Linking Achievement and Basic Psychological Processes

Inver Grove Heights December 20, 2013

Presenters: Kris Hillesheim Lynne Carlson

SLD Manual Trainers Community of Practice

Minnesota Department of Education Vicki.weinberg@state.mn.us

SLD Manual Content Training

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Consumer Guide to Systems of Scientific ResearchBased Interventions and Assessment II Navigating Changes in SLD Rule Criteria
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Integrating Multiple Sources of Data for a SLD Evaluation IV Linking Achievement and Basic Psychological Processes

What do we need to know about BASIC PSYCHOLOGICAL PROCESSES?

We seek to improve our knowledge about Basic Psychological Processes (BPP) and our ability to apply that knowledge because:

Part of SLD eligibility criteria (ABC & ABD) To help plan instruction to alleviate impacts of the disability.
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Subpart 1. Definition: Specific Learning Disability

a disorder in

one or more of the basic psychological processes involved in

understanding, or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
Federal Regulation 34 C.F.R 300.8 (c)
(10) Minnesota Rule 3525.1341

Subpart 1. Definition: Specific Learning Disability

The disorder is:

A. manifested by interference with the acquisition, organization, storage, retrieval, manipulation, or expression of information so that the child does not learn at an adequate rate for the childs age or to meet stateapproved grade level standards when provided with the usual developmental opportunities and instruction from a regular school environment.
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Specific Learning Disabilities Eligibility Criteria Options

TERMINOLOGY USED IN RULE

disorder in 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); List in MN Verbal and non-verbal expression; Transfer of information; is not Motor control for written tasks
MN. Rule 3525.1341 Subp. 2B (Criteria)

Rule

exhaustive

Basic Psychological Processes Linked with Disabilities in Research

Executive functions
Attention Short-term memory

Fluid Reasoning
Phonological Processing Morphographic and orthographic processing Successive and simultaneous processing

Fluid Reasoning
Long-term retrieval

Associative memory These are not explicitly listed in the Rule but are supported in research as having a critical role in developing achievement.

SOARFedE

Transition into new MN Rule and New Language Terminology Used in Research to Link with Achievement
MN. Rule
Attention Orienting Selective & Sustained Attention Attention Span Inhibitory Control Short-term Memory Phonological Processing o Phonological Awareness o Phonological Memory

FED/MN MN Rule Terms Definition

Input
Acquisition

Acquisition Speed of Processing

Acquisition

Speed of Processing Organization Manipulation Organizing and Planning Working memory, Auditory and Visual Processing

Processing Speed or Speed of Processing

Storage and Retrieval

Organizing and Planning Working memory Working Memory: e.g., Successive and Simultaneous processing; Visual Working Memory (Orthographic processing), Auditory Working Auditory Processing Memory Fluid Reasoning Visual Processing Long-term Retrieval
Executive Functions: e.g., organizing, planning, self-monitoring, metacognition Associative Memory also Rapid Naming Morphographic Processing

Integrated

Output

Expression

Verbal/nonverbal, Transfer of information, and Motor control . . .

Verbal/nonverbal Expression Transfer of Information Transfer of information and Motor control . . . Motor Control
Verbal and Nonverbal Expression Oral-motor Production Processing

Terms Used in Definition, MN Criteria and Research

Fed./MN Definition

MN. Rule Criteria

Terminology Used in Research to Link with Achievement

Attention Orienting Selective & Sustained Attention Attention Span Inhibitory Control Short-term Memory Phonological Processing o Phonological Awareness o Phonological Memory

Input

Acquisition

Acquisition

Speed of Processing

Processing Speed or Speed of Processing Executive Functions: e.g., organizing, planning, self-monitoring, metacognition Working Memory: e.g., Successive and Simultaneous processing; Visual Working Memory (Orthographic processing), Auditory Working Memory Fluid Reasoning Long-term Retrieval Associative Memory also Rapid Naming Morphographic Processing

Manipulation

Integrated
Output

Organization

Organizing and Planning Working memory, Auditory and Visual Processing

Storage and Retrieval Expression Verbal/nonverbal, Transfer of information, and Motor control . . .

