basic psychological processes-defined

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BASIC PSYCHOLOGICAL PROCESSES-DEFINED Megan Anderson-School Psychologist Keely Swartzer-Special Education Coordinator

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Basic Psychological Processes-Defined. Megan Anderson-School Psychologist Keely Swartzer-Special Education Coordinator. Agenda. Why are we training on Basic Psych Processes (BPP’s)? Support in closing the achievement gap Requirements for Evaluation of Basic Psych Processes Terminology - PowerPoint PPT Presentation

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Page 1: Basic  Psychological  Processes-Defined

BASIC PSYCHOLOGICAL PROCESSES-DEFINEDMegan Anderson-School PsychologistKeely Swartzer-Special Education Coordinator

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AGENDA

Why are we training on Basic Psych Processes (BPP’s)?Support in closing the achievement gapRequirements for Evaluation of Basic

Psych ProcessesTerminologyBPP’s Defined

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BIGGEST GOAL OF NEW GUIDANCE

Job #1 =Make progress towards grade level content standards

Eligibility Determination

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We Can Analyze Grade-level Expectations for Cognitive Demands

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Compensation: strategies student uses to reduce symptoms or demands

Intervention: directly address an identified area of weakness a.k.a remediation

Instructional, Curricular, and Environmental, Accommodations: supports to alleviate the symptoms

We Believe it is Possible to Close the Gap for Kids with Disabilities

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SPECIFIC LEARNING DISABILITIES ELIGIBILITY CRITERIA OPTIONS

(p. 1-8)

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DOCUMENTATION SOURCES FOR BASIC PSYCH PROCESSES MUST INCLUDE:

Aptitude tests (cognitive) AND Achievement tests Parent input Teacher recommendations Data used to document exclusionary factors Should not be based on one piece of evidence Additional evidence may come from student input,

classroom observation/checklists, behavior observed during assessment, screening data, relevant medical data, input from other school personnel, independent evaluations, etc.

Multiple sources of data across multiple environments MN. Rule 3525.1341 Subp. 2B

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“BASIC PSYCHOLOGICAL PROCESSES”

It will take more than the psychologist to gather data and design plans linking basic psychological processing and achievement.

Gathering this information and using this information should be a team effort.

Think about: How are your child study teams going to make this happen?

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Determining Eligibility

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TERMINOLOGY USED IN RULE/Sped Forms

… one or more of the basic psychological processes which includes an information processing condition that is manifested in a variety of settings by behaviors such as inadequate:

Acquisition of information;Organization;Planning and sequencing (new); Working memory, including verbal, visual, spatial (new); Visual and auditory processing (new); Speed of processing (new); Verbal and non-verbal expression; Transfer of information; Motor control for written tasks

MN. Rule 3525.1341 Subp. 2B

List in MN Rule is not exhaustive

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BASIC PSYCHOLOGICAL PROCESSES LINKED WITH DISABILITIES (Research Terminology)

Executive functions Attention Short-term memory Fluid Reasoning Long-term retrieval Associative memory

Phonological Processing Morphographic and

orthographic processing Successive and

simultaneous processing

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ORTHO/MORPHOGRAPHIC PROCESSING Morphographic:

Refers to the meaningful units of language. It allows for the processing of parts of words as chunks that carry meaning such as roots, prefixes, and suffixes. It is required but not sufficient to select the appropriate meaning given a word with multiple meanings. It also can convey tense, part of speech, etc. Phonology and orthography are precursors to morphology and required to make continued progress in developing reading skills when phonological awareness and orthography have been mastered. Early language delays that were resolved with phonological interventions or speech and language services may re-emerge in later years due to lack of proficiency with morphology

May also be referred to as: morphological processing Orthographic:

Refers to the system of marks that make up printed words. The ability to recognize and reconstruct spelling patterns quickly and accurately represent orthographic processing. Students may have good phonemic awareness skills (manipulation of sounds and symbols), yet lack the requisite orthographic processing abilities to spell and read quickly and accurately.

May also be referred to as: orthographic processingDefinition derived from: Berninger , V. and Richards, T. (2002). Brain literacy for educators. Academic Press. San Diego, CA. and Wallach, G. P. (2007). Language Intervention for School-Age Students: Setting Goals for Academic Success. Mosby Elsevier Health Sciences.

