Advanced Interpretation of the WISC-V and Executive Functions

Advanced Interpretation of the WISC-V and Executive Functions
George McCloskey, Ph.D. Philadelphia College of Osteopathic Medicine George McCloskey, Ph.D.

Questions about Intelligence
What is Intelligence? Why do you assess intelligence? What theoretical model guides your interpretation of intelligence test results? What type of mindset do you apply to intelligence testing?

Contemporary Intellectual Assessment
Edited by Dawn P. Flanagan And Patti L. Harrison

Do you believe it is possible to raise a child’s FSIQ from 70 to 100 through intervention? Can it be done in 6 months? A year? Two years?

Ability Deficits The conventional wisdom regarding ability deficits represents a fixed mindset. What is needed is a new perspective that embraces a growth mindset. A growth mindset suggests that abilities are not innate; they can be changed.

The most critical shifts in educational thinking involve:
From Ability to Skill The most critical shifts in educational thinking involve: 1) engendering a strong belief in the growth mindset that asserts that ability IS malleable.

From Ability to Skill 2) implementing and refining the techniques needed to change abilities into skills so that they are taught instead of merely measured.

From Ability to Skill Marzano, Pickering & Pollock provided a blueprint for turning abilities into skills in their book “Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement.” (2001) George McCloskey, Ph.D.

Marzano, Pickering & Pollock (2001)

2nd Edition Dean, Hubbell, Pitler, & Stone (2012)

Teaching Similarities and Differences Teaching Hypothesis Testing
From Ability to Skill Strategies discussed include: Teaching Similarities and Differences Teaching Hypothesis Testing Teaching Vocabulary

From Ability to Skill If these research-based strategies have been shown to work, why would it not be commonplace to expect to be able to increase “verbal ability” with good teaching practices?

Martin’s WISC Score Changes
11/2010 4/2013 9/2015 FSIQ 70 99 103 GAI 83 105 108 VCI 73 95 106 PRI/FRI 94 117 112 VSI -- 111 WMI/AWMI 62 97 PSI 68 85 98

Martin’s Achievement Score Changes
11/2010 4/2013 9/2015 Wd Reading 71 94 98 Wd Decoding 81 97 Rdg Fluency 66 95 100 Rdg Comp -- 87 82 Rdg Vocab 93 112

WISC-V: 4 Levels of Interpretation
FULL SCALE PRIMARY INDEX SCALES ANCILLARY INDEX SCALES COMPLIMENTARY INDEX SCALES

WISC-V 4 Levels of Interpretation
It is important to note that the 4 level interpretation model is not a theoretically-based model and does not necessarily reflect a specific meaningful hierarchy for guiding interpretation. George McCloskey, Ph.D.

What is General Ability and why do we assess it ?
WISC-V What is General Ability and why do we assess it ? George McCloskey, Ph.D.

What’s so “Full” about the FSIQ?
WISC-V What’s so “Full” about the FSIQ? George McCloskey, Ph.D.

FSIQ Interpretation The FSIQ is not really a score based on the Full Scale (all 21 subtests). The FSIQ is based on a sampling of behavior from each of five sub-domains: verbal comprehension (2), fluid reasoning (2), visualpatial (1), working memory (1) and processing speed (1). George McCloskey, Ph.D.

FSIQ Interpretation The FSIQ is intended to be a measure of general intelligence. In many instances, general intelligence is considered to be synonymous with the construct of “g” Controversy can occur regarding what type of tasks should be included in a g measure: a full range of sampling of possible intellectual domains or a concentrated sampling of high g loaded domains. George McCloskey, Ph.D.

WISC-V What is g? George McCloskey, Ph.D.

g and Psychometrics Spearman identified g based on his work with the correlation of results of different tests of mental abilities. In all analyses, a single factor emerged that reflected the positive relationship among all tests of mental abilities. While the existence of g is not controversial, there is no consensus on what causes the pattern of test correlations that produces g. George McCloskey, Ph.D.

Jensen on “g” and Intelligence
“…task complexity and the amount of conscious mental manipulation required seem to be the most basic determinants of the g loading of a task. If we distill this summary generalization still further, the amount of conscious mental manipulation set off by the input would seem to be the crucial element.” A.R. Jensen. (1998). The g Factor, p. 232. Moved away from the VIQ/VCI and PIQ/POI that previously existed in the WAIS; easier to explain and interpret with new structure. Before, clnicians didn’t always know what to do with VIQ and VCI, for example. Also, because there was a mixture of subtests in the VIQ, clinicians had trouble understanding how to interpret. Arithmetic & Digit Span in VIQ did not hang together as well in the factor analyses either. George McCloskey, Ph.D.

What do Intelligence Tests Measure?
It is important to note that neither of the concepts of general intelligence nor “g” were intended to be used to guide clinical practice. In fact, early intelligence researchers eschewed the idea of general intelligence tests. George McCloskey, Ph.D.

Spearman on general intelligence
“As for the prevalent procedure of throwing a miscellaneous collection of tests indiscriminately into a single pool this-whether or not justifiable by the theory which gave birth to it-certainly cannot be justified simply by claiming that the results give a “general level,” and “average,” or even a “sample.” No genuine averaging, or sampling, of anybody’s abilities is made, can be made, or even has really been attempted. When Binet borrowed the idea of such promiscuous pooling, he carried it into execution with a brilliancy that perhaps no other living man could have matched. But on the theoretical side, he tried to get away too cheaply. And this is the main cause of all the present trouble.” (1927, p.70-71) Moved away from the VIQ/VCI and PIQ/POI that previously existed in the WAIS; easier to explain and interpret with new structure. Before, clnicians didn’t always know what to do with VIQ and VCI, for example. Also, because there was a mixture of subtests in the VIQ, clinicians had trouble understanding how to interpret. Arithmetic & Digit Span in VIQ did not hang together as well in the factor analyses either. George McCloskey, Ph.D.

Spearman on Global IQ “… let us compare a person’s mental measurement (his intelligence quotient” or “IQ”) as based on averaging or sampling with his record in any other sphere of activity, say that of sports. Suppose some lad to be the champion of his school in the 100 yards race, the ¼ mile, the ½ mile, and also in the high and broad jumps. Could all this be taken as a representative sample of his sporting ability in general? So far as here indicated, he might perform very badly indeed in countless other branches of sport, such as cricket, lawn tennis, shooting, baseball, rowing, putting the weight, riding, mountaineering or flying. And even if he were to be measured in every one of these also, how could the result be pooled into any sort of average? Shall all sports mainly dependent on the “eye” as cricket, tennis, billiards, etc. be reckoned as one ability? Or as a myriad?... In a rough way, no doubt, a person can be said to have had much success at such sports as he has attempted. But there appears no serious prospect of calculating his “S.Q.” to several places of decimals, and then piling upon this result a mass of higher mathematics.” (1927, p. 69). Moved away from the VIQ/VCI and PIQ/POI that previously existed in the WAIS; easier to explain and interpret with new structure. Before, clnicians didn’t always know what to do with VIQ and VCI, for example. Also, because there was a mixture of subtests in the VIQ, clinicians had trouble understanding how to interpret. Arithmetic & Digit Span in VIQ did not hang together as well in the factor analyses either. George McCloskey, Ph.D.

