognitive skills
Found few differences between discrepant & nondiscrepant low achievers
Concluded that IQ-achievement had little evidence for validity
Term

Role of Intelligence in Identification of SLD

meta-analyses

Definition

 

Steubing et al. (2002) found few differences between discrepant/nondiscrepant LAs
Steubing et al (2006) found that IQ did not predict RTI (R2=0.3%)
Hoskyn & Swanson (2000) found few differences between discrepant/nondiscrepant LAs
Fuchs & Young (2006) found 8 of 13 studies showed IQ predicted RTI (“scorecard” analysis)
Term
Vellutino et al. (1996) Study
Definition

 

55-year longitudinal study from Kg-4th grade
2 groups identified
Struggling readers (n=125) at or below 15%ile on WRMT (Word Attack/Word Identification)
Normally developing readers (n=65) at or above 40th %ile on WRMT
IQ 90 and above on WISC-R
Intervention
Mid first grade
Daily one-one tutoring 30 minutes per day 5 days per week for 15 weeks (35 hours)
After one semester, all children rank ordered in terms of growth in reading
4 growth categories
Very Limited Growth (VLG)
Limited Growth (LG)
Good Growth (GG)
Very Good Growth (VGG)
Term
Vellutino et al. Findings
Definition

 

4 tutored groups did not differ on IQ & did not differ from normal readers in IQ
Difficult-to-remediate children differed greatly on phonological skills
No strong reliable relationships between IQ & reading achievement
Word Identification: 0.06-0.16 from Grades 1-4
Word Attack: -0.02-0.05 from Grades 1-4
Suggests that RTI may be more valid means of identifying SLD
Hierarchical Multiple Regression Analyses
FSIQ-Word Attack-Word Identification-Basic Skills
IQ accounted for 0% of variance across reading skills measures
Word Attack-Word ID-Basic Skills predicted large % of variance in subsequent reading
36%-73% (R2  )

**Best predictor of future reading is past reading

Term
Velluntino summary of conclusions
Definition

 

-IQ accounts for a small amount of unique variance in predicting intervention response.

-IQ-discrepancies are weakly related to achievement and cognitive differences relative to simple low achievement and to prognosis and they present significant psychometric

problems.

Term

 WISC-IV

 

(areas of strengths/weaknesses)

Definition

 

Verbal Comprehension
Perceptual Reasoning
Working Memory
Processing Speed
Term

 Stanford-Binet V

(areas of strengths/weaknesses)

Definition

 

Fluid Reasoning (verbal & nonverbal)
Knowledge (verbal & nonverbal)
Quantitative Reasoning (verbal & nonverbal)
Visual-Spatial Processing (verbal & nonverbal)
Working Memory (verbal & nonverbal)
Term

 Woodcock-Johnson Cognitive-III (CHC theory)

(Areas of strengths/weaknesses)
Definition

 

Crystallized intelligence
Fluid intelligence
Auditory intelligence
Visual intelligence
Spatial intelligence
Working Memory
Term

 Kaufman Assessment Battery for Children-II

(areas of strengths/weaknesses)

Definition

 

Learning (long-term retrieval)
Sequential (short-term memory)
Simultaneous (visual)
Planning (fluid)
Knowledge (crystallized)
Fluid-Crystallized Index
Term

 Cognitive Assessment System

(areas of strengths/weaknesses)

Definition

 

Planning
Attention
Simultaneous
Successive
Term

 Differential Ability Scales

(areas of strengths/weaknesses)

Definition

 

Verbal Ability
Nonverbal Ability
Spatial Ability
Term
PSW & Diagnosis of SLD
Definition

 

Group mean differences & diagnostic accuracy
ACID profile on WISC (Arithmetic-Coding-Information-Digit Span)
SLD students show lower ACID scores than non-SLD students
Probability of SLD child showing ACID profile is high given that child is SLD
Not how referrals take place in schools
We want to know the probability that student is SLD given an ACID profile
Known as inverse probability which overestimates diagnostic accuracy
**inverse Bayesian probability
Term
 Group mean differences not diagnostically accuracy
Definition

 

