Final Weds 632

Question 1

1. Identify the major factors (processing areas) identified in the Processing Strengths and Weaknesses model (e.g., Glr, Ga, Gsm, etc.) Give one example of one subtest that measures abilities.
2. Glr

Answer 1

Long Term Retrival – KABC-2 (Atlantis)

Question 2

2. Gf

Answer 2

Fluid Intelligence - WISC5 Matrix Reasoning

Question 3

3. Gc

Answer 3

Crystalized Intelligence – WISC5 – Vocabulary

Question 4

4. Gv

Answer 4

Visual Processing – WISC 5 – Block Design

Question 5

5. Gsm

Answer 5

Short Term Memory – WISC5 Digit Span

Question 6

6. Ga

Answer 6

Auditory/Phonological Processing – TAPS – Word Discrimination

Question 7

7. Gs

Answer 7

Processing Speed -WISC 5 – Coding or Symbol Search

Question 8

Identify 2-3 recommendations or interventions for each of the cognitive abilities identified in the Processing Strengths and Weaknesses model.

1. Glr

Answer 8

Long Term Retrieval – Memorizing Math Facts – Limit the amount of new material, repeated practice with and review of newly processed information.

Question 9

2. Gf

Answer 9

Fluid Intelligence – Math word problems – Offer guided practice, Breakdown the word problems by using a highlighter to know what operation to use.

Question 10

3. Gc

Answer 10

Crystalized Intelligence Decoding and Poor Comprehension in Reading, Reading aloud to a child, Work on vocabulary building, Frequent practice and exposure to words. Pre-teach the lesson

Question 11

4. Gv

Answer 11

Visual Processing –Difficulty misunderstanding or confusing written symbols. Being distracted by competing visual information. Put each math problem on a flash card so the student isn’t distracted by all the other information. Clean up the board so the information is easier to process. Use a card to cover the areas that are not being worked on.

Question 12

5. Gsm

Answer 12

Short Term Memory- Reading Comprehension – Check for understanding on a reading passage, use meaningful stimuli to assist with encoding and allow for experimental learning

Question 13

6. Ga

Answer 13

– Auditory /Phonological Processing – Acquiring Phonological Skills – phonological awareness activities, emphasis on site word reading, supplement oral instructions with written instructions. Expose children to sounds through music, rhythms and language.

Question 14

7. Gs

Answer 14

Processing Speed (Gs) deficits can cause slow reading speed, which interferes with comprehension. Therefore, students may utilize books on tape. Repeated practice, speed drills

Question 15

1. What are the critical mandated by IDEA for identifying specific learning disabilities (SLD)
   a. Discrepancy Model

Answer 15

Requires a severe discrepancy between IQ and Academic Achievement and a processing deficit in order to qualify for SLD

Question 16

b. RTI

Answer 16

If the student doesn’t show improvement after moving through all 3 tiers they are then referred for a comprehensive evaluation and considered for eligibility. The data collected during the interventions are included to make the eligibility determination.

Question 17

c. PSW

Answer 17

i. Must not require a severe discrepancy between intellectual ability and achievement for determining whether a child has a SLD
ii. Must permit the use of a process based on the child’s response to scientific, research based interventions
iii. May permit the use of other alternative research based procedures for determining whether a child has a SLD

Question 18

What are the 4 essential steps in the PSW model?

Answer 18

a. Identification of one of the 7 areas in academic needs
b. Determining if there is an area of cognitive weakness
c. Establish if there are cognitive areas that are average or above
d. Analyze these findings for a pattern that will rule out or confirm SLD

Question 19

Name and describe the three tiers in the Response to Intervention (RTI) model.

Answer 19

a. Tier 1-Universal tier- that everyone gets high quality scientifically based interventions. It encompasses 80% of the students.
b. Tier 2- Targeted - is a more directed tier this can include small groups for more intense intervention. It encompasses 15% of the students.
Tier 3- Intensive -is the most critical stage when the other two stages are not working and this may include one on one interventions. This encompasses 5% of the students

Question 20

Describe “progress monitoring” and “screening” within the RTI model

Answer 20

a. Progress Monitoring is to access student’s academic progress and evaluate the effectiveness of intervention.
b. Screening-It is a way of identifying students who are at-risk and require supplemental instruction. A screening measure does not need to be comprehensive it just needs to focus on a specific skill.

Question 21

What are the basic ideas behind the discrepancy model. How is a discrepancy obtained?

Answer 21

a. The basic ideas of the discrepancy model is that children with a learning disability will have average intelligence and a deficit in specific academic areas along with a processing disorder. The significant discrepancy needs to be 1.5 standard deviations which is about a 22 point discrepancy. Where as the processing deficit needs to be one standard deviation or a 15 point discrepancy.
b. The significant discrepancy is obtained by taking the Full Scale IQ and subtracting 22. Then you would look at the 7 academic areas, Basic Reading, Reading Comprehension, Math Calculation, Math Problem Solving, Written Expression, Oral Expression and Listening Comprehension and see if there is a 22 point discrepancy in the standard scores. The next part is to review the data and see if there is a processing deficit. Some of the deficits include Auditory Processing, Visual Processing, Attention, Sensory Motor Integration, Phonological Processing, and Cognitive abilities, including conceptualization, expression.

Question 22

What are the strengths and weaknesses of each of the three models;

1. PSW

Answer 22

i. Strengths- Doesn’t require a severe discrepancy, Allows alternative measures for qualification.
ii. Weaknesses-This model is not linked to academic issues

Question 23

2. RTI

Answer 23

i. Strengths- All children receive interventions that are at-risk, there is a screening process for all students, the process is monitored and the interventions are evaluated. They are receiving high quality scientifically based instruction.
ii. Weaknesses-Children make the most progress academically between K-3rd Grade, however they may not be tested until they are much older. Time spent on intervention may have never worked for a student who doesn’t have the cognitive ability to process the Interventions

Question 24

3. Discrepancy

Answer 24

i. Strengths- It looks at cognitive ability and compares it directly to academic achievement.
ii. Weaknesses-If a student’s IQ isn’t high enough they won’t qualify for SPED, but probably still need the assistance of small resources groups. The “shady 80’s”. They wait until they are failing to start testing.

Question 25

Name and describe different types of memory:

1. Short term memory

Answer 25

Short Term the ability to recall information after a few seconds

Question 26

2. Long term memory

Answer 26

Long Term the ability to take and store a variety of information (ideas, names, concepts) in one’s mind, then later retrieve it quickly and easily using association.

Question 27

3. Retrieval

Answer 27

Retrieval the ability to store information and fluently retrieve new or previously acquired information from long-term memory.

Question 28

Working Memory

Answer 28

Is an active idea or memory that is held briefly in the mind and can be manipulated.

Question 29

Different types of Dyslexia;

Answer 29

• Dysphonetic- difficulty sounding out words in a phonological manner
• Surface – difficulty with the rapid and automatic recognize of words in print
• Mixed – multiple reading deficits characterized by impaired phonological and orthographic processing skills. It is probably the most severe form dyslexia
• Comprehension Deficits - the mechanical side of reading is fine but difficulty persists deriving meaning from print