Wechsler on Intelligence and FSIQ
“If the different tests were taken to represent generically different entities, one could no more add the values assigned to them in order to obtain an [IQ] than one could add 2 dogs, 3 cats and 4 elephants, and expect the unqualified answer of 9. That, of course, does not mean that their addition is impossible. If instead of being concerned with the characteristics of the dog, the cat and the elephant, which differentiate them from one another, we restrict our interest to those which they all have in common, we can say that 2 dogs, 3 cats and 4 elephants make 9 animals. The reason we can get an answer of 9 here is because dogs, cats and elephants are in fact all animals. The addition would no longer be possible if for cats we were to substitute turnips.” Wechsler, D. (1958). The Measurement and Appraisal of Adult Intelligence, p. 7

Interpretive Level 1: Full Scale Full Scale IQ
Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Full Scale IQ

Letter-Pattern Matching Phonological Processing
WISC-V FSIQ vs WJ-IV GIA WISC-V FSIQ Similarities Vocabulary Matrix Reasoning Figure Weights Block Design Digit Span Coding WJ-IV GIA Oral Vocabulary Number Series Verbal Attention Letter-Pattern Matching Phonological Processing Story Recall Visualization George McCloskey, Ph.D.

Jensen on Intelligence
My study of these two symposia and of many other equally serious attempts to define “intelligence” in purely verbal terms has convinced me that psychologists are incapable of reaching a consensus on its definition. It has proved to be a hopeless quest. Therefore, the term “intelligence” should be discarded altogether in scientific psychology, just as it discarded “animal magnetism” and as the science of chemistry discarded “phlogiston.” “Intelligence” will continue, of course, in popular parlance and in literary usage, where it may serve a purpose only because it can mean anything the user intends, and where a precise and operational definition is not important. Largely because of its popular and literary usage, the word “intelligence” has come to mean too many different things to many people (including psychologists). It has also become so fraught with value judgments, emotions, and prejudices as to render it useless in scientific discussion.” A.R. Jensen. (1998). The g Factor, p. 48. George McCloskey, Ph.D.

FSIQ and Clinical Practice
For clinician’s, the primary question is not whether general intelligence is a valid construct. The primary question is whether general intelligence has clinical utility. The clinical utility of general intelligence and “g” is thought to be its predictive power. The greater the complexity of the task, the greater the predictive power. George McCloskey, Ph.D.

What Do Intelligence Tests Measure?
The publishers of the WISC-V emphasize in the Technical and Interpretation Manual the use of intelligence test scores to predict achievement. Other purposes are mentioned only briefly. = EF?

Executive Functions and Intelligence
Research suggests that measures of self-control in preschool are better predictors of later school achievement than Full Scale IQ scores. = EF?

If measures of self-control in preschool are better predictors of later school achievement than Full Scale IQ scores, then why are we still endorsing the use of intelligence tests if their primary purpose is to predict achievement? = EF?

g and Brain Function Spearman: g is equivalent to mental energy.
Jensen: g represents individual differences in the speed and/or efficiency of the neural processes associated with mental abilities. Wechsler: g is a general property of overall brain function. George McCloskey, Ph.D.

What do Intelligence Tests Measure?
“Intelligence tests measure more than mere learning ability or reasoning ability or even general intellectual ability; in addition, they inevitably measure a number of other capacities which cannot be defined as either purely cognitive or intellective,— abilities heavily loaded with factors like " X " and "Z" mentioned above. Hitherto, authors of intelligence scales when recognizing this situation, looked upon these factors as disturbing elements and tried as far as possible to eliminate them. Unfortunately, experience has shown that the more successful one is in excluding these factors, the less effective are the resulting tests as measures of general intelligence.” Wechsler, D. (1958). The Measurement and Appraisal of Adult Intelligence, p. 11

“Wechsler believed that performance on measures of cognitive ability reflected only a portion of what intelligence comprises. He defined intelligence as the “capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment (1944, p.3). Wechsler was keenly aware that the results of factor-analytic studies accounted for only a portion of intelligence, and he believed that another group of attributes contributed to intelligent behavior. These attributes included planning and goal awareness, enthusiasm, field dependence and independence, impulsiveness, anxiety, and persistence.” WISC-V T&I Manual, page 3. = EF?

Spearman (1927) offered this observation about factors that emerged in his studies of mental abilities: “Still another great functional unity has revealed its existence; this, although not in itself of cognitive nature, yet has a dominating influence upon all exercise or even estimation of cognitive ability. On trying to express it by any current name, perhaps the least unsatisfactory – though still seriously misleading – would be “self-control.” It has shown itself to be chiefly responsible for the fact of one person’s ability seeming to be more “profound” or more inclined to “common sense” than that of persons otherwise equally capable.” P. 413. = EF?

The concept of executive functions is not synonymous with the traditional concepts of intelligence or “IQ” Executive functions are not directly assessed with standard intelligence tests = EF?

Measuring Executive Functions with a Reasoning Task
Directions for the Wisconsin Card Sorting Test (WCST): I can’t tell you much about how to do this task. Which of these do you think this one goes with? I’ll tell you if your answer is right or wrong. = EF?

Neuropsychological Process Approach to Cognitive Assessment
The ultimate purpose of psychoeducational assessment is to enable a clinician to characterize an individual’s cognitive and adaptive capacities and academic skill proficiencies in the most accurate and effective manner possible. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Transitioning from Intelligence Testing to Cognitive Assessment
Replacing the concept of Intelligence with Cognition Recognizing that Cognition is an amalgam of multiple mental constructs including: Attention, Initial Registration/Encoding, Working Memory Long-Term Storage and Retrieval, Executive Functions, Language, Visuospatial, Reasoning, Motor Production Understanding the role of cognition in social/emotional functioning and academic skill development SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Comprehension/ Knowledge
The CHC Model of Intelligence is based on a Narrow Definition of Intelligence; Intelligence is represented by the scores from multiple broad ability factors. Comprehension/ Knowledge Phonemic Processing Fluid Reasoning CHC MODEL Processing Speed Visual/ Spatial Long Term Retrieval Short Term Memory Working Memory

Verbal Comprehension Index
LD Identification Interpretive Level 2: Primary Indexes Verbal Comprehension Index Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Block Design Visual Puzzles Arithmetic Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Fluid Reasoning Index Visual Spatial Index Working Memory Index Processing Speed Index presented by George McCloskey Ph.D.

Interpretive Level 3: Ancillary Indexes Quantitative Reasoning Index
Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Quantitative Reasoning Index

Interpretive Level 3: Ancillary Indexes Auditory Working Memory Index
Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Auditory Working Memory Index

Interpretive Level 4: Complimentary Indexes
Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Naming Speed Index Storage and Retrieval Index Symbol Translation Index

Neuropsychological Models Emphasize Multiple Cognitive Components within Broad Functional Categories of Cognition Reasoning (V, NV, Q) Visual (Ortho, NV) Language (R, E, F, S, PA) NEURO MODEL Memory (I, WM, LTR) Visual/ Spatial Processing Speed Motor Functioning Executive Functions

WHY NOT? INDEXES WHY NOT a Reasoning With Verbal Content Index (RVI)?
Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation WHY NOT a Reasoning With Verbal Content Index (RVI)?

