1. GPC 364 Appraisal of Students Dean Owen, Ph.D., LPCC METU-NCC Spring 2015 Readiness Intellectual Assessment Unit 9

2. Plan for the day 1.Presentation # 9 2.Demonstration of the WISC http://blog.petflow.com/this-is-so-touching-everyone-should-watch-this-at- least-once/

3. Preschool Screening School Readiness Tests

4. Preschool Development http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/MilestonesChec klists.pdf Critical Areas 1.Physical development (size, weight, motor development 2.Social and emotional development 3.Cognitive development (learning, thinking, problem solving) 4.Language and communication development

5. Preschool Screening Developmental curve….. Math Reading Spelling Writing Comprehension Motor Skills Social Skills Human development is not this “pretty”……….

6. Preschool Screening Developmental curve…..

7. School Readiness Tests http://journal.naeyc.org/btj/200401/Maxwell.pdf Boehm Test of Basic Concepts (Psychological Corporation) Brigance Inventory of Early Development (Curriculum Associates) Gesell School Readiness Test (Gesell Institute) Metropolitan Readiness Test (Psychological Corporation). https://www.youtube.com/watch?v=T-2ZQyVkPbA

8. School Readiness Tests Although widely used as a means of early identification of “special needs” there is considerable debate over the value of such attempts to assess very young children. 1. Some argue that such testing places undue stress on children and parents alike to perform tasks at an specific age….. 2. Many caution that such testing of very young children is highly unreliable and often leads to scores filled in error. 3. Such testing can result in invalid “labels” being attached to some children which may affect them for years to come.

9. Learning Disabilities Dyslexia Dysgraphia Dyscalculia

10. Learning Disabilities Dyslexia Dyslexia, or developmental reading disorder, is characterized by difficulty with learning to read fluently and with accurate comprehension despite normal intelligence. Kennison, S. (2013). Introduction to language development. Los Angeles: Sage.

11. Dyslexia

12. Learning Disabilities Dysgraphia Source: Chivers, M. (1991). "Definition of Dysgraphia (Handwriting Difficulty)." Dyslexia A2Z. Retrieved from http://www.dyslexiaa2z.com/learning_difficulties/dysgraphia/dysgraphia_definition.html Dysgraphia is a deficiency in the ability to write, primarily in terms of handwriting, but also in terms of coherence.

13. Dysgraphia

14. Learning Disabilities Dyscalculia Dyscalculia is difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning math facts. It is generally seen as a specific developmental disorder like dyslexia. Butterworth B. (2010). "Foundational numerical capacities and the origins of dyscalculia". Trends in Cognitive Sciences 14 (12): 534–541. doi:10.1016/j.tics.2010.09.007. PMID 20971676.

15. Dyscalculia

16. Human Intelligence What it is, What it isn’t How we try to measure it

17. Specific Learning Outcomes SLOs By the end of this lecture you should be able to ……. 1. Define the terms IQ, mental age, chronological age, verbal IQ, performance IQ and full-scale IQ. 2. Briefly discuss the history of IQ assessment. 3. Discuss what is meant by “Intelligence” 4. Discuss methods by which “intelligence” is assessed or measured. 5. Discuss the concept of “multiple intelligences”.

18. General Objectives As the result of wasting another day in this alleged class, you should be able to: Describe the concept of Human Intelligence Identify factors which influence intellectual development Become familiar with mechanisms for assessing intelligence Discriminate between IQ and DIQ Recall the labels used to refer to levels of developmental disability (MR) Describe at least one method for killing an emu.

19. What is Intelligence?? Now is time for the obligatory “Group Activity” Your Task Form into groups of between 2 and 24 Think of an individual whom you admire as being “bright”…You might have to think back a few years on this one….. Generate a list of specific behaviors, qualities, characteristics that individual demonstrated that led you to believe she/he was bright……

20. A brief history lesson Please commit this chart to memory, it will be on the next test!

21. It was Sir Francis Galton (1822-1911) who argued that tests of sensory discrimination could serve as a means of gauging an individual’s intellect and thus he wrote…… “The only information that reaches us concerning the outward events appears to pass through the avenue of our senses; and the more perceptive the senses are of difference, the larger is the field upon which our judgment and intelligence can act”, (Galton, 1888)

