Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Why Students are Struggling to Learn: Analyzing DAS-II Test Results Within a CHC Framework (Session 2) Gloria Maccow, Ph.D. Assessment Training Consultant
Agenda Use case study data to illustrate the interpretive process to 1)
determine if the child able to perform complex mental processing;
2)
identify intra-individual cognitive strengths and weaknesses;
3)
determine if identified cognitive strengths and weaknesses explain identified weaknesses in achievement.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Learning – A Multi-Factorial Process (Miller, 2007) Speed and Efficiency of Cognitive Processing Executive Functions
Memory and Learning Processes
Visual-Spatial Processes
Sensory-Motor Functions
Language Processes
Attentional Processes
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CHC Structure and DAS-II
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
DAS-II
Six-Factor Hierarchical Model: Ages 6:0–17:11 (Core and Diagnostic Subtests) 5 | Copyright © 2013. All rights reserved.
Let’s Look at Winston . . . Age 7:11
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Introducing Winston . . . •
Winston is in second grade at Salem Elementary.
•
His language appears appropriate for his age. He uses complete sentences to describe his experiences and chooses words that convey his ideas.
•
During math activities, he frequently raises his hand to answer the teacher’s questions. His performance in math is at grade level.
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Introducing Winston . . . •
When working with small groups of classmates on math, he assumes a leadership role.
•
However, Winston does not display the same enthusiasm for reading.
•
His reading skills are below grade level.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Deficit in Word Reading (Reading CBM)
•
School’s target - 57 words read correctly per minute.
•
Class average - 58 words read correctly per minute.
•
Winston - 30 words read correctly per minute.
•
He read 10 words incorrectly which resulted in an accuracy rate of 75%.
•
His performance was the lowest in the class and well below average.
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Standard Protocol Intervention •
Improve phonological awareness
•
Small Group (5 students)
•
Classroom teacher
•
30 minutes, 3x week
•
Monitor progress – daily observation, monthly assessment
•
Review in six weeks
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Monitor Progress •
Oral reading fluency improved from 30 words correct per minute to 32 words correct per minute.
•
Performance improved at a rate of 0.5 words correct per week.
•
Performance of his four classmates improved at a rate of 0.8 - 1.5 words correct per week.
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What factors might explain Winston’s under-achievement in reading? Reading Skills and Processes Related to Word Naming
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Reading Skills Grade
Skills
K
Name letters accurately. Identify and generate rhyming words. Segment syllables and phonemes in spoken words.
1
Name real words accurately (without context clues). Decode pseudowords accurately (without semantic cues).
2
Name real words accurately and quickly (without context clues). Decode pseudowords accurately and quickly (w/o semantic cues).
3
Name real words accurately and quickly without context clues. Decode pseudowords accurately and quickly w/o semantic cues. Decode silently. Read silently with fluency.
4 and above
Comprehend words. Comprehend sentences. Comprehend paragraphs.
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Reading: Subword and Word Level •
Reading at the subword and word level requires integration of phonological and orthographic skills.
•
Successful performance requires
Phonological Awareness
Orthographic Awareness
Fluency
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Weakness in Decoding Pronouncing unknown words requires: − Encoding written words into temporary memory and then segmenting (in working memory) units of the written word−wholes, single letters, letter clusters. − Phonological awareness of the syllables in multi-syllabic spoken words. − Phonological awareness of the phonemes in spoken words. 15 | Copyright © 2013. All rights reserved.
Targeting Intervention Scaled Score Pseudoword Decoding
5
Phonological Awareness Syllables
6
Phonemes
8
Orthographic Awareness Receptive Coding
8
Fluency RAN-Letters
10
RAN-Letter Groups
7
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Winston’s RtI •
Continued discrepancy in skill.
•
Rate of improvement below that of peers.
•
Steady, slow progress with targeted, 1:1 intervention.
•
Not on track to meet benchmark.
•
Interventions used were research-based and well-implemented.