WHY NOT? INDEXES WHY NOT a Retrieval from Long-Term Storage Index
Naming Speed Literacy Quantity Immediate Symbol Translation Delayed Recognition Similarities Vocabulary Information Comprehension Matrix Reasoning Figure Weights Picture Concepts Arithmetic Block Design Visual Puzzles Digit Span Picture Span Letter-Number Sequences Coding Symbol Search Cancellation WHY NOT a Retrieval from Long-Term Storage Index (RLTI)?

5 Complementary Subtests
WISC-V 5 Complementary Subtests WHY??? Naming Speed Literacy Naming Speed Quantity Immediate Symbol Translation Delayed Symbol Translation Recognition Symbol Translation

5 Complementary Subtests
WISC-V 5 Complementary Subtests WHY??? The following statement(s) appear in the description of each Complementary subtest: This subtest was not designed as a measure of intelligence but as a measure of cognitive processes… …associated with academic learning …related to learning difficulties …that may be interfering with academic learning …related to learning

The addition of the 5 complementary subtests raises important questions about constructs associated with thinking: What’s the difference between an ability, a process, and a skill? Does intelligence testing involve assessing abilities, processes or skills?

Interpretive Levels Framework
Global Composite (Full Scale IQ/GAI Level) Specific Composite Indexes / Clinical Clusters Level Subtest Level Item Level Cognitive Constructs Level

Clinical Clusters Level Global Composite Level
Interpretive Levels Framework Task Specific Cognitive Capacities Level Item Level Subtest Level Specific Composite Indexes Level Clinical Clusters Level Global Composite Level Full Scale IQ/GAI General Ability Model Cognitive Neuropsychological Model

Interpretive Levels Framework
Subtest Level Item Level Cognitive Capacities Level

Interpretive Levels The Process Approach requires a clear understanding of what a task measures so that performance can be effectively task analyzed to characterize a person’s cognitive capacities as accurately as possible. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Stanislas Dehaene

Michael Posner

– Naïve: First exposure to the task; responses required immediately.
Practiced: Time given to rehearse responses to the task; responses delivered after rehearsal period.

System 1 – Fast, effortless, automatic
System 2 – Slow, effortful, non-automatic

Things that are Taught to Automaticity in Early Elementary School
Basic math facts and multiplication tables

Things that are Taught to Automaticity in Early Elementary School
Basic math facts and multiplication tables The alphabet and sight word recognition Graphomotor functioning for quick handwriting of letters and words

– Novel: Second exposure to the. task, but responses required
– Novel: Second exposure to the task, but responses required immediately to a set of all new items.

Naïve: First exposure to the task; responses required immediately; high demand for executive functions (EFs) Practiced: Time given to rehearse responses to the task; minimal demand for EFs Novel: Second exposure to the task, but responses required immediately to a set of all new items; moderate demand for Efs Source: Posner, M.I. & Raichle, M.E. (1994). Images of Mind.

Kaplan, E. (1988). A process approach to neuropsychological assessment
Kaplan, E. (1988). A process approach to neuropsychological assessment. In T. Boll & B.K. Bryant (Eds.) Clinical neuropsychology and brain functions: Research, measurement, and practice (pp ). American Psychological Association.

Subtest/Item Level Process Approach Example
What’s the difference between a WISC-IV Similarities Scaled Score of 12 and a WISC-IV Similarities Scaled Score of 12?

Retrieval of verbal information from long-term storage vs Reasoning with verbal information

Subtest/Item Level Process Approach
Specific Behavior Observation Examples will be provided in the Neuropsychological Approach to WISC-V Interpretation Chapter (McCloskey, et. al.) in Essentials of WISC-V Assessment (spring 2016).

What Does Block Design Measure? Consider the following quote from John Carroll (Human Cognitive Abilities, 1993, page 309) :

What Does WISC/WAIS Block Design Measure? “…difficulty in factorial classification arises from the fact that most spatial test tasks, even the “simplest,” are actually quite complex, requiring apprehension and encoding of spatial forms, consideration and possibly mental manipulations of these forms, decisions about comparisons of other aspects of the stimuli, and making a response – often under the pressure of being required to respond quickly.”

What Does Block Design Measure?
From Carroll’s description, Block Design can be measuring at least 5 distinct cognitive processes: Visual perception and discrimination Reasoning with visual stimuli Visualization (optional) Motor dexterity Speed of motor response

16 20 22 Who will have the best Block Design score?
Measuring Problem-Solving or Executive Functions with a Block Design Task Who will have the best Block Design score?

Raw Score Scaled Score

From Carroll’s description of Block Design, which of the 5 distinct cognitive processes do you think Subject 3 lacked? Visual perception and discrimination Reasoning with visual stimuli Visualization (optional) Motor dexterity Speed of motor response

The Process Approach to Analysis of Block Design
Consider the following quote from Carroll (1993, p. 309): …considerable confusion exists about the identification of factors in the domain of visual perception… Some sources of confusion are very real, and difficult to deal with. This is particularly true of confusion arising from the fact that test takers apparently can arrive at answers and solutions – either correct or incorrect ones – by a variety of different strategies. French (1965) demonstrated that different “cognitive styles” can cause wide variation in factor loadings; some of his most dramatic cases had to do with spatial tests, as where a sample of subjects who reported “systematizing” their approach to the Cubes test yielded a large decrease of the loading of this test on a Visualization factor (that is, decreased correlations of Cubes with other spatial tests), as compared to a sample where subjects did not report systematizing. It has been shown (Kyllonen, Lohman, & Woltz, 1984), that subjects can employ different strategies even for different items within the same test. Lohman et al. (1987) have discussed this problem of solution strategies, even rendering the judgment that factor-analytic methodology is hardly up to the task of dealing with it because a basic assumption of factor analysis is that factorial equations are consistent over subjects.

Carroll’s description leaves out a critical 6th cognitive process, or group of processes, essential for effective performance of Block Design – the ability to initiate, focus, sustain, coordinate/balance, and monitor the use of the other cognitive processes – i.e., Executive Function processes.

An appropriate statement regarding the performance of the third subject would be: “John’s superior capacity for problem-solving with nonverbal visual material was applied inconsistently resulting in a Block Design Subtest Score in the average range.”

Identifying Task Component Constructs
An Information Processing Model provides a theoretical framework for understanding cognition and its role in learning. An information processing model represents a dynamic model of cognition rather than a taxonomy of cognitive abilities. George McCloskey, Ph.D.

indicate Executive Functions at work Motor Output Long-Term Memory Lexicons Mental Representations Active Working Memory Processing pattern detail Attention Initial Registration visual auditory kinesthetic Sensory Memory Sensory Input

indicate Executive Functions at work Motor Output Long-Term Memory Lexicons Mental Representation Active Working Memory Processing pattern detail Attention Initial Registration kinesthetic visual auditory Sensory Memory Sensory Input

Process Approach Summary
Subtests/tasks involve more than one Cognitive Process. The format of the task can greatly affect performance levels. Processing preferences and strategy selection can greatly affect performance levels. The cognitive processes involved in performing a task often vary based on the age, cognitive capacity, and strategy selection of the examinee. To truly understand a person’s performance, you must know not just the score obtained, but how the person performed the task to obtain the score. George McCloskey, Ph.D.