22. James McKeen Cattell While studying for his doctorate at Leipzig University under the direction of Wilhelm Wundt he completed his doctoral dissertation on differences in reaction times. In 1888 and while lecturing at Cambridge University he became aware of the work of Galton and the ideas of individual differences and Intellect became merged. In 1890 the term “Mental Test” was used for the first time but such tests were primarily measures of physiological responses: Muscular strengthSpeed of movement Sensitivity to painReaction time Memory Ad.infinitum….. Trivia Note: It was through this work that the concept of “subliminal perception” came into being….from the German word “Limen” meaning limit or threshold. 1860-1944

23. Alfred Binet 1875-1911 Tried for years to associate “intelligence” with such things as cranial, facial, and hand configurations…and even handwriting analysis. Their results were (and this is not going to surprise you) not too promising and gave rise to the idea that the direct, even though crude, measurement of complex intellectual functions offered the greatest promise.

24. Binet In 1904 the Minister of Public Instruction commissioned the two of them to study the procedures for educating retarded children. This prompted the study of the differences between successful and unsuccessful students….an early kind of “Academic aptitude test” was developed and became the 1905 Binet-Simon Scale. Quite literally the instrument was used to predict success in school….Now we’re on to something!! And for the first time the idea of “mental level” was proposed…..

25. L.M. Terman Author of the American version of the Binet Scales and since the work was done at Stanford University in 1915…well, you know…we have the Stanford-Binet. It was this version that introduced the concepts of mental age, chronological age, and the term Intelligence Quotient (IQ) for the very first time…..

26. The Intelligence Quotient First of all, for you non-math majors, a quotient is simply the result of division… The mental age was quite easy to calculate. If an individual correctly answered 11 questions on the test and 11 correct was the average score for someone 7 years old, then that individual would be said to have a mental age of 7. In the individual were 7 years old (chronological age) then the individual could be said to have average intelligence. If the individual were 5 years old and could get as many correct as the average 7 year old…well, that would be a pretty bright 5 year old…..some way was needed to portray this on a scale…..

27. IQ=(MA/CA)*100 That 100 thing is because at the turn of the last century folks were no more comfortable with decimals that you or I…. IQ = (7/7)*100 = 100…That’s where the idea of 100 being “average intelligence” came from….. IQ = (7/5)* 100 = 140 IQ = (5/7)*100 = 71

28. OK…but what is Intelligence A hypothetical Construct (I’ve never seen an intelligence but I’ve witnessed intelligent behavior. Generally, the ability of a person to learn or benefit from experience. Academic or Scholastic Aptitude (Binet) The ability of a person to cope with the demands placed on him/her by the environment (Weschler). A human trait that is the result of genetic endowment and life experience. (Remember Brave New World by A. Huxley??? I didn’t think so.)

29. What about the “Nature-Nurture” Controversy???? What controversy???? It has not been a controversy since the 1930’s when it was effectively demonstrated that 60-70% of the variance in human intelligence was attributable to environmental influence, life experiences, trips to the zoo….avoiding rap music, etc…..

30. OK…but what is not? Probably not a single or unitary trait. Not a good indicator of life success. Not a fixed and unchangeable entity. Not easily measured across cultures. Story time with tales of Aborigines Emus and assorted references to cranial capacity (???)

31. Brief Screening Short Portable Mental Status Questionnaire (SPMSQ) 1. What is the date today? ______________________________________________________ Month day year 2. What day of the week is it?______________________________________________ 3. What is the name of this place?___________________________________________ 4. What is your telephone #?_______________________________________________ 4a. What is your street address?____________________________________________ 5. How old are you?______________________________________________________ 6. When were you born?__________________________________________________ 7. Who is the President (Prime Minister) now?________________________________ 8. Who was the President (Prime Minister) just before him?______________________ 9. What was you mother's maiden name?_____________________________________ 10. Subtract 3 from 20 and keep subtracting 3 from each new number all the way down. ________ Total number of errors

32. The Weschler Scales Created by David Weschler during the 1940’s Recognizes that human intelligence is amazingly complex and composed of many different components which can be grouped into two categories: Verbally mediated and Performance. First used the concept of Deviation IQ as a normalized scale score (mean=100, SD=15) Permits the assessment of intelligence throughout the life span….

