37 Das-naglieri Cognitive Assessment Presentation Hemsonnes
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Transcript of 37 Das-naglieri Cognitive Assessment Presentation Hemsonnes
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Das*NaglieriDas*Naglieri CognitiveCognitive AssessmentAssessment SystemSystem
PresentationPresentation: : Morten Hem Morten Hem Gunvor Gunvor SSøønnesynnnesynPedverketPedverket Kompetanse, Voss, Kompetanse, Voss, NorwayNorway
[email protected]@pedverket.no
DAFFODIL – Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning A multilateral project supported by the European Commission Life Long Learning Programme - 142084-2008-LLP-BE-COMENIUS-CMP - www.daffodilproject.org
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TravellingTravelling from USA to from USA to NorwayNorway......
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StandardisedStandardised test test –– tool for inclusiontool for inclusion
Theory based assessment of cognitive functions Theory based assessment of cognitive functions provides tools for inclusive education when the provides tools for inclusive education when the theory is relevant basis fortheory is relevant basis for
-- analyzing cognitive functions and learning analyzing cognitive functions and learning processesprocesses
-- intervention intervention
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StandardisedStandardised test test –– tool for inclusiontool for inclusion
Theory based assessment of cognitive functions Theory based assessment of cognitive functions provides tools for inclusive education when the provides tools for inclusive education when the assessment gives information about childrenassessment gives information about children’’s s strengths and needs related to the cognitive strengths and needs related to the cognitive processes, relevant for school learning tasks.processes, relevant for school learning tasks.
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PASS Theory and CAS SourcesPASS Theory and CAS Sources
Assessment of Cognitive Processes: The PASS Theory of Intelligence. Das, Naglieri & Kirby, 1994
Cognitive Assessment System Interpretive
Handbook. Naglieri & Das, 1997
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PASS Theory and CAS SourcesPASS Theory and CAS Sources
The working brain. An introduction to Neuropsychology A.R. Luria 1973
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Luria (1972)Luria (1972)
First Functional Unit - Attention
Second Functional Unit -
Simultaneous and Successive
Third Functional
Unit - Planning
Luria, A. R. (1970). The Functional organization of the brain. Scientific American, 222, 66-78.
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PASS Theory & Application PASS Theory & Application -- CASCAS
Human cognitive functioning includes:Human cognitive functioning includes:
PlanningPlanning -- The The how to, how to, cognitive control, use of cognitive control, use of processes and knowledge, intentionality (Luriaprocesses and knowledge, intentionality (Luria’’s s Third functional unit)Third functional unit)
AttentionAttention -- focused cognitive activity (First unit)focused cognitive activity (First unit)
Simultaneous & SuccessiveSimultaneous & Successive -- two forms of two forms of processing information (Second unit)processing information (Second unit)
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PASS TheoryPASS Theory
PlanningPlanning
AttentionAttention
SimultaneousSimultaneous
SuccessiveSuccessive
Base of KnowledgeInput
Output
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Planning ProcessingPlanning Processing
PlanningPlanning is a mental process by which the is a mental process by which the child determines, selects, and uses efficient child determines, selects, and uses efficient solutions to problemssolutions to problems
problem solving problem solving
developing plansdeveloping plans
impulse controlimpulse control
control of processingcontrol of processing
retrieval of knowledgeretrieval of knowledge
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Planning ArchitecturePlanning Architecture
There isa goal
There isa goal YesYes
Developa new planDevelop
a new plan
YesYes Knowa plan
?
Knowa plan
?YesYes Apply
the planApply
the plan
Completethe task
Completethe task NoNo
Yes
No
Yes
Is theplan
O.K.?
Is theplan
O.K.?
Is itworking
?
Is itworking
?
No
No
Apply theplan
Apply theplan
Needa plan
?
Needa plan
?
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Planned Planned CodesCodes
Child fills in the codes in the empty boxes
Two pages are administered to all children
AX O
BO O
CX X
A B C D
A B C D
A B C D
A B C D
DO X
A
A
A
A
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Planned Planned CodesCodes
Page 2
What is a good plan to complete this page?