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Refer students whose RtI warrants additional or intensive continuing interventions
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Test Results Winston-Age 7:11 Complex Mental Processing Cognitive Strengths and Needs
Ability Differential Ability Scales–Second Edition (DAS‐II) Composite/Cluster/Core Subtest General Conceptual Ability Verbal Ability (Gc)
Standard Score (Mean=100)
Percentile Rank
97
42
102
55 52
Word Definitions (Gc)
50
Verbal Similarities (Gc) Nonverbal Reasoning Ability (Gf)
T‐Score (Mean= 50)
58 50 23
89
Matrices (Gf)
43
24
Sequential and Quantitative Reasoning (Gf)
44
27
Recall of Designs (Gv)
51
54
Pattern Construction (Gv/Gf)
52
58
Spatial Ability (Gv)
55
102
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Differences Between Cluster Standard Scores Discrepancy Comparisons
Sig. Diff. Y/N
Base Rate 15%
Score 1
Score 2
Diff.
Critical Value
Verbal - Nonverbal Reasoning
102
89
13
13
Y
Verbal - Spatial
102
102
0
12
N
Nonverbal Reasoning Spatial
89
102
-13
10
Y
1015%
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Differences Within Cluster Standard Scores Discrepancy Comparisons
Score 1 Score 2
Diff.
Critical Value
Sig. Diff. Y/N
Base Rate
Word DefinitionsVerbal Similarities
52
50
2
12
N
---
Matrices-Sequential & Quantitative Reasoning
43
44
-1
9
N
---
Recall of DesignsPattern Construction (Standard)
51
52
-1
8
N
---
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Average Verbal Ability •
knowledge of verbal concepts;
•
language comprehension and expression;
•
level of vocabulary development;
•
expressive language skills, including verbal fluency;
•
conceptual understanding and abstract verbal thinking;
•
retrieval of information from long-term verbal memory; and
•
general knowledge.
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Average Visual-Spatial Ability •
•
•
attention to visual detail; visual-spatial analysis; visual-spatial synthesis;
•
•
•
spatial imagery and visualization; perception of spatial orientation; visual-spatial matching.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Below-Average Nonverbal Reasoning Ability •
inductive reasoning;
•
analytical reasoning ability;
•
perception of visual detail and spatial orientation in drawings;
•
understanding of simple verbal instructions and visual cues;
•
visual-verbal integration; and
•
use of verbal mediation strategies.
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Diagnostic Subtests Differential Ability Scales‐Second Edition (DAS‐II) Cluster/Diagnostic Subtest Working Memory
Standard Score (Mean=100)
T‐Score (Mean= 50)
93
32
Recall of Sequential Order (Gsm)
40
Recall of Digits Backward (Gsm)
52
Processing Speed
Percentile Rank 16 58 23
89
Speed of Information Processing (Gs)
51
54
Rapid Naming (Gs)
38
12
Other Diagnostic Subtests Recall of Objects – Immediate (Glr)
40
16
Recall of Objects – Delayed (Glr)
41
18
Recall of Digits Forward (Gsm)
53
62
Recognition of Pictures (Gv)
54
66
Phonological Processing (Ga)
51
54
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
WM and PS: Unitary Constructs? Differences Between Subtest T-Scores Within Diagnostic Clusters Discrepancy Comparisons
Score 1 Score 2
Diff.
Critical Value
Sig. Diff. Y/N
Base Rate
Recall of Sequential Order - Recall of Digits - Backwards
40
52
-12
8
Y
5-10%
Speed of Information Processing - Rapid Naming
51
38
13
10
Y
1015%
Base Rate by overall sample Statistical Significance (Critical Values) at the 0.05 level
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Relatively Lower Scores Subtest
CHC Abilities
Abilities Measured
Broad
Narrow
Rapid Naming
Gs
PC
Automaticity of integration of visual symbols with phonologically referenced naming.
Recall of Objects
Glr
M6
Short-term recall of verbal and pictorial information.