WISC-V VCI VCI Subtests: Similarities (SI) Vocabulary (VC)
Information (IN) Comprehension (CO) George McCloskey, Ph.D.

What do VCI Subtests assess?
Assess multiple component processes: Auditory Discrimination (ALL) Language Comprehension (ALL) Reasoning (most likely to be assessed only by S, C) Verbal Knowledge Store (V, I, S*) Free Recall Retrieval from Long-Term (Recent or Remote) Storage (V, I) “On Demand” Retrieval Efficiency (Word-Finding Ability) (I, V) Expressive Language Ability (V, S, C, I*) George McCloskey, Ph.D.

VCI and Academic and Job Performance
V, I, and S all reflect verbal abilities that act as constraints on understanding and depth of processing of information in the classroom; participation in discussions and written expression production all can suffer when these are weak. Performance with math can be constrained by lack of verbal abilities when instructional approaches emphasize verbal presentation and discussion of quantitative concepts. S and C often reflect reasoning with verbal information capacities that act as constraints on verbal comprehension when listening or when reading. George McCloskey, Ph.D.

What Does Similarities Measure?
Similarities can be an effective measure of reasoning with verbal concepts provided the person: has not already learned and stored the conceptual relationships, making them available for retrieval from long-term storage perceives the task to be a measure of reasoning and engages reasoning processes when responding The speed and content of response can be important indicators of whether or not reasoning ability is being used to respond. George McCloskey, Ph.D.

What Does Vocabulary Measure?
Vocabulary is primarily a measure of retrieval of verbal information from lexicons (long-term knowledge stores), not a measure of reasoning ability. The critical question that must be asked when assessing vocabulary knowledge: Is the ability to explain the meaning of words equivalent to the abilities of comprehending or using those same words in natural contexts? In other words, does format matter when assessing verbal abilities such as vocabulary knowledge? SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Does Format Matter in Assessment?
The task input format, the internal processing demands (primarily represented by different long-term storage retrieval demands) and the output format all impact on performance and can produce highly variable results for any given person, even those from the “general” population. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Information Measure?
Earliest items emphasize common knowledge easily learned outside of formal educational sources. Most items emphasize knowledge related to specific topics typically addressed in school (or in televised educational programs on networks like TLC, Discovery, History Channel, Science Channel, PBS, CNN, etc) Items can be categorized by content areas (e.g., History, biology, literature, geography). SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Process-Oriented Analysis of Verbal Responses
Observe speed of lexical access as reflected in speed of responses Observe organization of verbal storage as reflected in type of response (direct, specific vs nonspecific, rambling, etc.) Observe quality of verbal expression (grammar/syntax of responses, vocabulary use, prosody, quality of ideas, organization of thought Observe effects of executive function demands Observe concrete vs abstract language use Process test the effects of shaping and/or cueing on responses SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

WISC-V FRI FRI Subtests: Matrix Reasoning (MR) Figure Weights (FW)
Picture Concepts (PCn) Arithmetic (AR) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Fluid Reasoning Index (FRI)
It is clinically important to make the distinction between nonverbal reasoning and reasoning with nonverbal visual material. Nonverbal reasoning implies that language is not being used to perform a task. Use of visual stimuli as input for a task provides no guarantee that the person will process the task without the use of language abilities. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

FRI & Academic Performance
Although some research has identified a correlation between Fluid Reasoning scores and Reading Comprehension. It is important to note that the abilities most likely to be assessed by the FRI tasks, are not effective measures of the cognitive processes that most constrain the development and/or use of reading and writing skills in the classroom. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Fluid Reasoning and Processing Speed
Speed of information processing is a major factor in Figure Weights. Item level performance on MR, FW and PCn can be timed to help understand a person’s cognitive processing approach to these tasks. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Role of Executive Functions
MR, PCn and FW all require direction of attention to detail and inhibition of impulsive responding as well as monitoring and checking responses and efficient management of time. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Matrix Reasoning Measure?
Visual Perception and Discrimination Visual Analysis and Organization Attention to Visual Details Nonverbal AND/OR Verbal Abstract Reasoning Abilities and Concept Formation Working Memory also likely to be involved Speed of visual processing can be observed by process-oriented assessment technique (time performance on each item) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Figure Weights Measure?
Visual Perception and Discrimination Visual Analysis and Organization Attention to Visual Details Quantitative and/or Nonverbal and/or Verbal Analogical Reasoning Abilities and Concept Formation SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Figure Weights Measure?
Working Memory is highly likely to be involved for more difficult items Speed of visual processing may play a significant role (30 second time limit per item) Speed of visual processing can be observed by process-oriented assessment technique (time performance on each item) George McCloskey, Ph.D.

What Does Picture Concepts Measure?
Visual Analog to Similarities Reasoning either nonverbally or verbally, without demand for verbal explanation of response. Increased frequency of use of verbal mediation with increased age is highly likely. Consider age and reasoning processes applied by child when interpreting performance. Fluid reasoning measure that correlates well with MR. Creative responses scored as incorrect a possible but not very probable event.

What Does Arithmetic Measure?
Arithmetic is a complex task requiring multitasking of several mental capacities including: Initial registration of auditorily presented stimuli Attention to details Quantitative Problem-solving ability Retrieval of math knowledge from long term storage (facts and/or procedures) Use of working memory resources to set-up problems and complete calculations in mind Executive Function coordination of multitasking SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

FRI: Academic Performance
MR and FW most closely reflect application of reasoning abilities that act as constraints on understanding and depth of processing of information in classrooms when nonverbal visual conceptualization and/or nonverbal quantification is emphasized. This is most likely to occur in courses involving math, science, engineering, architecture and visual design. Performance in math can be constrained by lack of nonverbal reasoning abilities when teaching approaches emphasize nonverbal presentation and assessment of quantitative concepts. MR, FW and PCn may be assessing complex visual processing abilities that can act as constraints on learning when visual materials are used in instruction. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

WISC-V VSI VSI Subtests: Block Design (BD) Visual Puzzles (VP)
SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Visual Spatial Index (VSI)
The VSI reduces the demand for reasoning with visual information and increases the demand for effective visual perception and discrimination capacities applied with speed. Because they do not use orthographic images (letters or numbers), they do not directly relate to basic reading and writing skills and often do not play a role in early rote math learning. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

VSI & Academic Performance
It is important to note that the abilities most likely to be assessed by the VSI tasks are not effective measures of the cognitive processes that most constrain the development and/or use of reading and writing skills in the classroom and may not necessarily constrain performance with math. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Visual Tasks and Processing Speed
Speed of information processing is a major factor in performance only for VP at all ages. Speed can be a factor in performance of BD for older children. Item level performance on VP can be timed to help understand a person’s cognitive processing approach to this task. George McCloskey, Ph.D.

