KABC-II WISC-V WJ-IV Cognitive processing Indexes and subtests Simultaneous processing Block Counting Triangles CHC Factor Gv (visual processing) Visual-Spatial Block Design Visual Puzzles Relevant skills (Manuals) - Higher level thinking/reasoning Transferring/generalizing learning Deriving solutions for novel problems Critical thinking Applying rules to solve problems Thinking with visual patterns Sequential Word Order Number Recall Short-term Working Memory Verbal Attention Numbers Reversed Math Reading: drawing inferences, abstracting main ideas Math: reasoning, internalizing procedures, apprehending relationships between numbers Writing: essay writing and generalizing concepts; developing a theme; comparing/contrasting Visualization Visual Processing Working Memory Digit Span Picture Span Academic correlates ● Cognitive Processes, Interventions, & Accommodations Gsm (short term/working memory) Taking in and holding information and then using it within a few seconds Skills include: Encoding and manipulating information Maintaining and remembering information immediately / within a few seconds Page 22 in the Essentials book Short-term memory impacts the following general areas: Remembering multi-step verbal directions Remembering a series of information Vocabulary development Copying information Transferring information from source to source Answering questions directly from text Writing dictated information Working memory impacts the following general areas: ● Interventions Cognitive Processes, Interventions, & Accommodation Interventions for Cognitive and Academic Deficits Needs & Implications Table ● ● Reading: • Teach student common visual patterns within words (e.g., prefixes and suffixes) • Teach student to key in on headings within texts General: • Provide activities designed to develop discrimination of visual features (e.g., Where’s Wally?, find the odd one out, find the hidden object, circle the same word in a text, word searches, find words with beginning with “t”, ending with “ing” or containing “ou”) • Give examples and point out the important details of visual information • Teach the cognitive-behavioral interventions of private speech (refer to SLP for suggestions) • Partially cover a picture and ask the student to identify the whole • Encourage the student to verbalize what he/she has been (e.g., remembering routes around school may be easier if he/she has a verbal description in his head) • Model visual memory skills by showing the student a picture or card and asking them to remember what is on it. Remove it from view and ask for a detailed description of it or ask specific questions about the picture Rapid Reference 1.20 in Essentials book (pg. 42) Classroom Instructional Strategies: ● Offer to repeat information ● Frequently review information ● Deliver information in parts ● Use consistent instructional routines ● Allow for experiential learning with useful stimuli to increase meaningful encoding ● Apply rote strategies ● Relate new information to information already known (elaborative rehearsal) Instructional Material Strategies: ● Flash cards ● Multisensory to facilitate encoding ● Guided study Environmental Strategies: ● Color-coding Needs See: Essentials Chapter Implications See: BL & PM Examples Data from the KABC-II indicate weak visual processing skills; therefore, Student needs to learn and use strategies during tasks that require him/her to draw inferences and use critical thinking skills in order to maintain pace with the curriculum and become more independent with tasks. Student may benefit from modeling and feedback regarding strategies (e.g., looking for patterns, context clues, advance organizers, spontaneous recall). Baseline and progress monitoring data could be collected on his knowledge and use of relevant strategies. Data from the KABC-II/WISC-V/WJ-IV indicates weak short-term memory skills; therefore, Student needs to increase his/her ability to hold information in immediate awareness and use or transform it within a short time frame in order to follow directions in the classroom. Student may benefit from outlining, highlighting, underlining or summarizing information that should be remembered, the teacher telling the student what to listen for when being given directions or receiving information, and engaging the student in memory games and activities. Baseline and progress monitoring data could be collected through classroom observations and work samples. - Following multi-step directions Paraphrasing and summarizing information Vocabulary development ● ● ● Math facts tables Visual schedules with pictures Written reminders Working memory’s impact on math: Multi-step problems Keeping track of steps within math problems (long division) Mental math Working memory’s impact on reading: Remembering sound/words when decoding Low fluency due to poor decoding and context clue Remembering a comprehension question and integrating information from the passage Learning Atlantis Rebus Long-term Retrieval Story Recall Glr (long-term storage and retrieval) Storing and efficiently retrieving newly learned or previously learned information Skills