Verbal and Nonverbal Expression Oral-motor Production Processing Transfer of information and Motor-control

Guidance in Documenting Basic Psychological Processes

Required in Rule Multiple sources of data across multiple environments Data sources must include:
Tests of aptitude & achievement
Parent input Teacher reports/Observations

Data used to document exclusionary factors

MN. Rule 3525.1341 Subp. 2B

Guidance in Documenting Basic Psychological Processes

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.

Guidance in Documenting the Connection Between Basic Psychological Processes

Normative deficit linked with referral concern identified Understand how cognitive demands increase with complexity and grade level standards Build instructional supports for skills that processing weaknesses make difficult to acquire
Adapted with minor changes in terminology to be consistent with language in Minnesota Rule from Hale, J. B., Flanagan, D. 13A. (2008). P., & Naglieri, J.

RIOT: Sequence for Gathering Data

Review the historical records Suspect
Intervention plans, cumulative records, work samples, health records, attendance, discipline, etc.
(pages 4-21 and 6-7)

Interview

Revise
Revise

Teacher, parent, student

(pages 4-24 and 6-9)

Observe
Instruction, intervention, multiple environments
(page 6-11 and example form)

Suspected processes to be investigated with Testing

DATA COLLECTION: KEEP FOCUSED ON HOW THE EVALUATION INFORMS ALTERABLE VARIABLES

Instruction
Curriculum Environment

Cross reference the BPP Rating Scale, Observation, and Interview

Further Target Instruction with Comprehensive Evaluation

Documentation of previous problem solving cycles Appropriate instruction leading to accelerated skill acquisition

Formal Evaluation Process

Basic Psychological Processes

It will take more than the psychologist to design special education plans linking processing and achievement. Gathering this information and using this information should be a team effort.

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

How does this link to instruction?

1. Psychological processes are necessary to accomplish academic tasks.
-The more specific you can be in identifying the cognitive abilities involved, the greater your predictive power and the more likely you are to effectively intervene.

Linking to Instruction
2. Knowledge of developmental stages is

important in determining the next instructional steps. 3. Understanding present and future demands are important for making the general education curriculum accessible.

Linking to Instruction
4.The more deficits that have been identified, the greater the academic and functional impact 5. Functional limitations may be mitigated by the application of learning strategies, a sound instructional environment, teaching of compensatory strategies, and provision of accommodations

A Comprehensive Evaluation Should Lead to Appropriate Instruction and Accelerated Skill Acquisition
Instructional/Curricular/ Environmental accommodations:
supports that allow student access to general education curriculum Compensation: strategies student uses to reduce symptoms or demands

Intervention: directly address an identified area of

weakness a.k.a remediation

Basic Psychological Processes

Definitions, Academic Impacts

Exposure Wires the Brain

Practice and overlearning coat the neurons Neurons that fire together wire together
Every time we learn something new, a physical change occurs in the brain.

A student with limited life experience prior to school may have fewer connections; however,

good, robust teaching can dramatically alter the number and quality of these connections.

Becoming Familiar with the Processing Job Aide packets

Attention Auditory Processing Fluid Reasoning Long-term Retrieval

Processing Speed
Visual Processing Executive Processing Short-term/Working Memory

Group Work on Job Aide

Define your groups Basic Psychological Process Identify the impact on Reading Math Writing What subject does the basic psychological process most impact? Is it remediable?

Implications on ICE (Instruction, Curriculum, Environment)

Recommend accommodations
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IDENTIFYING THE BASIC PSYCHOLOGICAL PROCESSES:

LOOK FOR WHAT IS CONSTRICTING GROWTH LOOK FOR THE PATTERNS

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Questions to ask when reading is a concern

What part of reading is constricting growth?
How well does the student manipulate phonemes such as blending and segmenting the phonemes in word? How well does the student learn and remember letters or words?

How well does the student use context cues when trying to comprehend?
What is the students language/ listening comprehension level?

