Intelligence Presentation Grand Canyon University Instructor: Dawn Veneable Layne Smith 1 SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
2 Many teachers struggle with finding ways to reach individual learning styles and needs . In an attempt to find answers to this kind of instruction this presentation will cover the following topics, in order: Defining intelligence Adaptive behavior Vineland Adaptive Behavior Scale Multiple Intelligences (Emotional Intelligence) Multiple Intelligences (Gardner) SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Defining 3 Intelligence Despite the importance of intelligence, both as a concept and in terms of measurement, there has been a significant problem concerning its definition. Alfred Binet used criterion of school success as he sought to develop examining procedures that would identify children who failed academically (Reitan & Wolfson, 1992). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Defining 4 Intelligence Intelligence is the ability to undertake activities that are characterized by: Difficulty Complexity Abstractness Economy Adaptiveness to goal Social value Emergence of originals and maintain such activities under conditions that demand a concentration of energy and resistance to emotional forces(Reitan & Wolfson, 1992). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Defining 5 Intelligence Boring in 1923 stated: Intelligence as a measureable capacity must at the start be defined as the capacity to do well in an intelligence test. Intelligence is what the tests test(Reitan & Wolfson, 1992). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Defining 6 Intelligence However, in 1985 Howard Gardner argued for the existence of multiple intelligences, which may vary considerably, within the same individual. He opposed a concept of intelligence represented by the IQ measurement or any other specific testing procedures (Reitan & Wolfson, 1992). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 7 Behavior The display of adaptive behavior has been important throughout recorded history. For example, the ancient Greeks asserted the ability of individuals to care sufficiently for themselves and to engage in community life reliably reflected intelligence and maturity. It refers to "the effectiveness and degree to which the individual meets the standards of personal independence and social responsibilities expected for his and her cultural group“ (Ditterline, et.al, 2008). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 8 Behavior Adaptive behavior includes skills used by an individual to meet personal needs as well as deal with the natural and social demands in one's environment including skills needed to independently care for one's personal health and safety, dress and bathe, communicate, display socially appropriate behaviors and academic skills, effectively engage in recreation and work, and to engage in community life (Ditterline, et.al, 2008). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 9 Behavior Adaptive behavior or social competence was largely ignored for many years by assessment specialists. However, Public Law 94-12 required information about students adaptive behavior when they were being considered for special education services, especially youngsters with mental retardation (Oakland & Houchins, 1985). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 10 Behavior Psychologists have found that the Vineland Adaptive Behavior Behavior Scale is an effective assessment tool for identifying various special needs of children (Oakland & Adaptive Scale Houchins, 1985). Vineland SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 11 Behavior The Vineland Adaptive Behavior Scale (VABS) is one of the various assessment tools that can be used to help diagnose and evaluate the special Behavior needs of students. The focus of this test is the measurement of the adaptive behaviors, including the ability to cope with environmental changes, to learn Adaptive Scale new everyday skills and to demonstrate independence. Adaptive behavior, according to Eugene Edgar Doll, a Vineland pioneer in psychology, is multidimensional and reflects the individual‟s personal and social skills as he interacts with his or her environment (Brighthub.com, n.d.). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 12 Behavior The primary purpose of the VABS is to assess the social abilities of an individual, whose age ranges from Behavior preschool to 18 years old. The results reliably reveal crucial information for diagnosing various disabilities, including autism, Asperger syndrome, mental Adaptive Scale retardation, and speech impairment (Brighthub.com, n.d.). Vineland SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 13 Behavior Since adaptive behavior is a composite of various dimensions, the test measures five Behavior domains. These are the Communication, Daily Living Skills, Socialization, Motor Skills, and Maladaptive. Adaptive Scale The first four domains are key parts of the VABS But the last domain, Maladaptive Behavior, is an optional part of the Vineland assessment test. It is used when measuring obvious undesirable behaviors (Brighthub.com, n.d.). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 14 Behavior Domains The Communication Domain evaluates the receptive, expressive, and written communication skills of the child. The Daily Living Skills Domain measures personal behavior as well as domestic and community interaction skills. The Socialization Domain covers play and leisure time, interpersonal relationships, and various coping skills. The Motor Skills Domain measures both gross and fine motor skills (Brighthub.com, n.d.). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Adaptive 15 Behavior Not only does VABS aid in diagnosis, but it provides valuable information for developing educational and treatment plans (Pearsonassessments.com, n.d.). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Multiple 16 Intelligences Emotional Intelligence In 1990 Salovey and Mayer defined emotional intelligence as „a form of social intelligence that involves the ability to monitor one‟s own and others‟ feelings and emotions, to discriminate among them, and to use this information to guide one‟s thinking and action‟ (Wakeman, 2006). Furthermore, Dan Goleman, states that his understanding of emotional intelligence expands on Howard Gardner's "personal intelligences" — the intrapersonal (knowing yourself) and interpersonal (knowing how to get along with others). Goleman emphasized that educators need to consider "educating differently" for this intelligence, because different areas of the brain are involved (Pool, 2007). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Multiple 17 Intelligences Emotional Intelligence Five Dimensions of Emotional Intelligence Self-awareness Is the basis for self-confidence. Youngsters need to learn from a young age what the words for feelings are, why they feel the way they do, and what action options they have. Handling emotions The second dimension, knowing how to handle upsetting feelings, or impulses, is the root of emotional intelligence (Pool, 2007). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Multiple 18 Intelligences Emotional Intelligence Motivation Moving toward a goal is a third element of emotional intelligence. An important element of motivation is hope — having a goal, knowing the small manageable steps it takes to get to that goal, and having the "zeal or persistence" to follow through (Pool, 2007) Empathy The fourth element, means reading other people's feelings by tone of voice or facial expression, not necessarily words. Knowing how someone else feels is a fundamental human ability (Pool, 2007). SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Multiple 19 Intelligences Emotional Intelligence Social skills An example of people who seem to lack empathy is playground bullies. How do educators deal with bullies? Some researchers have found that bullies benefit from lessons in reading faces — what different emotions look like. A researcher paired all the children and had them make faces at each other, then identify what feelings the faces communicated. The bullies learned the differences between sad, angry, neutral, and hostile expressions. The psychologist also taught the children other social skills, such as how to ask other kids about themselves and how to take turns (Pool, 2007) SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
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