assessing children’s cognitive development and...
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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GloriaMaccow,Ph.D.AssessmentTrainingConsultant
Assessing Childrens Cognitive Development and Learning
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
Copyright 2013.Pearson,Inc.,and/oritsaffiliates.Allrightsreserved. 2
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Objectives
Describecognitivefactorsthatarerelatedtolearning;
Describedevelopmentallyappropriateassessmentofcognitiveabilities;
Describehowteacherscanlinkassessmentdatatoinstructionandintervention.
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In Early Childhood Programs, . . .
somechildrenlearnthepreacademicskillswepresent;somechildrendonot.
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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In Early Childhood Programs, . . .
somechildrenwaittheirturn;othersrespondbeforeyoucompletetheinstructions.
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What child factors accountfor such differences in
performance?
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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Berninger, 2007
LearnersSkillsLearnersSkills
CurriculumandInstructionalMaterials
CurriculumandInstructionalMaterials
TeachersInstruction(Pedagogy)
TeachersInstruction(Pedagogy)
IndividualDifferencesintheProcessesinLearnersBrainIndividualDifferencesintheProcessesinLearnersBrain
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The Learner: Cognitive Development
PiagetsStagesofCognitiveDevelopment
Sensorimotor(Birthto2years)
Preoperational(2to7years)
Concreteoperational(7to11years)
Formaloperational(11to15years)
PiagetsStagesofCognitiveDevelopment
Sensorimotor(Birthto2years)
Preoperational(2to7years)
Concreteoperational(7to11years)
Formaloperational(11to15years)
(Santrock & Yussen, 1992)
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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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)
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Information Processing
Input
BrainMindCognition
Output
memory problem-solving reasoning
(Santrock & Yussen, 1992)
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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Areas to Assess(DevelopmentallyAppropriate)
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Skills SocialEmotionalCompetencies
BehavioralCompetenciesPreAcademicSkills
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Process of Learning Collecting,Sorting,Storing,Remembering
Information
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Input
Isthechildabletoseetheinformation?Isvisualacuitywithinnormallimits?Whataboutvisualdiscrimination?
Isthechildabletoheartheinformation?Ishearingacuitywithinnormallimits?Whataboutauditorydiscrimination?
InputInput
Isthechildabletoseetheinformation?Isvisualacuitywithinnormallimits?Whataboutvisualdiscrimination?
Isthechildabletoheartheinformation?Ishearingacuitywithinnormallimits?Whataboutauditorydiscrimination?
Output
Isthechildabletorespondinwriting?Arefinemotorabilitieswithinnormallimits?
Isthechildabletorespondorally?Arelanguageproductionabilitieswithinnormallimits?
OutputOutput
Isthechildabletorespondinwriting?Arefinemotorabilitieswithinnormallimits?
Isthechildabletorespondorally?Arelanguageproductionabilitieswithinnormallimits?
Sensory-Motor Functions and Learning
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Attention and Learning
selectivelyattendtocertainstimuliwhileignoringcompeting,irrelevantstimuli?
sustainattentionalfocusforaprolongedperiod?
selectivelyattendtocertainstimuliwhileignoringcompeting,irrelevantstimuli?
sustainattentionalfocusforaprolongedperiod?
Does the child . . .
shiftattentionalresourcesfromoneactivitytoanother?
respondtomorethanonetasksimultaneouslydividedattention?
shiftattentionalresourcesfromoneactivitytoanother?
respondtomorethanonetasksimultaneouslydividedattention?
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Process of Learning and Remembering
Informationisbroughtintoconsciousawareness.
Retrieval
Informationfromimmediatememoryissolidifiedintolongtermmemorystores.
Consolidation
ExternalinformationistransformedintomentalrepresentationsormemoriesandstoredinSTM.
Encoding
ImmediateImmediate
DelayedDelayedSemanticSemantic
WorkingWorking
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Visual-Spatial Processes and Learning
Muchofwhatispresentedinschoolhaseitheravisualspatialorlanguagebasis.
Visualperceptualskillsplayamajorroleinthedevelopmentofachildshandwritingskills,andfluencyinmathandreading.
