PASS Neurocognitive Abilities using the CAS2 Jack A. Naglieri, - PDF document

3/11/2018 jacknaglieri.com kathleenkryza.com Intelligence redefined as PASS Neurocognitive Abilities using the CAS2 Jack A. Naglieri, Ph.D. Research Professor, University of Virginia & Devereux Center for Resilient Children jnaglieri@gmail.com www.jacknaglieri.com 1 2 Presentation Outline Presentation Outline ➢ Introduction ➢ Introduction • Using groups to stimulate thinking • Using groups to stimulate thinking • How traditional IQ has influenced us • How traditional IQ has influenced us ➢ A new way of thinking about intelligence ➢ A new way of thinking about intelligence • What is PASS theory of learning • What is PASS theory of learning • How to measure PASS neurocognitive processes • How to measure PASS neurocognitive processes ➢ Case studies ➢ Case studies ➢ Final thoughts ➢ Final thoughts 3 4 Core Groups “Just Think!” ➢ Groups of 3-5 ➢ What do we mean – Just think? ➢ Introduce yourself to the group ➢ Thinking has many names ➢ Establish roles: • Metacognition, executive function, mindfulness, cognitive processing, IQ, intelligence, attention, • C oach reasoning, problem solving, memory etc. • O rganizer (keeps time) ➢ Psychologists have used these terms when • R ecorder defining thinking -- especially intelligence • E nergizer ➢ We need to reflect on the concept of IQ and ➢ Why is it important to think and learn in intelligence to define how to THINK SMART groups? 5 6 1

3/11/2018 Evolution of IQ Presentation Outline http://www.jacknaglieri.com/cas2.html ➢ Introduction • Using groups to stimulate thinking • How traditional IQ has influenced us ➢ A new way of thinking about intelligence • What is PASS theory of learning • How to measure PASS neurocognitive processes ➢ Case studies ➢ Final thoughts 7 8 IQ’s Origins Origins of Traditional IQ ➢ On July 20, 1917 the authors concluded that the Army Alpha and Beta tests could • “aid in segregating and eliminating the mentally incompetent, classify men according to their mental ability; and assist in selecting competent men for responsible positions” (p. 19, Yerkes, 1921). ➢ Thus , July 20, 1917 is the birth date of the verbal, quantitative, nonverbal IQ test format -- Traditional groups and individually administered ➢ Yoakum & Yerkes (1920) IQ tests are more than 100 years OLD! created IQ tests used today 9 10 1920 Army Testing Army Mental Tests - Vocabulary (WISC-V ) ➢ Army Alpha ➢ Army Beta ▪ Synonym- Antonym ▪ Maze ▪ Disarranged Sentences ▪ Cube Imitation ▪ Number Series ▪ Cube Construction ▪ Arithmetic Problems ▪ Digit Symbol ▪ Analogies ▪ Pictorial Completion ▪ Information ▪ Geometrical Construction Verbal & Nonverbal Quantitative 11 12 2

3/11/2018 Army Mental Tests - Information (WISC-V) Army Mental Tests - Arithmetic (WISC-V) ➢ Disarranged sentences ➢ Arithmetical reasoning ➢ Information ➢ Synonyms, antonyms ➢ Practical Judgment ➢ Number series ➢ Analogies 13 14 Army Mental Tests  Picture Arrangement & Block Design (WISC-V) NONVERBAL TESTS 15 16 Army Mental Tests - WISC Digit Symbol (Coding (WISC-V ) & Mazes How did the US Army tests become IQ Tests? Because of David Wechsler 18 17 3

3/11/2018 Origins of Traditional IQ Army Alpha and Beta ➢ The Army Alpha (Verbal & Quantitative) ➢ In May of 1918 a 22 year-old David Wechsler administered tests became Wechsler’s Verbal IQ scale the Alpha and Beta (Yerkes, ➢ The Army Beta (visual-spatial) tests became 1921, p. 40) at Camp Logan in Texas Wechsler’s Performance IQ , which is now ➢ He made a version of the Army referred to as Nonverbal tests for use by clinical ➢ Did this mean Wechsler believed in Verbal psychologists o He contacted the and Nonverbal intelligences? Psychological Corporation, and spoke to …. 19 20 What a Nonverbal Test Measures What a Nonverbal Test Measures (Naglieri, Brulles, & Lansdown, 2008) (Naglieri, Brulles, & Lansdown, 2008) 21 22 Wechsler’s Definition Verbal Nonverbal Intelligence? ➢ Verbal / Nonverbal is a practical division ➢ Definition of intelligence ➢ Advantages of Verbal tests does not mention verbal or • they correlate with achievement because they nonverbal abilities : have achievement in them “The aggregate or global  Information, Vocabulary, Arithmetic capacity of the individual to ➢ Advantages of Nonverbal Tests act purposefully, to think rationally, and to deal • they correlate with achievement without having effectively with his achievement in them environment (1939)” ➢ Why NONVERBAL ? 23 24 4