33. The WISC Verbal (VIQ) 1.Information 3.Similarities 5.Arithmetic 7. Vocabulary 9.Comprehension 11. (Digit Span) Performance (PIQ) 2.Picture Completion 4.Picture Arrangement 6.Block Design 8.Object Assembly 10.Coding 12. (Mazes) Scores Available: Verbal, Performance, and Full Score (FS) DIQ’s (Mean=100, SD=15) Subscale Scores (Mean =10, SD=3)

34. Common Individual Tests Weschler Adult Intelligence Scale (WAIS) Weschler Intelligence Scale for Children (WISC) Weschler Preschool and Primary Scale of Intelligence (WPPSI) Stanford-Binet Intelligence Scale Peabody Picture Vocabulary Test (PPVT) Columbia Mental Maturity Scale Cattell Infant Intelligence Scale Porteus Maze Test

35. Common Individual Tests Peabody Picture Vocabulary Test (PPVT) Types of vocabulary: Receptive (words you know) Expressive (words you use)

36. Common Individual Tests Peabody Picture Vocabulary Test (PPVT) Say the number or point to “Table”…

37. Adaptive Behavior Scales Typically used to assess normal development at very young ages or among those suspected of significant developmental delay.

38. Vineland II Adaptive Behavior Scales (Example) Form: A structured interview with a caregiver familiar with the subject. Five Domains are investigated as follows:

39. Vineland II Domains Communication (receptive, expressive, written) Daily living skills (personal, domestic, community) Socialization (Interpersonal, play and leisure, coping) Motor Skills (Gross & Fine) Maladaptive Behavior (evidence of clinically maladaptive behavior)

40. Common Group Tests California Test of Mental Maturity Cognitive Abilities Test Culture Fair Intelligence Test Goodenough-Harris Drawing Test Otis-Lennon School Abilities Test Pictorial Reasoning Test Tests of General Ability (TOGA)

41. Developmental Disability Defined

42. Mental Retardation Defined Sub-average general intellectual functioning which originates in the developmental period and is associated with impairment in adaptive behavior and functioning.

43. Etiology of Mental Retardation Two General Categories of MR Cultural/Familial: Usually associated with mild and borderline levels. Physiological: usually associated with more severe forms of MR. Brain structures and CNS are insulted/damaged.

44. Mental Retardation Classification Schemes Early in the last century the elements of mental retardation were well accepted and included Onset in childhood Significant intellectual or cognitive limitations, and The inability to adapt to the demands of everyday life.

45. Mental Retardation Classification Schemes The American Association on Mental Deficiency committee on classification in 1910 established the following: Idiot: arrested development at the level of a 2 year old. Imbecile: Development equal to that of a 2-7 year old Moron: Development equal to a 7-12 year old.

46. Current Mental Retardation Classification Scheme The DSM-IV now categorizes mental deficiency using the following scheme. Borderline: IQ Level 70-80 Mild MR: IQ Level 50-55 to 70 Moderate: IQ Level 35-40 to 50—55 Severe: IQ Level 20-25 to 35-40 Profound: IQ Level below 20-25

48. Current Mental Retardation Classification Scheme The American Association on Mental Retardation now focuses on the type and intensity of support required (DIQ less than or equal to 75 and deficits in two adaptive behavior domains). Intermittent Limited Extensive Pervasive

49. For More Information http://www.uab.edu/cogdev/mentreta.htm This site will provide you with a very complete and thorough discussion of Mental Retardation in all of its forms.

50. Multiple Intelligences??? Can one be “smart” in different ways??

51. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.

52. Are there other kinds of IQ? The answer is: Probably… A high IQ is most associated with success in an academic setting…that was its original purpose… A high IQ and 50kr will buy you a cup of coffee…it’s no guarantee of success in life, marriage, or career…for that other kinds of personality traits are probably more important in the long run.

53. Emotional Intelligence A different way of being “Smart”…. Empathy and other matters of the heart make it more likely that your marriage and career with thrive. An absence of those traits explains why some people (even with a high IQ) can be such disastrous pilots of their personal lives.

54. Basics of E-IQ Knowing your feelings and using them to make life decisions you can live with. Being able to manage your emotional life without being hijacked by it—not being paralyzed by depression/worry, or swept away by anger. Empathy: being sensitive to the emotional state of others…sensitive and compassionate. Handling feelings in relationships with skill and harmony—being able to articulate the unspoken pulse of a group, for example, and…...

55. Intellectual Efficiency Making the most of what you have and are……using your gifts achieve your goals! Many smart people do not act very smart. It’s what you do, not what you know!

56. Not so bright