Crawford: Neuropsychological Approaches to Learning and Attention Flashcards
(36 cards)
What are the components of the neuropsychological assessment process?
Prior to assessment: Review of records and forms
Parent Meeting (1.5 hours): Discuss current concerns, obtain a detailed history, develop assessment plan
School Observation (1 hour)
Three, two-hour testing sessions (6 hours)
Parent Feedback Meeting (1.5 hours): Review testing results, make treatment recommendations
Written report with treatment recommendations
Includes abstract thought, reasoning, problem solving, acquired knowledge, & communication skills
intelligence
Tests used to assess IQ
Wechsler Intelligence Scales (WAIS-V, WISC-V, WPPSI-IV)
Differential Abilities Scale (DAS-II)
Stanford-Binet Intelligence Scales (SB5)
Kaufman Assessment Battery for Children (KABC)
Average IQ usu falls around what range?
90-110
What are the 5 indices of the WISC-V model to assess for IQ?
- verbal comprehension
- visual spatial
- fluid reasoning
- working memory
- processing speed
What components of full scale IQ test are not included in the general ability index?
working memory
processing speed
**may be used if there is a neurological disorder compromising memory or processing speed
What are some factors that affect IQ scores?
out of date test measures
brief IQ testing or group testing
instruments must be normed for the individual’s sociocultural background and native language
neurodevelopmental disorders can affect performance
What are these?
emotional state personality traits physical state motivation/effort testing environment skill of the examiner
factors that can affect IQ scores
After age (blank), IQ is a considerable measure of intelligence
5
Stability of IQ (blank) throughout childhood
increases
Researchers have found that IQ is highly (blank)
heritable
**the heritability of IQ increases with age
Deficit in general intellectual ability & impairment in everyday adaptive functioning (i.e., social, practical, conceptual) in comparison to peers
Diagnosis is based on both clinical assessment and standardized testing of intellectual ability
Heterogeneous condition with multiple causes
Overall general population prevalence is approximately 1%
intellectual disability
A diagnosis of intellectual disorder must include what 3 criteria?
- deficits in intellectual function confirmed by clinical assessment and individualized IQ testing
- deficits in adaptive functions (ex: daily living skills, social skills)
- onset during the developmental period
Difficulty with learning & academic skills (i.e., reading, math, writing) that is not attributable to intellectual ability
Has biological origins that include an interaction of genetic & environmental factors
Affect the brain’s ability to perceive or process verbal or non-verbal information efficiently and accurately.
learning disorders
Are learning disorders more common in males or females?
males (2:1 or 3:1)
Indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, DESPITE the provision of interventions that target those difficulties:
Inaccurate or slow & effortful word reading
Difficulty understanding what is read
Difficulty with spelling
Difficulty with written expression
Difficulty with mastering number sense, number facts, calculations and/or mathematical reasoning
specific learning disorder
Specific learning disorders can occur in any of these categories
reading
spelling
written expression
numbers/mathematical reasoning
T/F: For diagnosis of a specific learning disorder, the affected academic skills must be so low that they cause significant impairment in academic/occupational performance.
true
When do specific learning disorders begin?
during school age
**may not fully manifest until later; ex: some people don’t realize they have a learning disorder until graduate school!
Primary goal: Improve academic and behavioral outcomes for all students by eliminating discrepancies between actual and expected performance;
A multi-tiered instructional approach that focuses on preventing problems first, and then brings increasingly intense interventions to students who don’t respond
response to intervention (RTI)
**this attempts to ensure that learning disorders are not over-diagnosed
What are the three tiers of response to intervention?
- core instructional interventions (80% of students - typical classroom instruction)
- targeted group interventions (15% - kids who are struggling a bit, and may get subtle focal attention)
- intensive, individual interventions (5% of kids who are really struggling)
**kids must fail out of tier 3 before becoming qualified for special education
Most common learning disorder (approximately 9% depending on diagnostic cutoff)
Deficit in phonological processing (the ability process information related to the sound structures of language)
Reading fluency that is below expectations
Poor spelling
Associated problems in rote memory
i.e., memorizing math facts, state capitols
Difficulty with foreign language
Specific reading disorder (dyslexia)
How do you treat dyslexia?
intensive reading remediation, w/ semantic phonics-based instruction
improve reading fluency
encourage reading for pleasure
Is dyslexia visualizing words backwards?
no! dyslexia is a problem with the ability to see a symbol and remember the sound associated with that symbol
ex: can’t recall the difference between what a “b” vs a “d” sounds like
