1. The Children’s Psychological Processes Scale (CPPS)
Dr. Milton J. Dehn
Schoolhouse Educational Services

2. Notice of Copyright 2014
This PowerPoint presentation and accompanying materials are copyrighted by Milton J. Dehn and Schoolhouse Educational Services, LLC. They are not to be reprinted, copied, or electronically disseminated without written permission. To obtain permission,

3. Webinar Information Sources
DSM-5
Essentials of Processing Assessment, 2nd Ed.
Children’s Psychological Processes Scale (CPPS)
Psychological Processing Analyzer 2.0 (PPA
Presenter Contact:
Other references from research articles available

4. Webinar Topics Defining SLD (DSM-5)
Neuropsychological weaknesses and SLD
Overview of the CPPS
General principles for psychological processing interventions
NEXT TIME: Specific interventions & details

5. DSM-5 Definition of SLD
Considers SLD to be a type of neurodevelopmental disorder that impedes learning and acquisition of academic skills
In contrast some aspects of neurodevelopment are fine
DSM-5 diagnosis should meet educational criteria better than in the past; more consistent with RTI

6. DSM-5 SLD Changes
One overarching category with 3 specific manifestations: reading, math, writing. “Specifiers” used to specify the nature of the LD.
Elimination of IQ-Achievement
Cognitive processing weaknesses no longer required
More than standardized test scores needed
Addition of 4 criteria

7. New DSM-5 Criteria
One of these 6 symptoms has persisted for at least 6 months despite interventions
Inaccurate or slow word reading
Difficulty understanding what is read
Difficulty with spelling
Difficulty with written expression
Difficulty mastering math
Difficulty with math reasoning

8. New DSM-5 Criteria
Skills are significantly below those expected for age and are causing impairment as measured by standardized achievement tests
The learning difficulties began during school years
Other disorders must be ruled out

9. Neuropsychological Perspective on SLD
DSM-5 acknowledges that SLD is caused by neurodevelopmental disorders but than drops requirement to identify those deficient neuropsychological processes
This decision is also puzzling in view of recent neuroscience documentation of brain-based causes of SLD
The need for a “comprehensive clinical assessment” could be partially met with a rating scale

10. Some Evidence for the SLD-Processing Weaknesses Connection
Meta-Analysis of 32 studies by Johnson et al. (2010) found “moderately large to large effect sizes (many close to one standard deviation of difference) in cognitive processing differences between groups of students with SLD and typically achieving students.” The processes included were: Working memory, short-term memory, phonological processing, processing speed, executive function, and language.”

11. Neuropsychological Perspective on SLD
Neurologically-based weaknesses underlie SLD
There is a brain basis to SLD
Neuropsychological processing weaknesses “cause” SLD
There’s no SLD if there’s no processing weakness
Some processes are more highly related than others with specific academic skills
Intra-individual weaknesses should be statistically significant
PSW doesn’t mean there is a learning disability

12. Children’s Psychological Processes Scale (CPPS)
Standardized teacher rating scale
Ages to
121 items across 11 subscales
Entirely online, internet-web based
Online administration time of 15 minutes
Online scoring and report
Author: Milton Dehn
Measurement Consultant: Kevin McGrew

13. CPPS Standardization 1,121 students rated by 278 teachers
128 communities in 30 U.S. states
All data collected online
Demographics match U.S. Census well
Norms: 4 age groups (5-6; 7-8; 9-10; 11-12)
Included children with disabilities

14. Characteristics of CPPS Processes
Brain-based
Interrelated
Necessary for academic learning
Predict academic learning
They are broad processes
Observable in classroom
Processes can be validly assessed through ratings; similar to BRIEF

15. Psychological Processes Measured by the CPPS
Attention
Auditory Processing
Executive Functions
Fine Motor
Fluid Reasoning
Long-Term Recall
Oral Language
Phonological Processing
Processing Speed
Visual-Spatial Processing
Working Memory
General Processing Ability (Composite)

16. Main Purpose of the CPPS
To identify psychological (cognitive) processing weaknesses in children referred for a learning disability evaluation
An additional source of data for diagnostic purposes
Can be used as a Pattern of Strengths and Weaknesses (PSW) analysis
Covers processes not directly tested

17. Additional Uses of the CPPS
Screening
Identifies need for intervention
Predicts academic skills development
Planning cognitive/neuropsychological testing
Measuring progress during interventions
Through the use of change-sensitive W-scores
Not subject to practice effects

18. The CPPS Identifies Children with SLD
LD subjects had significantly higher means on all subscales; about 1.5 SD difference Link
The CPPS has high classification accuracy in regards to LD
37 LD subjects compared with matched controls
Using CPPS GPA cutoff of 60 had 92% classification accuracy across 74 subjects