Visual perception and discrimination Reasoning with visual stimuli Visualization (optional) Motor dexterity Speed of motor response Executive functions involved in strategy generation, balancing pattern and detail, monitoring performance and correcting errors

Block Design Process Scores
BDn (no time bonus), BDp (correct blocks placed), BDde (occurrence of broken configuration), Bdre (occurrence of reversals) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Visual Puzzles Measure?
Visual Perception and Discrimination Visual Analysis and Organization Attention to Visual Details Spatial Visualization and Organization Nonverbal and/or Verbal Abstract Reasoning Abilities may be applied but not required Working Memory also may be involved Speed of visual processing plays a significant role (30 second time limit per item) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Role of Executive Functions
BD requires complex EF direction of performance. BD, MR, VP, PCn and FW all require direction of attention to detail and inhibition of impulsive responding as well as monitoring and checking responses and efficient management of time. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

WISC-V WMI /AWMI WMI Subtests: Digit Span (DS) Picture Span (PS)
Letter-Number Sequences (LNS) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Working Memory Index (WMI)
The WMI combines an immediate visual memory task with an immediate/working memory auditory memory task. The different formats of the two working memory subtests necessitates interpretation at the subtest level. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

WISC-V Changes: Digit Span
Subtest Level Changes: Digit Span Subtest item content revised: A third item type has been added- Digit Sequencing Moved away from the VIQ/VCI and PIQ/POI that previously existed in the WAIS; easier to explain and interpret with new structure. Before, clnicians didn’t always know what to do with VIQ and VCI, for example. Also, because there was a mixture of subtests in the VIQ, clinicians had trouble understanding how to interpret. Arithmetic & Digit Span in VIQ did not hang together as well in the factor analyses either. George McCloskey, Ph.D.

What Does Digit Span Measure?
Digit Span is an aggregate measure; DS Forward assesses initial registration and repetition of stimuli (immediate memory) DS Backward assesses working memory applied to initially registered information. DS Sequencing assesses working memory applied to initially registered information along with sequencing capacity Separate Scaled Scores are provided for all three DS tasks SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Picture Span Measure?
Picture Span assesses the ability to initially register and hold for approximately 6-10 seconds visually presented images of common objects Picture span can be processed as a visual memory task or verbally mediated and processed through, and rehearsed in, the articulatory loop, thereby transforming it into an immediate verbal memory task. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Picture Span Measure?
Picture Span does not use orthographic stimuli (letters and/or numbers) thereby reducing or negating its connection with cognitive processes that most constrain the development and/or use of reading and writing skills in the classroom. Picture Span may provide useful information related to academic tasks that require the initial registration and holding of nonverbal visual information. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Letter-Number Sequencing Measure?
Assesses initially registering, holding and manipulating in working memory auditorily presented verbal information Directions provide the child with a strategy for making the random series more contextually meaningful; for some children, this results in improvements over Digit Span performance Revised scoring prevents a child who only repeats the series verbatim to earn a scaled score of 10 (now earns only a 5) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

AWMI and Academic Performance
Working Memory abilities applied to verbal information act as constraints on many classroom learning activities including listening, written expression, note-taking, test-taking, math problem-solving, and reading comprehension. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Accounting for Variability in Working Memory
Subtest Performance: DSB > DSF Although neuropsychologically speaking it is impossible to actually be more capable with DSB than with DSF, many referred children do in fact correctly repeat more digits backwards than forwards. The clinical question to be posed is why the child did not perform up to their capacity on DSF. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Subtest Performance: DSB > DSF Reasonable hypotheses for DSB >DSF performance involve limitations of executive function processes, in particular difficulties with initiation and modulation of effort. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Subtest Performance: Subtest Profiles Although memory process tasks can be ordered from least complex to most complex, it is not true that this ordering reflects a hierarchy of constraints on task performance. Many children show varied performance profiles that do not conform to the task complexity hierarchy. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Subtest Performance: Subtest Profiles DSF, DSB, DSS and LNS are more likely to be problematic than AR for a child with sequencing problems. In these cases, material might all be encoded and manipulated intact, but the final sequence of the response is not accurate. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

It is just as likely to find:
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles Example: It is just as likely to find: AR > LNS > DS As it is to find: DS > LNS > AR SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

In the case of AR > LNS > DS and DS > LNS > AR
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles In the case of AR > LNS > DS and DS > LNS > AR Tasks are ordered in terms of the amount of context provided for the performance of the memory task. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Subtest Performance: Subtest Profiles DSF DSB and DS Sequencing can be more difficult than LNS for persons with sequencing problems because there is no contextual basis for the ordering of the numbers. LNS offers two modestly contextual bases to guide performance; the order of the alphabet and the order of numbers. George McCloskey, Ph.D.

AR > LNS >DS profile is likely to perform.
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles The more instruction requires literal, rote skill for registering information exactly as presented– like digit span – the more a person with the AR > LNS >DS profile is likely to struggle. The more instruction incorporates meaningful context for cueing and guiding manipulation of information in working memory, the better a person with the AR > LNS >DS profile is likely to perform. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Person’s exhibiting a pronounced
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles Person’s exhibiting a pronounced AR > LNS > DS pattern are more likely to be strong with classroom and workplace memory tasks when a strong context is provided for the processing of the task. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Person’s exhibiting a pronounced
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles Person’s exhibiting a pronounced DS > LNS > AR pattern are more likely to be strong with classroom and work place memory tasks that are short, rote and list-like in nature. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

It is likely that children exhibiting a pronounced DS > LNS > AR
Accounting for Variability in Working Memory Subtest Performance: Subtest Profiles It is likely that children exhibiting a pronounced DS > LNS > AR pattern are at greater risk of struggling with meaningful classroom learning than are children who demonstrate a pronounced AR > LNS > DS pattern. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

WISC-V PSI PSI Subtests: Coding (CD) Symbol Search (SS)
Cancellation (CA) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Processing Speed Index (PSI)
Assesses multiple component processes: Visual Perception and Discrimination Processing Speed and Processing Accuracy Graphomotor Skill (Cd) Executive direction of focusing and sustaining attention and effort and monitoring performance Executive Coordination of Visual Skills, Motor Skills, Speed, and Accuracy (Cd) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does Cancellation Measure?
Visual Perception and Discrimination Processing Speed Processing Accuracy Inhibition of impulsive responding Executive Coordination of Visual Skills, Speed, Inhibition and Accuracy Performance likely to be enhanced by the use of working memory Visual Search Efficiency can be assessed with process-oriented technique (number of seconds required per line of symbols; number and type of errors)

PSI and Academic Performance
Processing Speed abilities applied to nonverbal visual information might act as constraints on some classroom learning activities such as note-taking, test-taking, math problem-solving, and written expression. Processing speed tasks are most effective as measures of capacity for sustained attention and effort. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

A relatively low score on the Coding Subtest frequently co-occurs with low scores on written expression assessments and poor production on written expression classroom and homework assignments. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

It is important to note that visual processing speed with nonverbal visual material is not necessarily reflective of visual processing speed with orthographic codes (letters, words, numbers). Tasks specific to reading, such as Rapid Automatic Naming and paragraph reading speed need to be used to assess visual processing speed in reading and alphabet writing and sentence copying tasks are better indicators of grapho-motor functioning. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

What Does the PSI Measure?
Coding and Symbol Search measure distinctly different task component processes in addition to a common core of processing speed with visual nonverbal material. Performance on Coding and Symbol Search frequently vary by more than 3 scaled score points (Cd > SS 15%; SS > Cd 15%) and should be interpreted separately in these instances. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Accounting for Variability in PSI Subtest Performance
Coding requires multitasking requiring continuous motor production while processing associations from a code key. This multi-tasking effort must be coordinated by executive functions involving focusing and sustaining attention and effort, pacing and balancing work effort (speed vs accuracy) and monitoring for accuracy. Coding has predictable elements that can help to improve performance. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Accounting for Variability in PSI Subtest Performance
Symbol Search assesses processing speed applied to a series of unique visual discrimination tasks with only a minor motor response component. Every symbol search item is a unique task requiring attention to new visual details. Executive functions are required to direct focusing and sustaining attention and effort, pacing and balancing work effort (speed vs accuracy) and monitoring for accuracy. SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Process Interpretation of PSI Tasks
The most effective way to assess the use of executive functions in directing the focusing and sustaining of attention and effort is through the use of 15 or 30 second interval task performance recording.

