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School Neuropsychology - Final Exam > School Neuropsychology - dual discrepancy/CHC > Flashcards

School Neuropsychology - dual discrepancy/CHC Flashcards

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1
Q

What are the 3 options for identifying SLD

A
  1. Ability-Achievement Discrepancy (AAD)
  2. Response to intervention (RTI)
  3. Alternative research-based procedures (e.g., PSW)
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2
Q

Currently, what is the percentage of each of the three identification processes being used by school psychs?

A

Each method is being used by 1/3 of psychs.

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3
Q

What are common drawbacks to each approach for identifying SLD

A
  1. There will be false positives and false negatives
  2. Closer to threshold, the more info you will need to support a learning strength or weakness.
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4
Q

How are the RTI and Ability-Achievement options alike?

A

Circular logic

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5
Q

What is the conceptual understanding of the PSW procedure?

A

Cognitive strength is DISCREPANT with a cognitive weakness.
Cognitive weakness is CONSISTENT with an academic deficit.
Academic weakness is DISCREPANT with a cognitive strength
4 levels of assessment to meet SLD requirement

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6
Q

What is a critical flaw in PSW currently?

A

Criteria vary across methods and lack agreement and consistency.

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7
Q

What is the conceptual understanding of the DD/C model?

A

Cognitive strengths DISCREPANT with academic weaknesses
Cognitive weaknesses and DISCREPANT with Cognitive strengths
Cognitive weaknesses are CONSISTENT with academic weaknesses

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8
Q

Does SLD include individuals with lower academics and lower IQ (71 to 84)?

A

No - the “S” (specific) argues against this - it is not a global learning issue (slow learner).

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9
Q

What is another flaw of RTI?

A

Only identifies achievement differences and a valid SLD classification requires achievement and ability information.

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10
Q

What is cross-battery assessment (XBA)?

A

Involves measurement of theoretical ability constructs - introduced in 1997

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11
Q

What is the DD/C (dual discrepancy/consistency) model?

A

It involves the analysis of test results to determine if they meet the DD/C criteria to support an SLD diagnosis - introduced in 2002.

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12
Q

How many PSW methods are there?

A

5 - each has slightly different criteria (70% of SP programs teach the PSW model)

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13
Q

GLR is now split into what two areas?

A

Learning Efficiency (Gl) and Retrieval Fluency (Gr)

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14
Q

What does a domain-specific weakness mean?

A

The weakness is concentrated in a specific area(s) and not global or general.

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15
Q

What does unexpected underachievement mean?

A

That despite good reasoning/cognitive abilities there are learning deficits.

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16
Q

What is a great intervention for slow learners (learners who have global delays)

A

RTI - it provides small group intervention.

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17
Q

What is inductive reasoning

A

Specific to broad/general, Bottom-up approach

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18
Q

What is deductive reasoning

A

Moves from general to specific. Top-down approach. Starts at a general statement to reach a logical conclusion.

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19
Q

How many broad abilities are in the current CHC theory?

A

There are 17 broad abilities.

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20
Q

How many narrow abilities are there in the current CHC model?

A

There are 80 narrow abilities.

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21
Q

What are the Fluid (Gf) reasoning narrow abilities?

A

Induction (I), General Sequential Reasoning (RG), Quantitative Reasoning (RQ)

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22
Q

What are some tests that measure Gf?

A

Matrix Reasoning, Figure Weights (WISC)
Number Sense/Concept Formation (WJ)

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23
Q

What is the Comprehension-Knowledge (Gc) intermediate stratum ability?

A

Language Development (LD) - ability to comprehend and communicate using language.

24
Q

What are the Comprehension-Knowledge (Gc) narrow abilities?

A

Lexical Knowledge (VL), General (verbal) Information (K0), Listening Ability (LS).

25
Q

What are some tests that measure Gc?

A

Similarities, Vocabulary, Information (WISC)
General Information, Oral Vocabulary, Picture Vocabulary (WJ)

26
Q

What are the narrow abilities for Learning Efficiency (Gl)?

A

Associative Memory (MA), and Meaningful Memory (MM).

27
Q

What does Retrieval Fluency (Gr) measure?

A

The rate and fluency at which individuals can access information stored in long-term memory.

28
Q

What does Learning Efficiency (Gl) measure?