Another Way to View Profiles of Reading Difficulties

Poor decoding; good comprehension

Good decoding; good comprehension

Linguistic Comprehension

-Decoding

+Decoding

Poor decoding; poor comprehension

Good decoding; poor comprehension

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Graphic adopted from Duff, F. and Clark, P. (2011) Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry

Another Way to View Profiles of Reading Difficulties

Poor decoding; good comprehension Phonological processing Orthographic processing

Linguistic Comprehension

Good decoding; good comprehension

-Decoding
Fluid reasoning Processing speed Long-term retrieval
(Associative or semantic memory)

+Decoding
Fluid reasoning Attention Executive Functions Long-term retrieval
(Associative or semantic memory) successive, simultaneous)

Short-term memory

Working memory (auditory,

Poor decoding; poor comprehension Graphic adopted from Duff, F. and Clark, P. (2011) Practitioner Review: Reading disorders: what are the effective

Morphological processing Good decoding; poor comprehension

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interventions and how should they be implemented and evaluated? Journal of Child Psychology and Psychiatry

Look for Patterns: Referral Age

Late Onset 4 grade +

Comprehension: Story grammar Inferencing Main Idea

Intermediate 2-3 grade+

Decoding/ Encoding

Early Onset pre K+

Phonology Language

Advanced Decoding and Morphology

Fluency

Language Comprehension (expressive/receptive)

Assimilation of Research from: Feifer, S. and De Fina, P. (2000);33 Fletcher, J. Lyon, R. Fuchs, L. & Barnes, M. (2006); Flanagan, D.P., and Alfonso, V.C. (2011).

Profiles of Reading Difficulties

Earliest Detection
Later Detection

Phonological

Orthographic

Fluency

Comprehension

Long-term Retrieval- Associative or Semantic memory Processing Speed

Rapid Naming

Rapid Naming Working memory

(visual)

Working memory
(auditory)

Working memory (simultaneous/successive)

Executive Functioning Morphographic Processing

Phonological memory

Fluid Reasoning
Graphic is an assimilation of Research from: Feifer, S. and De Fina, P. (2000); Fletcher, J. Lyon, R. Fuchs, L. & Barnes, M. (2006); Flanagan, D.P., and Alfonso, V.C. (2011).

Processes Most Important For Basic Reading Skills

Phonemic Awareness/Auditory Processing Working memory/Short-term Memory Long-term retrieval/Rapid automatic naming Successive Processing

Processes Most Important For Reading Comprehension

Working Memory Fluid Reasoning

Executive Functioning
Long-term retrieval

Questions to ask when mathematics is a concern

How well does the student keep track of numbers and do calculation when asked to do mental math?

How well does the student understand number sense and do calculation?
How well does the student categorize and group information? How well does the student apply math skills to new situations How well does the sudent understand the vocabulary of math.

Profiles of Math Difficulties

Earliest Detection
Later Detection Multi-step Procedures and Problem Solving Visual Spatial

Basic computation

Recall of facts

Number Sense and Language Comprehension

Processing Speed Rapid Naming/ Long-term Retrieval Phonological Processing Working memory Executive Functions Fluid Reasoning

Graphic represents an assimilation of research from: Feifer, S. and De Fina, P. (2005); Fletcher, J. Lyon, R. Fuchs, L. & Barnes, M. (2006); Flanagan, D.P., and Alfonso, V.C. (2011).

Processes Most Important

For Math Calculation
Visual Processing Processing Speed

For Math Reasoning

Fluid Reasoning Working Memory

Questions to ask when written language is a concern

Is there a difference in length or content when provided with a word bank? Paper/pencil vs. word processor? How well does the student plan and organize a writing assignment?

How well does the student keep track of his or her ideas when trying to express those ideas in writing? Lengths of words? Lengths of sentences?

Profiles of Writing Difficulties

Non-Language Based
Visual Spatial Processing Motor-Coordination

Language Based
Preceded by difficulties in oral expression and reading

Composition

Phonological Processing Orthographic Processing

Executive Functions Working Memory Associative Memory Co-exists with ADHD NVLD, etc.