Interval Recording: 0 – – – – 120 Typical performance on both Coding and Symbol Search reflects steady, consistent attention and effort, with only slight improements or declines in the final 30 seconds.

Interval Recording: Patterns that deviate substantially are often indicative of difficulties with executive direction of attention and effort, regardless of level of scaled score performance.

Interval Recording: Examples of clinically relevant patterns of performance: 0 – – – – 120

Memory processes are not required to perform either Coding or Symbol Search, but memory processes can be recruited for the performance of both of these tasks if the persons chooses to engage them.

Memory processes can be used to learn the code associations in Coding and to hold visual images during comparisons on Symbol Search. Choosing to use memory processes to help perform these tasks reflects the use of executive functions to alter test taking strategy. Use of memory processes for these tasks does not, however, guarantee improvement in performance.

WISC-V Complementary Subtests: Naming Speed Literacy (NSL))
Naming Speed Quantity (NSQ) SI- changed scoring to 2,1,0 on initial items b/c got better discrimination between mild and mod disabilities George McCloskey, Ph.D.

Thoughts Perceptions EFs Actions Emotions

Key Concept Executive Functions: Directive capacities of the mind
Multiple in nature, not a single capacity Part of neural circuits that are routed through the frontal lobes Cue the use of other mental capacities Direct and control perceptions, thoughts, actions, and to some degree emotions

EF as the Conductor of the Brain’s Orchestra (i.e., EF as “g”)

Executive Functions Are Not a Unitary Trait
Appropriate Metaphors for Executive Functions: The conductor and section leaders of the mind’s Orchestra The management structure of a multinational mind corporation The coaching staff of team mind

Key Concept Executive Functions cue and direct in different ways at different levels.

Co-Conductors in a Holarchical Model of EF
Activation Trans-Self Integration Self-Generation Self-Realization Self-Determination Self-Regulation Self-Activation

Emot ion Cognition Perception Action
LD Identification Domains of Functioning Directed by Executive Functions Action Executive control of modes of output including behavior in the external world and storage and retrieval of internal representations Perception Cognition Action Emot ion Cognition Executive control of thoughts and thought processing Perception Executive control of modes of perceptual input including external sensory stimuli (visual, auditory, kinesthetic) and internal (representational) stimuli Emotion Executive control of moods, feelings, and the processing of emotions presented by George McCloskey Ph.D.

Holarchy vs Hierarchy Hierarchy Holarchy

EF Tiers within the Holarchical Model of Executive Functions
Perceive Focus Sustain Energize Initiate Inhibit Stop Interrupt Flexible Shift Modulate Plan Evaluate/Compare Decide Sense Time Pace Sequence Execute Hold Manipulate Store Retrieve Trans-Self Integration Self-Activation Self-Realization Self-Awareness Other-Awareness Self-Analysis Self-Determination Goal setting Long-range Planning & Foresight Self-Generation Monitor Correct Balance Gauge Anticipate Estimate Time Analyze Generate Associate Organize Prioritize Self-Regulation EF ef

33 Self-Regulation EFs Perceive Balance Prioritize Focus Monitor
Sustain Energize Initiate Inhibit Stop Interrupt Flexible Shift Modulate Balance Monitor Correct Gauge Anticipate Est Time Analyze Generate Associate Plan Organize Compare Choose Prioritize Compare/Eval Decide Sense Time Pace Sequence Execute Hold Manipulate Store Retrieve

Key Concept It is important to distinguish between Executive Functions
and Executive Skills.

Self Regulation Executive Functions
Executive Functions involve the part of the executive network that that is used to become aware of the need for the use of executive skills and other mental capacities and used to cue and direct the use of the needed executive skills.

Self Regulation Executive Skills
Executive Skills are responsible for cueing the specific areas of the brain needed to perform specific tasks (e.g., attending, inhibiting, modulating, planning, organizing, associating).

Co-Conductors in a Holarchical Model of EF
Executive Capacities Executive Functions Executive Skills

Key Concept Self-regulation Executive Functions can be organized
into 7 basic clusters.

Self Regulation Executive Function “Clusters”
Energize Initiate Inhibit Stop Pause Flexible Shift ENGAGEMENT Sense Time Pace Sequence Execute EFFICIENCY Monitor Modulate Balance Correct OPTIMIZATION Perceive Focus Sustain ATTENTION Generate Associate Prioritize Plan Organize Decide SOLUTION Anticipate Gauge Analyze Estimate Time Compare INQUIRY Hold Manipulate Store Retrieve MEMORY

The Multidimensional Nature of EF Assessment
The Multidimensional Nature of the use of Executive Functions necessitates a Multidimensional approach to their assessment. Assessment of Executive Functions needs to address the use of Efs within all four domains of functioning and across all four arenas of involvement

Key Concept Effective EF assessment is multidimensional in nature and addresses the use of Efs within all four domains of functioning and across all four arenas of involvement.

EF Assessment Perspective x Method
Assessment Method Formal Methods – Using interviews, records reviews, and observation and interpretation methods that make use of standards established through normative comparisons Informal Methods – Using interviews, records reviews, and observation and interpretation methods that do not make use of standards established through normative comparisons Indirect Perspective – Collecting information in a manner that does not require direct contact with, or observation of, the client Behavior Rating Scales Parent & Teacher Behavior Rating Scales Self-Report Rating Scales (e.g., BRIEF or MEFS Parent, Teacher and Self Rating forms) Interviews of Parents, Teachers (e.g., use of the EFSO) Review of School Records Process-oriented Interpretation of Parent and Teacher Ratings and Self Reports Direct Perspective – Collecting information through direct interactions with, or through direct observations of, the client Individually-Administered Standardized Tests (e.g., D-KEFS, NEPSY-II, WCST, BADS, BADS-C) Child Interview Systematic and Nonsystematic Behavioral Observations (e.g., use of the EFSO and EFCO) Process-oriented Interpretation of Standardized Test Performance and Classroom Work Samples

Key Concept 1) Clinical interview(s)
The most effective approach to EF assessment involves 1) Clinical interview(s) 2) Use of additional data collection methods to test hypotheses generated from the interview(s)

Assessment of Executive Functions
Norm-referenced assessments of executive functions are currently available, including: Individually-administered tests Behavior rating scales

Assessment of Executive Functions
The limitations of the current methods available need to be understood and taken into account when conducting an assessment.