3/11/2018 1927 Army Testing Spearman’s g Why Beta? Note there is no mention of measuring verbal and nonverbal intelligences – it was a social justice issue. 25 26 Verbal intelligence or achievement? http://www.jacknaglieri.com/nnat.html Are Verbal IQ test items different from achievement test items? The answer may surprise you… 28 27 VIQ is Achievement - Arithmetic VIQ is Achievement - Vocabulary “A boy had Peter counted seventeen What does scared Someone who is glad is twelve books lily pads at the pond. mean? (a) tall and sold five. There were frogs sitting (The child answers orally) How many (b) proud on five of the lily pads, books did he (c) happy and the rest were empty. have left?” (d) alone How many lily pads were empty? Stanford Achievement Wechsler or Binet Stanford-Binet 5 th Ed. (a) 22 (b) 13 (c) 12 Test Reading Vocabulary item Quantitative items Vocabulary presented orally by Stanford Achievement Test the examiner: Math item 29 30 5

3/11/2018 Quantitative Ability or Achievement? Myth of Verbal IQ - Conclusions ➢ The lack of a clear distinction between ➢ “Drinks and snacks cost ➢ “If you bought both money. Show me how ability and achievement tests has corrupted balls and you had this much money these drinks the very concept of “verbal ability” much money, how and snacks would cost.” much money would ➢ A child who does not have an adequately you have left?” enriched educational experience will be at disadvantage when assessed with so-called Verbal and Quantitative reasoning “ability” tests WJ-III ACH Applied SB5 Quantitative Reasoning Problems 31 32 Minority Representation Poverty and Test Scores ➢ Children from homes with limited enrichment ➢ The over-representation of minorities receive low test scores because of unequal in special education is a significant opportunity to learn problem (Naglieri & Rojahn, 2000). ➢ Too many minority students are penalized on ➢ There is under-representation of traditional tests of intelligence leading to under- and over-representation minorities in gifted (Ford, 1998). ➢ Many children with Specific Learning Disabilities • Black, Hispanic, and Native American do poorly on Verbal and Quantitative tests students by 50% to 70% (U.S. Dept of because of school failure and get LOW IQs Education, 1993) 33 34 CASE STUDY: ALEJANDRO (C.A. 7-0 GRADE 1) REASON FOR REFERRAL ➢ Academic: • Could not identify letters/sounds • October 2013: Could only count to 39 • All ACCESS scores of 1 ➢ Behavior: • Difficulty following directions Case of Alejandro • Attention concerns Note: this is not a picture of Alejandro • Refusal/defiance 35 36 6

3/11/2018 WISC-IV ASSESSMENT CORE Group Thinking Written Language Composite 78 82 Spelling 77 What would you say about Alejandro’s 77 Math Computation 84 abilities based on this assessment? 76 Reading Composite 79 78 Letter & Word Recognition 85 40 50 60 70 80 90 100 Full Scale IQ 73 Processing Speed Index 75 Working Memory Index 86 Perceptual Reasoning Index 79 Verbal Comprehension Index 75 40 50 60 70 80 90 100 37 38 Assessing Brain Function is Different WISC-IV CAS2 Full Scale 83 Full Scale IQ 73 Processing Speed Successive 84 75 Index Working Memory BACK TO ALEJANDRO Simultaneous 96 86 Index Perceptual Attention 79 67 Reasoning Index Verbal 75 Planning 102 Comprehension… 40 60 80 100 40 60 80 100 39 40 Alejandro’s Results Alejandro and PASS (by Dr. Otero) CAS2  Alejandro is not a slow learner . Written Language 78 Composite Full Scale 83  He has good scores in basic psychological Written Expression 82 processes: Spelling 77 Successive 84  Simultaneous = 96 and Planning = 102 Math Composite 77 Simultaneous 96 Math Computation 84  He has a “disorder in one or more of the Math Concepts & 76 basic psychological processes” Applications Attention 67 Reading Composite 79 • Attention = 67 and Successive = 84 Reading Comprehension 78 Planning 102  And he has academic failure which equals Letter & Word Recognition 85 an SLD determination. 40 60 80 100 50 60 70 80 90 100 41 42 7