Recall of Sequential Order
Gsm
MW
Intermediate-term recall of verbal and pictorial information.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Rapid Naming:
Simple vs. Complex Discrepancy Ability Ability Critical Sig. Diff. Comparisons Score 1 Score 2 Diff. Value Y/N Simple Naming ‒ 117 95 22 21 Y Complex Naming
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X X
X
X
X
X
X
X X
X
X
X X
X
X
X
X
X X
X
X X X
X
X
X
X
X
X
X X
X X
X X 30 | Copyright © 2013. All rights reserved.
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X
X
X X
X
X X
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Phonological Processing Ability Score 1
Ability Score 2
Diff.
Critical Value
Sig. Diff. Y/N
Rhyming - Blending
100
110
-10
33
N
Rhyming - Deletion
100
89
11
26
N
Rhyming – Phoneme Ident.
100
76
24
27
N
Blending - Deletion
110
89
21
26
N
Blending – Phoneme Ident.
110
76
34
27
Y
Deletion – Phoneme Ident.
89
76
13
19
N
Discrepancy Comparisons
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Wechsler Individual Achievement Test–Third Edition Standard Score (Mean=100)
Percentile Rank
96
39
Listening Comprehension
100
50
Oral Expression
95
37
70
2
Word Reading
66
1
Pseudoword Decoding
77
6
Composite/Subtests Oral Language
Basic Reading
Reading Comprehension and Fluency
72
3
Reading Comprehension†
87
19
Oral Reading Fluency†
63
1
81
10
78
7
Written Expression Spelling Sentence Composition
80
9
102
55
Numerical Operations
105
63
Mathematics Problem Solving
98
45
107
68
Mathematics
Mathematics Fluency
† Score for Reading Comprehension and for Oral Reading Fluency is based on grade 1 item set.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Cognitive Strengths and Weaknesses and Achievement Is Winston eligible for and does he need direct specialized instruction?
Pattern of Strengths and Weaknesses Processing Strength Processing Strength DAS‐II Verbal Ability DAS‐II Verbal Ability SS = 102 SS = 102 A. Discrepant? Yes
Achievement Weakness Achievement Weakness WIAT–III Basic Reading WIAT–III Basic Reading SS = 72 SS = 72
B. Discrepant? Yes
Processing Weakness Processing Weakness DAS‐II Nonverbal Reasoning Ability DAS‐II Nonverbal Reasoning Ability Composite SS = 89 Composite SS = 89
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Written Language Problems and the Three Word Forms
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Intervention Beginning Reading Subword, Word, and Text Level (Berninger, 2003)
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Alphabetic Principle •
Teach strategies for changing printed words into spoken words.
•
For example, use Talking Letters to teach spelling-sound correspondences.
•
The child can use these correspondences to help sound out words in the story you will read later.
•
Focus on naming the letter(s), the picture, and then the sound.
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Subword Level Use Talking Letters Student Desk Guide to teach letter(s) – phoneme correspondences in alphabetic principle (spelling to phoneme direction).
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
Word Level Use teacher-constructed word card deck to teach Winston to apply the alphabetic principle to monosyllabic word reading.
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Text Level Use beginning paperback books and have students practice oral reading and reading for personal meaning.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
References Berninger, V. W. (2003). PAL research-based reading and writing lessons. San Antonio, TX: Pearson. Berninger, V. W. (2007). PAL-II user’s guide. San Antonio, TX: Pearson. Elliott, C. (2007). Differential Ability ScalesSecond Edition: Introductory and technical handbook. Bloomington, MN: Pearson. Miller, D. C. (2007). Essentials of school neuropsychological assessment. Hoboken, NJ: Wiley.
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Resources Joseph, L. M. (2006). Assessing, understanding, and intervening on reading problems. Bethesda, MD: National Association of School Psychologists. National Institute of Child Health and Human Development. (2nd ed. June 2003). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
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Why Students Struggle to Learn: Analyzing DAS-II Test Results within a CHC Framework Gloria Maccow, Ph.D., Assessment Training Consultant
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