Graphic represents an assimilation of research from: Feifer, S. and De Fina, P. (2002); Fletcher, J. Lyon, R. Fuchs, L. & Barnes, M. (2006); Flanagan, D.P., and Alfonso, V.C. (2011).

Processes Most Important For Writing:

Auditory processing/Phonemic Awareness Executive Functioning/Planning Working Memory Processing Speed

Profiles of Language Difficulties

Language Comprehension and Expression

Articulation

Semantics and Morphology

Syntax

Pragmatics

Working Memory Auditory Phonological Processing Short-Term Memory Processing Speed Long-Term/Associative memory Semantic Memory

Basic Psychological Processes

Documenting in ESR and PLAAFP
Summary

DOCUMENTING BASIC PSYCHOLOGICAL PROCESSES

In the PLAAFP you summarize how the below average cognitive abilities impact students ability to make progress within the general education curriculum and classroom.
The IEP provides explicit details in what instruction is necessary to make progress, what the student must do to compensate, and what the adults must do to accommodate the nature of the disability.

Documentation of Psychological Processes in PLAAFP

PLAAFP excerpt
The information gained through comprehensive evaluation suggests that Jane has significant weaknesses in working memory. This is likely to manifest when she is asked to follow multi-step directions, engage in problem solving, follow a sequence, and translate word problems into mathematical computations

Documentation of Psychological Processes in PLAAFP

PLAAFP excerpt (cont.)
The working memory deficits indicate Jane will likely continue to have difficulty with solving algebraic equations and word problems, converting fractions to decimals, as well as comprehending large sections of text or holding multiple pieces of information in mind simultaneously, all of which are demands of the 5th grade content standards.

Documentation of Psychological Processes in PLAAFP

PLAAFP excerpt
The information gained through comprehensive evaluation suggests that Jim has difficulty with acquisition, more specifically phonological and orthographic processing which impacts his ability to make sound letter correspondences and coding of letters into words, and decoding words in larger chunks. The ability to quickly decode words in connected text and spell words correctly is not only making it difficult to read quickly with comprehension, but it also limits the amount and quality of his writing.

REMEMBER: DOCUMENTING BASIC PSYCHOLOGICAL PROCESSES

You are summarizing multiple sources of data that indicate which BPPs are impacted Observable and measurable weaknesses Observable and measurable strengths Notable compensatory strategies or attempts to differentiate/accommodate Comprehensive evaluation is another opportunity to observe student learning using standard procedures that link with next instructional steps

Further Target Instruction with Comprehensive Evaluation

Documentation of previous problem solving cycles Appropriate instruction leading to accelerated skill acquisition

Formal Evaluation Process

Summary Points
Psychological processes are necessary to accomplish academic tasks -The more specific you can be in identifying the cognitive abilities involved, the greater your predictive power and the more likely you are to effectively intervene Knowledge of developmental stages is important in determining the next instructional steps

Understanding present and future demands are important for making the general education curriculum accessible

Summary Points
The more deficits that have been identified, the greater the academic and functional impact Functional limitations may be mitigated by the application of learning strategies, a sound instructional environment, teaching of compensatory strategies, and provision of accommodations

Result of Evaluation: PLAAFP and IEP show the next best instructional steps.
Instructional/Curricular/ Environmental accommodations: supports that allow student access to general education curriculum Compensation: strategies student uses to reduce symptoms or demands

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

Balance Demands of The Regular Classroom with Special Education Programming

Analyze grade-level content standards Map routes of understanding Differentiate instruction Instructional Level Content
Content Process Product

Provide accommodations Match learning context with needs Provide extra doses of instruction

Enrolled Grade Level Content

References
Far Side by Larson, G. Patterns of Learning Disabilities by Wodrich & Schmitt

Learning Disabilities by Fletcher, J.

Working Memory by Dehn, M. SLD Wiki Webinars, Flanagan, D. Essentials of Cross-Battery Assessment Evidence-based Academic Interventions by Mather, N. and Wendling, B. School Neuropsychology by Hale, B.
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