Key Concept Standardized, individually-administered measures of executive functions only assess the use of executive functions within the Symbol System Arena.

X EF Assessment Using Individually Administered Tests Perception
Emotion Cognition Action Self Others Environ- ment Symbol Systems X

Key Concept Although limited in scope, individually-administered assessment of executive functions can provide valuable information about the clients capacities to self-regulate perception, cognition and action within the Symbol System arena, especially in school.

The most effective approach to EF assessment involves: Conducting a thorough clinical interview(s) Using additional data collection methods to test hypotheses generated from the interview(s)

Conducting a thorough clinical interview: Identify arenas of involvement that are of concern, within the arenas of concern: Identify domains of functioning that are of concern Identify the specific executive function levels that are of concern Identify the specific executive functions that are of concern within the level

Use additional data collection methods to test hypotheses generated from the clinical interview: Parent, Teacher, Self Report and Adult Inventories Background information/Records review Individually-administered standardized testing (for Symbol System arena concerns)

Parent, Teacher, Child & Adult Inventories
BRIEF (Behavior Rating Inventory of Executive Functions; 1996) D-REFS (Delis Rating of Executive Function; 2012) BDEFS-CA (Barkley Deficits in Executive Functioning Scale; 2012) CEFI (Comprehensive Executive Functions Inventory; 2013)

Likely to be Associated with Behaviors
Executive Functions BRIEF INHIBIT SCALE Likely to be Associated with Behaviors Item Description P T PRIMARY EF SECONDARY Efs WILDER than others x MODULATE MONITOR INTERRUPTS others INHIBIT OUT OF SEAT OUT OF CONTROL BLURTS OUT TOO WILD Trouble STOPPING STOP TROUBLE when NOT SUPERV TOO SILLY Talks at WRONG TIME NO THOUGHT BEFORE ACT ANTICIPATE IMPULSIVE TOLD to STOP

Parent, Teacher, Child & Adult Inventories
Ideally, behavior rating inventories would offer coverage of a broad array of executive functions across all 4 domains within all 4 arenas of involvement.

EF Rating Inventories The McCloskey Executive Function Scales (MEFS) assess 33 self-regulation executive functions across multiple domains of function within multiple arenas of involvement.

Self Regulation Executive Function “Clusters”
Energize Initiate Inhibit Stop Pause Flexible Shift ENGAGEMENT Sense Time Pace Sequence Execute EFFICIENCY Monitor Modulate Balance Correct OPTIMIZATION Perceive Focus Sustain ATTENTION Generate Associate Prioritize Plan Organize Decide SOLUTION Anticipate Gauge Analyze Estimate Time Compare INQUIRY Hold Manipulate Store Retrieve MEMORY

MEFS Rating Options 5 AA Always or almost always does this on his or her own. Does not need to be prompted or reminded (cued) to do it. 4 F Frequently does this on own without prompting 3 S Seldom does this on own without being prompted, reminded, or cued to do so. 2 AP Does this only after being prompted, reminded, or cued to do it. 1 DA Only does it with direct assistance. Requires much more than a simple prompt or cue to be able to get it done in situations that require it. UA Unable to do this, even when direct assistance is provided.

Key Concept EFs in the Symbol System arena are best assessed by using methods that can reveal Cascading Production Decrements or Cascading Production Increments

Cascading Production Decrement
Construct Start here Construct + EF Construct + + EF Progressive deterioration of performance is observed as executive function demands (+ EF) become greater. Construct+ + + EF

Individually-administered Assessments of EF
Identify a specific cognitive construct baseline using a measure that minimizes EF involvement. Select and use a measure that adds executive function demands to the baseline construct and observe the results. Continue to add additional EF demands and observe results.

Reasoning Ability: Matrix Reasoning Start here Reasoning Ability + + + EF: WCST Progressive deterioration of performance is observed as executive function demands (+ EF) become greater.

Visuo-motorAbility: Design Copying Ability + EF: BVMGT Start here Ability + + EF Ability EF: RCFT Progressive deterioration of performance is observed as executive function demands (+ EF) become greater.

Assessing Retrieval Fluency
Examples: Naming animals in 60 seconds Naming foods in 60 seconds Naming words that begin with the letter “s” in 60 seconds Naming words that begin with the letter “f” in 60 seconds

Examples of response patterns: Semantic “Flooding” – Retrieval with minimal executive direction; uncontrolled flow of words Controlled Access – Executive Functions used to organize retrieval of words by semantic clusters

Examples of response patterns: Semantic “Flooding” results in uneven performance across a 60 second interval with decreased production in each successive 15 second interval.

1” – 15” Largest number of responses 15 responses 16” – 30” Reduced number of responses 4 responses 31” – 45” Reduced number of responses 1 response 46” – 60” Few, if any, responses 0 responses

Examples of response patterns: Controlled Access typically results in a more even distribution of responses across a 60 second interval. Responses are often reflect organized, sequential access of various subcategories (e.g., water animals; flying animals; farm animals; forest animals; jungle animals;

1” – 15” 6 responses Similar numbers of responses for each interval 16” – 30” 6 responses 31” – 45” 5 responses 46” – 60” 5 responses

Retrieval Ability: Semantic Fluency Start here Retrieval Ability + EF: Initial Letter Fluency Progressive deterioration of performance is observed as executive function demands (+ EF) become greater.

Key Concept Executive functions are used to cue, direct, coordinate and integrate all the processes, skills, abilities, and knowledge bases used when reading writing or doing math.

An Integrative Model Specifying Processes, Abilities, Knowledge Bases, Skills, Memory and Achievement in Reading indicate Executive Function processing at work General & Specific Knowledge Lexicons Semantic Lexicon Word & Phrase Knowledge Language Reasoning Visuospatial Retrieval from Long Term Storage Comprehending Words and Text + Prosody = Reading Rate aka “Fluency” Speed Decoding Unfamiliar and/or Nonsense Words Reading Familiar (Sight) Words Working Memory Initial Registration (Immediate Memory) Orthographic Processing Oral Motor Functioning Phonological Processing Copyright © 2007 George McCloskey, Ph.D.

Assessing Executive Functions Related to Reading
Example of D-KEFS Color-Word Interference Word Reading task: “Look at this page…read these words as quickly as you can without making any mistakes.”

Example of D-KEFS Color-Word Interference Inhibition task: “Look at this page…the color names are printed in a different colored ink. You are to name the color of the ink that the letters are printed in not read the word.”

Example of D-KEFS Color-Word Interference Inhibition-Switching task: “This time, for many of the words you are to name the color of the ink and not read the words. But if a word is inside a little box, you should read the word and not name the ink color.”

Process: D-KEFS Color & Word Naming Process + EF: D-KEFS CWI Inhibition Progressive deterioration of performance is observed as executive function demands (+ EF) become greater. Process + + EF: D-KEFS Inhibition/ Switching

EF Involvement in Reading
Essentials of Executive Functions Assessment Rapid Reference 6.2: Description of EF involvement in the act of reading Lists the EFs most likely to be involved in various facets of reading Describes task behavior likely to be indicating a lack of effective EF use

Interventions for Executive Functions Difficulties Related to Reading
Many executive functions difficulties related to reading are the result of a lack of adequate maturation of the neural networks involved in the use of these executive functions for reading.