A

The ability to learn, store, and consolidate new information over periods of time (minutes, hours, days, years).

29
Q

What are the narrow abilities for Retrieval Fluency (Gr)?

A

Speed of lexical access - intermediate stratum (LA), Naming Facility (NA), Word Fluency (FW), Ideational Fluency (FI), Expressional Fluency (FE).

30
Q

What are the narrow abilities comprised in Working Memory capacity (Gwm)?

A

Auditory Short Term Storage (Wa), Visual-Spatial Short-Term Storage (Wv), Attentional Control (AC).

31
Q

What is the broad ability of Working Memory Capacity (Gwm) referred to?

A

Working Memory

32
Q

What are the 4 narrow abilities under Working Memory (Gwm)?

A

Short-term Auditory Storage (Wa)
Short-term Visual Spatial Storage (Wv)
Working Memory Capacity (Wc)
Attentional Control (AC) * inherent in Wc

33
Q

What are the AC classification rules?

A

If AC is a secondary classification for Gwm. AC is inherent. If AC is an appropriate classification for atask outside of Gwm, AC should be the sole classification.

34
Q

What is the definition of Auditory Processing (Ga)?

A

The ability to analyze, discriminate, comprehend, and synthesize sounds. It involves the ability to hear phonemes distinctly, blend and segment words, and retain speech sounds on a short-term basis.

35
Q

What are some of the narrow abilities (facets) that are part of Ga?

A

PC (phonetic coding), Speech sound discrimination (US), Resistance to auditory stimulus distortion (UR), Maintaining and judging rhythm (U8), Memory for sound patterns (UM).

36
Q

What is the definition of Visual Processing (GV)?

A

Visual processing is an individual’s ability to think about visual patterns and visual images.

37
Q

What is the definition of Processing Speed (Gs)

A

The ability to control attention to automatically perform simple and repetitive clerical-type tasks quickly. It may be thought of as a mental speed or the fluency with which simple, over-learned tasks are performed.

38
Q

What the two broad facets/areas in Gs?

A

Cognitive and academic

39
Q

what are the two areas under Quantitative Knowledge (Gq)?

A

Math achievement (A3) and Math knowledge (KM).

40
Q

What does Grw - R and Grw - W encompass?

A

Broad reading and writing

41
Q

How many levels are there in the DD/C definition of LD?

A

There are 4 levels

42
Q

What are the 4 levels in the DD/C definition of LD?

A

Level 1A - Measure acquired knowledge Academic factors
Level1 B - Exclusionary factors
Level 2A - Inter - Cognitive ability factors
Level 2B - Exclusionary factors - re-evaluate
Level 3 - Integrated ability analysis -DD/C
Level 4 - Interference with functioning

43
Q

What is the most common Alternative Research-based Procedure for identifying SDL?

A

PSW

44
Q

All methods of SLD identification are discrepancy-based.

A

True

45
Q

SLD is low achievement despite good effort.

A

False

46
Q

What is the narrow ability of NA (Naming Fluency) related to?

A

Reading

47
Q

Which CHC abilities should be assessed for reading accuracy difficulties?

A

Phonetic Coding and Naming Facility

48
Q

Which cognitive ability’s conceptualization includes forming and recognizing concepts, identifying and perceiving relationships, drawing inferences, and solving problems .

A

Fluid reasoning (Gf)

49
Q

The ability to learn, store, and consolidate information over periods of time measured in minutes, hours, days, and years is describing…

A

Learning Efficiency (Gl)

50
Q

Speed of lexical access is part of which broad CHC ability?

A

Gr (retrieval fluency)

51
Q

In the DD/C model, if a student has pervasive cognitive deficits, is this an exclusionary factor?

A

Yes

52
Q

Word reading accuracy is related to what CHC abilities?

A

Ga:PC, Gr: NA, and Ga: UM

53
Q

Math reasoning is related to what CHC abilities?

A

Gwm, Gf:RQ, Gv:Vz, Gwm:Ac

54
Q

Reading Comprehension is related to what CHC abilities?

A

Gc:VL, MY, CM, Gc:LS, Gwm, Gf:I, RG

55
Q

Which CHC abilities are related to fluent calculations?

A

Gr:NA and Gs:P

School Neuropsychology - Final Exam (4 decks)

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