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ACQUISITION (SUSTAINED ATTENTION)

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ACQUISITION (REMAINS FROM SOAREM)

Defined as: “Accurately, gaining, receiving, and/or perceiving information”

Difficulty with: Perception Receiving information Comprehending Absorbing Linking Encoding Gaining Attention

Orienting and focusing Sustained attention

Short term memory Phonological Processing

Awareness Memory

Speed of Processing 14

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SPEED OF PROCESSING

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SPEED OF PROCESSING-NEW

o Defined as: “The ability to perform cognitive tasks fluently and automatically, especially when under pressure to maintain focused attention and concentration.”

o Processing speed may also impact pace of retrieval of information and general rate of work completion.

o Processing speed may be a hallmark of SLD when other cognitive processing abilities are within or above normative ranges.

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SPEED OF PROCESSING-IMPACTS

Difficulty with: Efficient processing of information Quickly perceiving relationships Working within time parameters Completing simple rote tasks quickly Answering questions quickly, may appear as a time delay or lag Retrieving information from memory quickly Overload and loss of meaning if information is presented too

quickly If the speed of the course or pacing in delivery of

content exceeds the student’s capacity to keep up, the student may appear inattentive, confused, frustrated or overwhelmed.

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ORGANIZATION

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ORGANIZATION (REMAINS FROM SOAREM)

Defined as: “Structuring information, categorization, sequencing”

You will see as we continue, organization is closely linked with planning and sequencing.

Difficulty: Differentiating Ordering Sequencing Categorizing Clustering Time managing Planning Associating Mapping Labeling Following directions Webbing Prioritizing Arranging

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PLANNING AND SEQUENCING-NEW These are “integration of

information” processes.

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ESSENCE OF WORKING MEMORY

“I asked you a question buddy. . .What is the square root of 5,248?”

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WORKING MEMORY (VERBAL, VISUAL, SPATIAL)-NEW

Defined as: “The ability to hold information in immediate awareness and use it within a few seconds including the ability to store information long enough to manipulate it.”

Example: Looking a phone number up on your cell phone, keeping it in your memory, and then dialing it.

Educational Example: Mental math Turn to your neighbor and think of 2 more

examples.

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WORKING MEMORY-IMPACTS

Difficulty with:Language developmentPhonological and visual-spatial codingFollowing oral multi-step directionsRote memorizationSequencing or ordering items presented onceComprehension activities (summarizing, predicting,

recalling facts)Note taking and copying (due to divided attention)

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VISUAL PROCESSING

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VISUAL AND AUDITORY PROCESSING-NEW

Definition of visual processing: “An individual’s ability to perceive, analyze, synthesize, manipulate and think about visual patterns and the ability to form and store a mental representation of an image, visual shape, or configuration over at least a few seconds and then recall it later.”

Difficulty with: Spelling (orthographic

processing) Recognizing patterns or trends

in visual information Focusing on fine visual detail Recognizing spatial

relationships and characteristics

Organizing and recalling visual material

Reading connected text as opposed to word lists

More likely to impact math in high school (geometry, trigonometry)

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AUDITORY PROCESSING

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VISUAL AND AUDITORY PROCESSING-NEW

Defined as: “An individual’s ability to perceive, analyze, synthesize and discriminate between patterns in speech and sound.”

Not related to language comprehension because the issue is with accurately perceiving the sounds not trying to make meaning from what you hear.

Difficulty with: Sound-letter

correspondence and phonemic awareness skills

Accurately perceiving speech and oral language

Acquiring foreign language Developing receptive

vocabulary Musicality Accurately hearing

information presented orally

Resisting auditory distractions

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VERBAL AND NON-VERBAL EXPRESSION

Expression came from SOAREM. It was defined as “communicating information.”

In rule, they have added the terms verbal and non-verbal.

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VERBAL AND NON-VERBAL EXPRESSION-IMPACTS

Verbal Reading Acting* Reciting Speaking Naming* Sharing*

*Could be both

Non-verbal Handwriting Copying Tracing Illustrating Showing* Demonstrating* Gesturing Pointing Creating Drawing Typing

Difficulty with:

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TRANSFER OF INFORMATION Defined as: Moving

information from one place to another

Examples: Copying from the board, poor use of space and lines on page, spacing issues before, between, and within words

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MOTOR CONTROL FOR WRITTEN TASKS Defined as: The ability to

use purposeful muscle movement for written tasks

Examples include: Slow effortful writing, poor pencil grip, lack of fluidity/automaticity

“I can’t read a word of this essay of yours. Excellent work.”

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QUESTIONS REGARDING DEFINITIONS OF BPP’S