include: Storing and recalling new information fluently after a period of time (hours, weeks, months) Consolidating and retrieving information Working memory’s impact on writing: Organizing one’s thoughts Tracking what the student is writing Grammar Sequencing one’s ideas Page 19 in the Essentials book Long-term memory impacts the following general areas: Performance when reviewing past material Performance when asked to compete a variety of problems on several different concepts Retrieving needed information from longterm memory Remembering steps in algorithms (long division) Rapid Reference 1.17 in Essentials book (pg. 37) Classroom Instructional Strategies: ● Closed-ended questions ● Consistent instructional routines ● When presenting new information, give opportunities for review and repeated practice ● Inform student of and encourage use of memory strategies like mnemonic devices and verbal rehearsal ● Support dual recoding by presenting information in multimodal ways, like visual with verbal instruction Instructional Material Strategies: ● Guided lists for procedures, formulas, and practice guides Data from the KABC-II/WISC-V/WJ-IV indicates weak long-term storage and retrieval skills; therefore, Student needs to increase his/her ability to increase recall of information learned, use visual supports to support the recall of information or problem solving, and increase attention to new information for future recall in order to remember content being presented to them in the classroom. Student may benefit from the teacher reviewing the prior lesson’s key concepts and vocabulary before moving on, the teacher providing adequate opportunities for repetition of information through different experiences and modalities, and the student using advanced organizers. Baseline and progress monitoring data could be collected through classroom observations and work samples. - Knowledge acquired from one’s culture Skills and knowledge developed through formal education and life experiences Increases with age Knowledge Riddles Verbal Knowledge Verbal Comprehension Vocabulary Similarities ComprehensionKnowledge General Information Gc (crystallized intelligence) Solving multi-step word problems Placing information in short-term memory and thus have problems later retrieving it from longterm memory Transferring information from source to source Matters related to time Passing chapter exams containing material on the weekly quizzes. Remembering the writing process They understand new information in class but are uncertain how to proceed once they leave class Reading Comprehension Limited vocabulary will impact comprehension in a variety of ways including inferencing, summarizing, grasping main ideas, etc. Weak reading fluency because of poor word retrieval Poor comprehension due to limited vocabulary and integration of verbal concepts May respond inappropriately by providing an answer that does not match the question Math Calculation and Reading Difficulty with word problems in general depending on the complexity of language used Difficulty determining operations in word problems ● Reviews ● Glossaries ● Study guides ● Concept maps ● Thesauruses Environmental Strategies: ● Word Walls ● Desk Organizers ● Lists and Timers to serve as external memory aids ● Calendars with due dates ● Visual reminders like post-its and color-coded systems ● ● ● ● ● ● Relate new information to acquired knowledge Assess prior knowledge before introducing new topics, concepts Pre-teach relevant vocabulary or background knowledge Provide specific vocabulary instruction such as the meaning of common prefixes, suffixes, and root words Incorporate interests and prior knowledge areas into instructional activities When presenting directions and discussing concepts, use vocabulary that is understood by the individual Data from the KABC-II indicate weak verbal knowledge skills; therefore, Student needs to develop age appropriate receptive and expressive vocabulary skills in order to comprehend grade level text. Data from the WISC-V indicate weak verbal comprehension skills; therefore, Student needs to develop the ability to use verbal information in order for him/her to express understanding and problem solve. Student may benefit from instruction on relevant vocabulary and background knowledge in order to support his automaticity with grade level topics in order to progress in the general education curriculum. Baseline and progress monitoring data could be collected using assessment of accuracy of grade level vocabulary lists. Student may benefit from being immersed in a language-rich environment in order to provide him/her with more exposure and the ability to practice. This will support their ability to progress in the general education curriculum. Baseline and progress monitoring data can be collected on his current ability to both communicate and comprehend verbally. - - - Difficulty retrieving math facts due to the weaknesses in automatizing the relationship between numbers and words Weaknesses in learning and identifying math vocabulary Problems understanding the relationships between number symbols and words Written