19. CPPS Factors
General Processing Ability: All 11 subscales; efficiency of processing; produces GPA score
Self-Regulatory Processes: Attention, EF, and WM subscales
Visual-Motor Processes: Fine Motor and Visual-Spatial subscales
Clusters: Memory and Language

20. CPPS Reliability
Internal consistency subscale reliability ranges from .88 to .98
.99 on Total Score
Inter-rater reliability
Range of .21 to .90
Median coefficient of 76.5

21. Correlations with Achievement
High correlations with WJ III Achievement Test scores
The broader the achievement score, the higher the correlations
The pattern of correlations is mostly as predicted; for example; Phonological Processes has a high correlation with Basic Reading Skills

22. Correlations with WJ III COG
All CPPS processes have significant correlations with Cognitive Fluency (ability to quickly and fluently perform cognitive tasks)
Most CPPS scales expected to link with WJ III COG tests have significant correlations, except attention and processing speed
Also, discriminant evidence: Those that should not be related, do not have significant correlations

23. Correlations with the BRIEF
CPPS Attention, Executive Functions, and Working Memory (SRP Factor) have the highest correlations with all BRIEF scales
CPPS Attention and EF mostly are >.70 indicating they measure same domains as BRIEF
Other CPPS scales correlate with BRIEF metacognitive scales but not behavioral

24. How the Online CPPS Works
A psychologist side and a teacher side
Psychologist manages & has student records
Teachers can only access blank rating forms
Once teacher has completed ratings, completed form goes to psychologist’s side and teacher can no longer access

25. Completing Teacher Rating Form
Takes approximately 15 minutes
Responses: Never, Sometimes, Often, Almost Always
Must respond to all items
Incomplete ratings will save and can be completed later
Free paper copies can be printed. Psychologist then fills in ratings online.

26. Item Printout
Teacher ratings can be viewed and printed, even before report generated
Numerical values will be shown
Grouped by subscale
Arranged in developmental/difficulty sequence from low to high
Example

27. CPPS Report Brief narrative, graph, and a table of scores
Change-sensitive W-scores
T-scores; percentiles; confidence intervals
Intra-individual strengths and weakness discrepancy table
T-score to standard score converter
Example

28. CPPS Discrepancy Analysis
Use discrepancy table to determine pattern of strengths and weaknesses
Predicted score based on mean of other 10
Regression toward the mean included
+/ to 2.00 SD of SEE discrepancy options
Strengths and Weakness labeling is opposite of discrepancy, e.g. “-” value = a strength
Link

29. Diagnosing LD with the CPPS
Look for pattern of strengths and weaknesses (discrepancy table)
Ideally, weaknesses should also be normative weaknesses (T-scores above 60)
Weaknesses should link to evidence-based achievement relations

30. Frequently Asked Questions
Is there a paper form?
Can I print individual item ratings?
Security?
Students 13 and older?
Parent form?

31. Psychological Processing Analyzer 2.0
Available at
Identifies statistically significant strengths, weaknesses, deficits, and assets
Can enter composite and/or subtest scores
11 psychological processes
Takes scores (almost 400 to choose from) from more than 40 different scales: cognitive, achievement, rating, and processing

32. Using Assessment Results to Plan an Intervention
Select intra-individual processing weaknesses for intervention
Normative weaknesses also appropriate
If both kinds of weaknesses, it’s a priority
Adapt and individualize

33. To Select Methods, Consider:
Learner’s needs, goals, and priorities
Related cognitive processing weaknesses
How well the strategy generalizes
The extent of practice required
Learner’s age and overall cognitive ability
Learner’s level of metamemory, executive functioning, and strategy use

34. Neuropsychological Approach to Processing Interventions
Try to directly strengthen the weakness
Use methods that involve other processes, more of the brain
Principle: make the brain work; it gets better
Use strong areas to compensate
Also need accommodations that reduce the need to use the weak processes, especially when deficits are severe

35. Approaches to Improving WM
Reduce the learner’s “cognitive load”
Make more effective use of existing WM capabilities by learning to use strategies
Directly increase WM capacity through the brain-based training exercises
Strengthen long-term memory
Strengthen related processes, such as executive

36. WM: Selecting Exercises and Strategies
There are general principles/methods that apply to almost every case
WM should be included even if normal to support LTM
Some LTM strategies should be included even if normal to reduce load on WM
Executive functions should be strengthened
Existing strategies might need re-training

37. Six Big LTM Intervention Principles
Deeper processing; e.g. elaboration
Visualization; e.g. dual encoding
Organization; e.g., semantic clustering
Associations, linking; e.g., mnemonics
Review and retrieve; e.g., testing effect
Metamemory

38. Metacognitive Component
Applies to all processing interventions
Teach child how process works
Inform child of strengths and weaknesses
Teach how to control the process
Emphasize personal efficacy of intervention
Teach conditional strategy knowledge: how, when, where, why

39. Questions, Comments, Summary