Note orientation
AX O
BO O
CX X
A B C D
A B C D
A BC D
BB C D
DO X
A
C
A
D
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Attentional ProcessingAttentional Processing
AttentionAttention is a mental process by which the is a mental process by which the person selectively attends to some stimuli person selectively attends to some stimuli and ignores othersand ignores others
focused cognitivefocused cognitiveactivityactivity
selective attentionselective attention
resistance to resistance to distractiondistraction No Response
No Response
Response
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Simultaneous ProcessingSimultaneous Processing
SimultaneousSimultaneous processing is a mental activity processing is a mental activity by which the child integrates stimuli into by which the child integrates stimuli into groupsgroups
Stimuli are seen Stimuli are seen as a wholeas a whole
Each pieceEach piecemust be must be related to the othersrelated to the others
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Nonverbal MatricesNonverbal Matrices
Child selects one of the options that best completes the matrix
Start:
Ages 5Ages 5--7: Item 1 7: Item 1
Ages 8Ages 8--17: Item 717: Item 7
Discontinue: After After four consecutive four consecutive items faileditems failed
1 2 3 4 5 6
?
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VerbalVerbal--Spatial Spatial RelationsRelations
Child selects the picture that answers the question read by the examiner
Start:
Ages 5Ages 5--7: Item 1 7: Item 1
Ages 8Ages 8--17: Item 717: Item 7
Discontinue: After After four consecutive four consecutive items faileditems failed
Which picture shows the arrow pointing to the square in the circle?
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SuccessiveSuccessive
SuccessiveSuccessive processing is a mental activity processing is a mental activity by which the person integrates stimuli in a by which the person integrates stimuli in a specific serial orderspecific serial order
Stimuli form a chainStimuli form a chain--like progressionlike progression
Stimuli are not interStimuli are not inter--relatedrelated
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Word SeriesWord Series
The child repeats a series of words in the same order the examiner says them
Start:
Ages 5Ages 5--7: Item 1 7: Item 1
Ages 8Ages 8--17: Item 417: Item 4
Discontinue: After After four consecutive four consecutive items faileditems failed
1. Wall-Car2. Shoe-Key...10. Cow-Wall-Car-Girl11. Dog-Car-Girl-Shoe-Key...27. Cow-Dog-Shoe-Wall-Man-Car-
Girl-Key-Book
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Sentence RepetitionSentence Repetition
1. The blue is white....10.The red greens the yellow and blues the white....20.The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.
The child repeats sentences spoken by the examiner
Start: Item 1 and Discontinue: After four consecutive After four consecutive items are faileditems are failed
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School Work Sheets & School Work Sheets & PASS ProcessesPASS Processes
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Math StrategiesMath Strategies
This work sheet encourages the child to use strategies (plans) in math such as: “If 8 + 8 = 16, then 8 + 9 is 17”
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Word FindWord Find
Which PASS processes are involved in this word finding worksheet ?
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SimultaneousSimultaneous
How is ...How is ...SimultaneousSimultaneousprocessing processing facilitated by this facilitated by this work sheet?work sheet?
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AttentionAttention
This work sheet This work sheet has a strong has a strong ATTENTION ATTENTION demand because demand because the child has to the child has to look for a specific look for a specific target among target among many distracting many distracting stimulistimuli
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Successive Successive
The sequence of the sounds is emphasized in this work sheet
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Who has the figure Who has the figure with a triangular shape with a triangular shape and a green colour?and a green colour?
Who has figures with straight line shapes, the number two, vertical position and a blue
colour?
DAFFODIL – Dynamic Assessment of
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a d
n m
nh
DAFFODIL – Dynamic Assessment of
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c m
a b s d
n ha
æ
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is si
tito
ti tineDAFFODIL – Dynamic
Assessment of
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AssessmentAssessment for for inclusiveinclusive educationeducation –– The The WHY?WHY? is more is more importantimportant thanthan thethe HOW?HOW?
Do Do wewe assessassess to to createcreate powerfulpowerful individualindividual educationeducation plans and plans and tailoredtailored interventionintervention??
Do Do wewe assessassess to to discriminatediscriminate or or excludeexclude childrenchildren??Do we Do we assessassess to diagnose?to diagnose?