Sped 576: Internship in Assessment Cindy L Collado University of Illinois at Chicago

*flyer in binder*

INTELLIGENCE definition “a general concept of an individual’s ability to function effectively within various settings; usually assessed by intelligence tests”  Intelligence tests are based on the theory of intelligence the test authors use  IQ tests important for diagnosis of disabilities CONTENT

Behaviors Sampled by Intelligence Tests  Discrimination  Motor Behaviors  Vocabulary  Comprehension  Detail Recognition  Pattern Completion  Memory  Processing Speed  Generalization  General Information  Induction  Sequencing  Analogies  Abstract Reasoning  Processing skills Not measure of innate potential but sampling of behaviors we use to infer and explain differences in present behavior and to predict differences in the future

Measures of Intelligence  Use in making decisions about eligibility & program placement  Results reported in terms of IQ (quotient)  WISC-IV, K-BIT, Stanford- Binet, WJ-Cognitive, DTLA, UNIT  Used to inform instruction & learner profile  Examines more variety of skills/intelligences  Dynamic, MI & VAK  QuickSmart Multiple Intelligence Scale **Less research based Individual Intelligence Tests Alternative Measures of Intelligence

Woodcock-Johnson IV Cognitive Battery  CHC Theory  Catell-Horn-Caroll Theory (information processing theory- what type of learner are you?)  Cognitive Composites  General Intellectual Ability, Brief Intellectual Ability, & Gf-Gc Composite  7 CHC Factor Clusters  Comprehension-Knowledge, Fluid Reasoning, Short-Term Memory, Cognitive Processing Speed, Auditory Processing, Long-Term Retrieval, Visual Processing  6 Narrow Ability & Clinical Clusters  Quantitative Reasoning, Auditory Memory, Number Facility, Perceptual Speed, Vocabulary, & Cognitive Efficiency

Multiple factors of Intelligence Fluid Reasoning Comprehens ion Knowledge Short term memory Visual Processing Auditory Processing Long-Term Retrieval Cognitive Processing Speed

WJ-COG (Test of Cognitive Abilities) Setup  Tape recorder  Stop watch  CD player  Pencils  Accommodations MATERIALS Test Materials  Manual  2 Easels:  Standard & Extended  CD with test items orally presented  Online scoring  Protocol (test booklet)  Subject Response Booklet  Scoring Overlays

PROCESS  Starting points  Basals  Ceilings  Cutoffs  Examiner directions  Blue type  Procedures  Black type  Intro’s  Sample items  Error or No Response  Purple boxes  Queries

Suggested Started Points

Basal Rules  Each subtest has different basal rules  3 in a row correct, 4 in a row correct, etc.  or All subjects begin at #1

Ceiling Rules  Each subtest has individual Ceiling rules  4 in a row incorrect, 3 in a row incorrect, etc.  “Double Ceiling” rule  or CUTOFFS  Administer student blocks of items & stop administration at specific points to total the raw score- the raw score indicates if you proceed with testing or stop with subtest

CHC Factor Clusters  Measures of various intellectual abilities  7 CHC Factor Clusters (combine subtests that measure similar skills):  Comprehension-Knowledge  Fluid Reasoning  Short-Term Memory  Cognitive Processing Speed  Auditory Processing  Long-Term Retrieval  Visual Processing

COMPREHENSION-KNOWLEDGE CHC Factor Cluster Score Subtests: 1 (Oral Vocabulary) & 8 (General Information; extended: OL 1 (Picture Vocabulary)

FLUID REASONING CHC Factor Cluster Score Subtests:2 (Number Series) & 9 (Concept Formation)

SHORT-TERM MEMORY CHC Factor Cluster Score Subtests: 3 (Verbal Attention) & 10 (Numbers Reversed) Extended: 16 (Object Sequencing), 18 (Memory for Words), OL 5 (Sentence Repetition)

Cognitive PROCESSING SPEED CHC Factor Cluster Score Subtests: 4 (Letter-pattern matching) & 17 (Pair Cancellation) Extended: 11 (Number-Pattern Matching)

AUDITORY PROCESSING CHC Factor Cluster Score Subtests: 5 (Phonological Processing) & 12 (Nonword Repetition) Extended: OL 3 (Segmentation) & OL 7 (Sound Blending)

Phonological Awareness (levels of complexity) From: Chard & Dickson (1999) Word levelSyllable level Phoneme level (Phonemic Awareness)

LONG-TERM RETRIEVAL CHC Factor Cluster Score Subtests: 6 (Story Recall) & 13 (Visual-Auditory Learning)

VISUAL PROCESSING CHC Factor Cluster Score Subtests: 7 (Visualization) & 14 (Picture Recognition

Narrow & Clinical Clusters  Used for specific diagnoses  cognitive processing skills linked to school-based eligibility criteria  6 Clinical Cluster Scores (combine subtests that measure similar skills):  Quantitative Reasoning  Auditory Memory  Number Facility  Perceptual Speed  Vocabulary  Cognitive Efficiency

QUANTITATIVE REASONING Clinical Cluster Score

AUDITORY MEMORY SPAN Clinical Cluster Score

NUMBER FACILITY Clinical Cluster Score

PERCEPTUAL SPEED Clinical Cluster Score

VOCABULARY Clinical Cluster Score

COGNITIVE EFFICIENCY Clinical Cluster Score

WJ-IV Self-Study program