Interventions for Executive Functions Difficulties Related to Reading
The most effective form of intervention for maturational difficulties with executive functions cues is increased practice of the complete act of reading, i.e., applying the integration of all processes, skills, abilities and lexicons while reading connected text while receiving feedback from an external source.

Source Acknowledgements

An Integrative Model Specifying Processes, Abilities, Knowledge Bases, Skills, Memory and Achievement in Writing indicate Executive Function processing at work General & Specific Knowledge Lexicons Semantic Lexicon Word & Phrase Knowledge Language Idea Generation Reasoning Visuospatial Initial Registration (Immediate Memory) Text Editing & Revising Text Production Automaticity Text Generation Text Transcription & Spelling Working Memory Retrieval from Long Term Storage Orthographic Processing GraphoMotor Processing Phonological Processing Visuospatial Processing Copyright © 2007 George McCloskey, Ph.D.

Writing as a Holarchically Organized Process
PLAN PLAN ORGANIZE Reviewing/Revising Text Generation Text Transcription Language Representation Idea Generation

Text Transcription Difficulties
Academic Skills: Alphabet Writing

Text Transcription Improvement
Academic Skills: Alphabet Writing

Text Transcription Difficulties
Academic Skills: WJ-III Writing Fluency Nov 2010

Text Transcription Improvements
Academic Skills: WJ-III Writing Fluency August 2012

Text Generation Difficulties
What Evan wrote for me: My favorite game is … “mabul roling it is fun I like making the box to role in to. Iam prety gode as well. It is rell inters ing. It is so fun

Adequate Language Representation
What Evan told me: “My favorite game is rolling marbles. I think it is fun. I just learned it yesterday. It can be pretty hard at times. It can be fun and it’s interesting if you make it challenging. I like making the boxes to roll the marbles into. You probably need to be pretty skilled with eye hand coordination to do it. To get up the ramp you need to roll it really fast.”

Language Representation to Text Generation Difficulties
What Evan told me: “My favorite game is rolling marbles. I think it is fun. I just learned it yesterday. It can be pretty hard at times. It can be fun and it’s interesting if you make it challenging. I like making the boxes to roll the marbles into. You probably need to be pretty skilled with eye hand coordination to do it. To get up the ramp you need to roll it really fast.” What Evan wrote: My favorite game is…“mabul roling it is fun I like making the box to role in to. Iam prety gode as well. It is rell inters ing. It is so fun

PAL-II Alphabet Writing & PAL-II Copying A & B WIAT-III Sentence Composition and/or PAL-II Sentence Writing Progressive deterioration of performance is observed as executive function demands (+ EF) become greater. WIAT-III Essay Composition

EF Involvement in Writing
Essentials of Executive Functions Assessment Rapid Reference 6.3: Description of EF involvement in stages of writing Lists the EFs most likely to be involved in that stage Describes task behavior likely to be indicating a lack of EF use

Executive Functions and Mathematics
LD Identification Executive Functions and Mathematics 226 presented by George McCloskey Ph.D.

Math EF Difficulties: Case Example
Math Assessment & Intervention Math EF Difficulties: Case Example Low scores on both WIAT-III Numerical Operations and Math Problem-Solving, failing Algebra II, but… Grades on tests inconsistent, some A’s, some F’s, homework not completed resulting in failing grade; grade of B in Algebra I, grade of B in Geometry. History and present behavior assessment indicating ADHD. George McCloskey, Ph.D.

Math Assessment & Intervention Math EF Difficulties: Case Example Standard Score of 120 on Math Problem-Solving, but Standard Score of 80 on Numerical Operations. Process-oriented examination of student response booklet reveals several very easy calculation items incorrect due to misreading the operation sign and/or errors in basic addition or subtraction when borrowing and carrying. Numerical Operations items reflecting math skills being taught this school year performed much more effectively than items assessing skills taught in previous years. George McCloskey, Ph.D.

Math Assessment & Intervention Math EF Difficulties: Case Example Standard Score of 70 on Numerical Operations during first assessment session but Standard Score of 92 during second assessment session three days later. Process-oriented examination of student response booklet reveals easy calculation items incorrect due to operation sign errors and/or errors in basic addition or subtraction. Numerical Operations items reflecting math skills currently being taught performed much more effectively than items assessing skills taught in previous years. George McCloskey, Ph.D.

Math Assessment & Intervention
Math EF Difficulties Most common features of poor math production likely to be indicating EF difficulties: Easy calculation items incorrect, more difficult calculation items correct. “Careless” errors, misreading operation signs, basic addition and subtraction errors, despite capable performance with most item types. Inconsistent grades on classroom tests. Math problem-solving skills much better than math calculation skills. George McCloskey, Ph.D.

EF Involvement in Math Essentials of Executive Functions Assessment Rapid Reference 6.3: Description of EF involvement in mathematical thinking Lists the EFs most likely to be involved in specific tasks Describes task behavior likely to be indicating a lack of EF use

Functional Behavior Assessment
The focus of a traditional FBA: “Behavior support plans are designed to alter patterns of problem behavior. The process by which this is done, however, involves change in the behavior of family, teachers, staff, or managers in various settings. Plans of behavior support define what we will do differently. It is the change in our behavior that will result in improved behavior of the focus person.” (O’Neill, Horner, Albin, Sprague, Storey, & Newon, 1997, p. 65).

Functional Behavior Assessment
In traditional functional behavior assessments antecedents are said to TRIGGER the behavior that results in the consequences, but the reasons WHY the antecedents trigger the behavior is not really addressed.

FBA: Is A-B-C Enough? Since the antecedent does not trigger the same undesirable behaviors in ALL students in the same situation, there must be something about the students that differs in an important way. Functional behavior assessment ignores internal considerations (i.e., perceptions, emotions, thought) and focuses on applying external control to effect change in behavior.

The EF Driven FBA Informed by knowledge of executive functions, the functional behavior assessment model can be revised as follows: A B C EF Behavior Response Antecedents Consequences Perception Emotion Cognition Action

A Key Concept An EF-Driven FBA enables problems to be clearly stated in terms of perceptions, emotions, thoughts or actions that can be changed through intervention. B C

The goals of an EF-driven FBA are:
to help the child, the parents, and professionals to understand the nature of the deficit and through proper intervention, to assist the child or adolescent in changing the behavior from a negative to positive.

Executive Functions Progress Monitoring Progress monitoring techniques for interventions targeting the improvement of the use of executive functions. Prepared and presented by George McCloskey, Ph.D.

END OF YEAR SUMMARY ALL CLASSES
ENGAGEMENT % Rated 3, 2, or 1 78% Rated 0 22% ATTENTION WORK COMPLETION 70% 30%

Advanced Interpretation of the WISC-V and Executive Functions

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Advanced Interpretation of the WISC-V and Executive Functions

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Presentation on theme: "Advanced Interpretation of the WISC-V and Executive Functions"— Presentation transcript:

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