85% of teachers are women
2% of women are teachers
43% of men on death row are black
<1% of black men are on death row
SLD students show an ACID profile more often than non-SLD students
Given an ACID profile, how many students are SLD?
Term
Learning Disabilities Association of America (5 main conclusions)
Definition

 

Survey of “Expert Panel” (n=56) professionals
5 Major Conclusions
Maintain SLD definition & strengthen statutory requirements  for SLD identification
Neither IQ-achievement discrepancy nor RTI alone is sufficient for SLD identification
“3rd Method” focuses on assessment of processing strengths/weaknesses makes  most empirical/clinical sense
Comprehensive evaluations required for SLD identification & to distinguish from LA
PSW assessment used for both identification & intervention purposes
Term

LDA white paper:

 Maintain current SLD statutory definition

Definition

 

PSW hallmark of SLD
Children with LA should be excluded from definition
SLD qualitatively & functionally different from LA
Chronically nonresponsive children need something different & individualized instruction
Term

LDA white paper:

 Neither IQ-achievement discrepancy nor RTI sufficient for SLD identification

Definition

 

Major problems with discrepancy approaches
RTI measures lack technical adequacy for SLD decision making
No consensus on type of RTI (standard protocol or problem solving)
Single case designs cannot be used because manipulation of more than 1 IV not possible
No true positive in RTI model (SLD by default)
Term

LDA white paper:

 "3rd Method” Needed based on PSW

Definition

 

Recognizes statutory requirements
Recognizes relationship between PSW & academic achievement deficits
Existence of technically adequate PSW assessment tools
Term

LDA white paper:

 Comprehensive evaluations of PSW needed to distinguish SLD from LA

Definition

 

SLD children need individualized interventions not merely more intense interventions
Comprehensive evaluations required as early as possible (Tier 2)
SLD children fundamentally “different” from LA children
Term

LDA white paper:

 PSW assessment used for both identification & intervention purposes

Definition

 

Research only recently begun to emerge
More evidence in reading than other areas (math, written language)
Further research needed
Term
Consortium for Evidence-Based Early Intervention Practices
Definition

 

117 citations used in White Paper fails to support 5 conclusions
85 of 117 citations (73%) are commentary articles, book chapters, or books often authored by experts on panel
15/117 articles are correlational studies (no mediation studies)
100/117 (85%) of studies show no causal relation between PSW & achievement
Comprehensive assessment of PSW not required in IDEIA
No data support PSW can be used to improve treatment outcomes
No qualitative criteria to indicate a person “has” or “is” SLD
No unique pattern of PSW of either adequate or inadequate responders
Psychometric problems with PSW discrepancy scores
Term
 Psychometric problems with PSW discrepancy scores
Definition

 

10 subtests produces 45 combinations of potential PSWs
20 subtests produces 90 combinations of PSWs
Cross-battery assessments produces geometrically astronomical combinations
Problems with reliability of difference scores
Term
Processing Approaches in SLD Identification
Definition

 

Some argue that law requires processing assessment for SLD
Noting written in law requires documentation of processing disorder
37 states and federal regulations do not require processing assessment
Only 13 states mention processing but do not address how it is established
IDEIA (2004)
Term
take home message on processing approaches
Definition

 

There is not a single randomized clinical trial using IES evidence-based standards that has related processing strengths to effective intervention outcomes
Relations between processing & outcomes are correlational, not causal
Term
Moderators & Mediators
Definition

 

Moderator variable (B) affects direction or strength between predictor (A) and criterion (C)
Impact of A on C varies with level or value of B (correlational)
Mediator specifies manner or mechanism by which an effect occurs (causal)
 
Term
correlations vs. causation
Definition

 

Consider the following:
Verbal Comprehension (VC) and Working Memory (WM) relation to Reading Deficit (RD)
VC correlates with RD
WM correlates with RD
VC correlates with WM
Following is true:
Poor readers have lower VC than average or good readers
Poor readers have lower WM scores than average or good readers
Poor readers have higher rates RD than average or good readers
Following is not logically true:
VC and WM deficits cause RD (logical fallacy of affirming the consequent)
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