Forexample,astudentmaybeabletonameindividuallettersinaword(visualanalysis,bed),butshemaybeunabletointegratetheletterstosaytheword
(visualsynthesis,bed).
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Language and Learning
ReceptiveChildrenmust
understandwordsandsentencestoperceive
andprocessinformation.
ReceptiveReceptiveChildrenmust
understandwordsandsentencestoperceive
andprocessinformation.
ExpressiveTheymustusewordstoshowtheycanretrieve
informationfrommemory.
ExpressiveExpressiveTheymustusewordstoshowtheycanretrieve
informationfrommemory.
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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
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Executive Functions Mentalfunctionsassociatedwithabilitytoengageinbehaviorsthatare:
Purposeful
Organized
Selfregulated
Goaldirected
Internalsupervisoryguideforlearningandperformanceintheclassroom.
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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Executive Functions and Working Memory
Manyexecutivefunctiontasksalsorequireworkingmemoryactivelyholdinginformationinmemoryduringcognitivetasks.
Childrenwithpoorworkingmemorymaylosethethread andforgetpartsoftheinstruction,oreventheirownintentioninthefaceofcompetingstimuli.
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Cognitive Processing Speed and Learning
Theabilitytoperformautomaticallywithlittleornoeffortimprovesdramaticallyaschildrengetolder.
Automaticityislinkedtospeedandprocessingcapacity;asanactivityiscompletedfaster,itrequireslessprocessingcapacity.
Asprocessingcapacityincreases,itbecomeseasiertocompletetasksthatwerepreviouslyconsideredtobedifficult. (Santrock&Yussen,1992).
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Sample Data . . .
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444
5
4442
5
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Recommendations
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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GCA SS = 65
100 1109080 120 13070
Average Range50 % 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 ChartStudents Name: Sample StudentAge: 3:10School: Early HeadStartTest: DAS-IIChart Adapted from Guilford County Schools, NC
Psycho-educational Interpretation ChartStudents Name: Sample StudentAge: 3:10School: Early HeadStartTest: 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 Range50 % 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 ChartStudents Name: Sample StudentAge: 4:7School: Pre-KTest: WPPSI-IVChart Adapted from Guilford County Schools, NC
Psycho-educational Interpretation ChartStudents Name: Sample StudentAge: 4:7School: Pre-KTest: 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
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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Summary
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Assessment Process Ifachildisnotperformingagradelevelskill,identifythecognitivefactorsthatarenecessaryforandrelatedtoperformanceoftheskill.
Assessthecognitivefactorstodeterminewhythechildisstrugglingwiththespecificskill.
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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Learning Depends on . . .
sensorymotorfunctions,
attentionalprocesses,
visualspatialprocessing,
languageprocesses,
memoryandlearningprocesses,
executivefunctions,and
speedandefficiencyofcognitiveprocessing.
sensorymotorfunctions,
attentionalprocesses,
visualspatialprocessing,
languageprocesses,
memoryandlearningprocesses,
executivefunctions,and
speedandefficiencyofcognitiveprocessing.
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ReferencesBayley,N.(2006).BayleyScalesofInfantandToddler
DevelopmentThirdEdition.SanAntonio,TX:Pearson.
Berninger,V.W.(2007).PALIIusersguide.SanAntonio,TX:Pearson.
Elliott,C.(2007).DifferentialAbilityScalesSecondEdition:Introductoryandtechnicalhandbook.Bloomington,MN:Pearson.
Korkman,M.,Kirk,U.,&Kemp,S.(2007).NEPSYII.SanAntonio,TX:Pearson.
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AssessingChildrensCognitiveDevelopmentandLearningGloriaMaccow,Ph.D.,AssessmentTrainingConsultant
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ReferencesMather,N.,&Goldstein,S.(2008).Learningdisabilities
andchallengingbehaviors.Baltimore,MD:Brookes.
Santrock,J.W.,&Yussen,S.R.(1992).Childdevelopment.Dubuque,IA:Brown).
Wechsler,D.(2004).WechslerIntelligenceScaleforChildrenFourthEdition.SanAntonio,TX:Pearson.
Wechsler,D.(2012).WechslerPreschoolandPrimaryScaleofIntelligenceFourthEdition.(2012).SanAntonio,TX:Pearson.
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