1. Keely Swartzer, Special Education Coordinator Megan Anderson, School Psychologist

2.  Definitions of Basic Psychological Processes  Evaluation Report Components  Activity One-Observable Indicators  Activity Two-SPL Assessment Subtests and BPP’s

4.  This is an “input” function.  SOAREM defined acquisition as: accurately, gaining, receiving, and/or perceiving information. 4

5.  Difficulty with:  Perception  Receiving information  Comprehending  Absorbing  Linking  Encoding  Gaining  Difficulty with:  Attention  Inhibitory control  Speed of Processing  Short term memory  Phonological Processing  Awareness  Memory

7.  Friends with “Acquisition of Information”  Definition: Perform cognitive tasks fluently and automatically, especially when under pressure to maintain focused attention and concentration.  Processing speed may also impact pace of retrieval of information and general rate of work completion.  Processing speed may be a hallmark of SLD when other cognitive processing abilities are within or above normative ranges.

8.  Difficulty with:  Efficient processing of information  Quickly perceiving relationships  Working within time parameters  Completing simple rote tasks quickly  Answering questions quickly, may appear as a time delay or lag  Retrieving information from memory quickly  Overload and loss of meaning if information is presented too quickly  If the speed of the course or pacing in delivery of content exceeds the student’s capacity to keep up, the student may appear inattentive, confused, frustrated or overwhelmed.

10.  This is an “integrating information” function.  SOAREM defined organization as: structuring information, categorization, sequencing  As you will see as we continue, organization is friends with planning and sequencing.

11.  Difficulty:  Differentiating  Ordering  Sequencing  Categorizing  Clustering  Time managing  Planning  Associating  Mapping  Labeling  Following directions  Webbing  Prioritizing  Arranging

12.  These are “integration of information” processes.

13. “I asked you a question buddy...What is the square root of 5,248?” 13

14.  Definition: The ability to hold information in immediate awareness and use it within a few seconds including the ability to store information long enough to manipulate it.  Example: Looking a phone number up on your cell phone, keeping it in your memory, and then dialing it.  Educational Example: Mental math  Turn to your neighbor and think of 2 more examples.

15.  Difficulty with:  Language development  Phonological and visual-spatial coding  Following oral multi-step directions  Rote memorization  Sequencing or ordering items presented once  Comprehension activities (summarizing, predicting, recalling facts)  Note taking and copying (due to divided attention)

17.  Definition of visual processing: An individual’s ability to perceive, analyze, synthesize, manipulate and think about visual patterns and the ability to form and store a mental representation of an image, visual shape, or configuration over at least a few seconds and then recall it later.  Educational example of visual processing: Tangrams, puzzles, graphs, drawing, geometry

18.  Difficulty with:  Spelling (orthographic processing)  Recognizing patterns or trends in visual information  Focusing on fine visual detail  Recognizing spatial relationships and characteristics  Organizing and recalling visual material  Reading connected text as opposed to word lists  More likely to impact math in high school (geometry, trigonometry)

20.  Definition of auditory processing: An individual’s ability to perceive, analyze, synthesize and discriminate between patterns in speech and sound.  Not related to language comprehension because the issue is with accurately perceiving the sounds not trying to make meaning from what you hear.

21.  Difficulty with:  Sound-letter correspondence and phonemic awareness skills  Accurately perceiving speech and oral language  Acquiring foreign language  Developing receptive vocabulary  Musicality  Accurately hearing information presented orally  Resisting auditory distractions

23.  Expression came from SOAREM. It was defined as “communicating information.”  In rule, they have added the terms verbal and non-verbal.  Verbal and Non-Verbal Expression is good friends with Transfer of Information and Motor Control for Written Tasks.

24.  Verbal  Reading  Acting*  Reciting  Speaking  Naming*  Sharing* *Could be both  Non-verbal  Handwriting  Copying  Tracing  Illustrating  Showing*  Demonstrating*  Gesturing  Pointing  Creating  Drawing  Typing Difficulty with:

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26.  Defined as: Moving information from one place to another  Examples: Copying from the board, poor use of space and lines on page, spacing issues before, between, and within words

27. “ I can’t read a word of this essay of yours. Excellent work.”

28.  Defined as: The ability to use purposeful muscle movement for written tasks  Examples include: Slow effortful writing, poor pencil grip, lack of fluidity/automaticity

30.  Convergence of data across multiple settings from multiple sources put in to BPP organizational chart  This can include information from all sources including pre-referral intervention observations or data.  Observable and measurable strengths and weaknesses in basic psychological processes in the summary (paragraph 2)

32. 1) Input on observable indicators for each BPP that might be seen from a communication standpoint 2) A willingness to use your assessment data and observations to help us document BPP strengths and weaknesses in the organizational chart

33.  Work in small groups to record observable indicators that one might see from a communication standpoint for the assigned BPP  For example, “Student has been observed struggling to find words when telling a story.”  What BPP could that fit into given what you know?  Also document the data sources for each observable indicator

34.  In groups, take two of the common assessments SLP’s use to document needs for SPL services.  Review the directions/expectations for each subtest.  Choose a BPP or two that may be necessary to complete the task on that subtest.