Expression Poor vocabulary can result in redundant word use during writing Difficulty using expressive language Limited content due to lack of exposure to various resources and experiences Oral Expression Difficulty explaining their thoughts orally Difficulty explaining how to complete a problem orally Has limited use of vocabulary Difficulty finding the right word to communicate Planning Pattern Reasoning Story Completion Gf (fluid reasoning) Solving novel problems by using reasoning abilities (e.g., induction, deduction); Listening Comprehension Cannot retain information presented verbally Difficulty relating words to meaning (connecting vocabulary words with an understanding of a mathematical concepts, such as first and greater than) Reading (CF) Math (NS) General General ● Explicitly teach multiple approaches to problem solving and problem solving strategies Data from KABC-II indicate weak induction skills; therefore, Student needs to improve Student may benefit from guided activities that include drawing conclusions based on “clues” found within the text and discussions of whether an ending Fluid Reasoning Matrix Reasoning Figure Weights Fluid Reasoning Number Series Concept Formation Includes nonverbal reasoning, sequential and quantitative reasoning, and categorical reasoning; Processes are minimally dependent on prior knowledge; It includes concept formation, problem solving, reorganizing and transforming ● ● ● Math ● Difficulty understanding the relationship between new concepts Difficulty with problem solving in new and everyday situations Difficulty seeing the big picture and how things relate to one another Difficulty with concepts like number sense, estimation, fractions, integers, etc. ● Difficulty applying math skills to different areas ● difficulty finding the best solution to word problems ● Difficulty representing numbers or problems in a variety of ways Basic Reading Comprehension ● Poor ability to predict what will happen based on information gained in a text ● Difficulty grasping the main idea ● Struggles to identify and evaluate the author’s point of view and purpose Written Expression ● Difficulty organizing their thoughts in a comprehensive manner that aids with effectively communicating their ideas ● Displays weakness in creative writing skills ● Difficulty understanding the perspective of the reader/audience ● Difficulty establishing a purpose and perspective in writing ● ● Math ● ● Integrate visual and verbal information to enhance learning Provide the student opportunities to organize through sorting, classifying, and categorizing skills in making predictions and answering problems requiring critical thinking is likely or unlikely. Baseline and progress monitoring data can be collected through classroom observations and work samples. Problem solve through thinking/talking aloud Require the student to show their work Reading ● teach strategies to increase understanding and retention of concepts (ex., self talk)) ● Use graphic organizers or some other tool to help the student structure and summarize their thoughts and information from text ● Teach the student cues for identifying main ideas (ex. looking for transition words) Writing ● Use graphic organizers to help student organize their thoughts and ideas in a sequential manner ● Model brainstorming to help the student generate ideas Data from WJ IV COG indicate weak skills in perceiving and applying rules; therefore, student needs to improve skills that demonstrate relationships between numbers and/or objects to increase his ability to draw inferences. Student may benefit from guided practice in recognizing patterns, and sorting and classifying objects. Baseline and progress monitoring data can be collected by tracking “math talk” where Student explains his method of reasoning and corrective feedback is provided. Cognitive processing Indexes and subtests CHC Factor Relevant skills (Manuals) Academic correlates ● Cognitive Processes, Interventions, & Accommodations RELEVANT SKILLS -Speed of processing, particularly when required to focus attention for 1-3 minutes -Efficient processing of information -Quickly perceiving relationships (similarities and differences between stimuli or information) Processing Speed Coding Symbol Search Gs (processing speed) Cognitive Processing Speed Letter-Pattern Matching ● ● Interventions Cognitive Processes, Interventions, & Accommodation Interventions for Cognitive and Academic Deficits Needs & Implications Table Needs See: Essentials Chapter NEEDS: From pg. 18 in Essentials Book ACADEMIC CORRELATIONS Reading: slow reading speed, which interferes with comprehension Need to reread for understanding, slow response time, slow word retrieval Math: Automatic computations, computational speed is slow despite accuracy, difficulty working quickly on paper, slow mental math skills, low math facts fluency Writing: Limited output due to time factors, slow writing skills, struggle to organize and complete written task, resistance to writing task Language: Cannot retrieve information quickly--slow, disrupted speech; cannot get thoughts out quickly enough. KABC-II WISC-V WJIV ● INTERVENTIONS: (pg.39 Essentials Book) Classroom Interventions: focus on features of work products unrelated to timed tasks offer speed drills extend time reduce required work increase wait time before question is asked and after response is given focus on quality of work over speed and volume of work (Interventions for Cognitive and Academic Deficits pdf) Allow to take work home (Interventions for Cognitive and Academic Deficits pdf) Individualize test taking (Interventions for Cognitive and Academic Deficits pdf) Instructional material strategies: practice guides online review use computer activities that involve quick simple decisions books on tape Environmental factors strategies: have clocks write a schedule have desk organizer Data from the WISC-IV indicate weak processing speed skills; therefore, Student needs to improve working within a timed parameter in order to complete tasks in the general education classroom. Data from the WJ-IV indicate weak processing speed skills; therefore, Student needs to improve completing small simple tasks quickly in order to complete tasks in the general education classroom. -Increase focus on short term goals for completion of activities. Implications See: BL & PM Examples IMPLICATIONS: -Support setting short term goals and identifying strategies that will help Student meet short term goals. -Praise and/or reinforcers for completing tasks within a specific timeframe, especially when recommended strategies are used -Structured presentation of tasks -Visual supports with cues -Provide worked examples -Limit emphasis on timed activities, when possible -Extended time for assignments -Instruction on self-evaluation (e.g., self-checks to evaluate accuracy) -Retakes of tests -Allow Student to submit drafts of assignments for review -When instructions are being given, adults should pause at regular intervals to allow Student to process the information. -Allow extra wait time after questions are asked (e.g., at least 5 seconds) -Simplify language of directions and instructions -Information from Needs & Implications Table for Reports Student may benefit from repeated reading in order to support their reading fluency. Baseline data could be collected and progress monitored using DIBELS Oral Reading Fluency. Student may benefit from speed drills in order to support their number recognition ability. Baseline data could be collected and progress monitored using EasyCBM-Math Numbers and Operations. Auditory Processing Phonological Processing Ga (auditory processing) -Ability to analyze and synthesize auditory information Reading: Acquiring phonics skills, sounding out words, using phonetic strategies, inability to hear different sounds in words (Pg. 34 Essentials Book) Classroom Interventions: Enunciate sounds in words shorten instructions From pg. 18 in Essentials Book Data from the WJ-IV indicate weak auditory processing speed skills; therefore, Student -Read aloud to the student -Provide opportunities to explore and manipulate sounds, words, and language -Use decodable texts for daily practice Writing: Spelling, note-taking, poor quality of writing, difficulty assigning sounds to letters - attempt to minimize background noise using instructional commands (work quietly) emphasize sight word reading pause during oral instruction to allow student time to process provides instructional supports during note taking activities leave time for questions about missed or misheard items Word instructions individually (Interventions for Cognitive and Academic Deficits pdf) Face student when speaking (Interventions for Cognitive and Academic Deficits pdf) encourage student to ask questions (Interventions for Cognitive and Academic Deficits pdf) write key words on the board (Interventions for Cognitive and Academic Deficits pdf) provide a signal to alert student (Interventions for Cognitive and Academic Deficits pdf) Instructional Materials Strategies: video clips read aloud texts/features audio glossaries supplement oral instructions with written instructions phonemic awareness activities electronic textbooks guided notes Environmental Factors: give rules for talking and listening spelling tests close the doors/windows to eliminate distractions Priority seating to eliminate distractions minimize noise needs to improve sounding out words in order to improve reading skills. Data from the WJ-IV indicate weak auditory processing speed skills; therefore, Student needs to improve spelling in order to complete writing tasks in the general education classroom. . -Listen to books on tape -Assistive technology for electronic reader (read out loud, start to finish, Bookshare) --Information from Needs & Implications Table for Reports Student may benefit from increased phonemic awareness through the use of Elkonin boxes in order to support their auditory processing ability. Baseline data could be collected and progress monitored using DIBELS Phonemic Segmentation Fluency. Student may benefit from increased sight-word recognition in order to support their reading decoding ability. Baseline data could be collected and progress monitored using DIBELS 8th Edition Word Reading Fluency.
