Woodcock Johnson III

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Region VI Workshop May 10, 2002. Woodcock Johnson III. Tests of Cognitive Abilities & Tests of Achievement. (Adapted from Riverside Publishing Materials). Cognitive (RED) Standard Battery 10 Tests 12 Clusters Extended Battery 10 Tests 14 Clusters. Achievement (BLUE) - PowerPoint PPT Presentation

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  • Woodcock Johnson IIITests of Cognitive Abilities&Tests of AchievementRegion VI WorkshopMay 10, 2002(Adapted from Riverside Publishing Materials)

  • OrganizationCognitive (RED)Standard Battery10 Tests12 Clusters Extended Battery10 Tests14 ClustersAchievement (BLUE)Standard Battery12 Tests10 Clusters Extended Battery10 Tests9 Clusters (Form A & B)

  • IQ tests are a poor way to judge people's abilities, failing as they do to account for magic, which has its own importance, both by itself and as a compliment to logic.- Robert James Waller

  • 8 New Cognitive TestsGeneral InformationRetrieval Fluency Auditory Attention Decision Speed PlanningRapid Picture Naming Pair Cancellation Auditory Working Memory

  • 9 New Cognitive ClustersBrief Intellectual Ability3 Cognitive PerformanceVerbal AbilityThinking AbilitiesCognitive Efficiency5 Clinical ClustersExecutive ProcessesWorking MemoryBroad AttentionCognitive FluencyPhonemic Awareness

  • Cognitive MeasurementsGeneral Intellectual Ability (Standard and Extended) GIA CALP (Cognitive - Academic Language Proficiency) vs. BICS (Basic Interpersonal Communication Skills)Score of 1 (negligible) to 5 (Advanced)Subtests 1 & 11 Brief Intellectual Ability - BIASubtests 1, 5, and 6Useful for screenings & DDL reevaluations

  • New Achievement FeaturesBroad Achievement includes 3 Subtests1 Skills Test1 Fluency Test1 Application TestIncludes Oral Language TestsRequires Tape Player and y-jack

  • 9 New Achievement TestsReading Fluency Story Recall Story Recall Delayed Understanding Directions Math Fluency Spelling (Replaces Dictation)Spelling of Sounds Sound Awareness Editing (formerly Proofreading)Punctuation & Capitalization

  • 8 New Achievement ClustersTotal AchievementAcademic FluencyAcademic SkillsAcademic ApplicationsPhonemic/Grapheme KnowledgeOral LanguageOral ExpressionListening Comprehension

  • Test Administration: Tools & TechniquesStrive for exact & brisk administrationHave necessary materialsTest booksTest recordsSubject response bookletTapesTape playerHeadphones, Y-jack, EarpiecePencilsStopwatch/Timer

  • Administration Tool:Test Session Observation ChecklistLevel of conversational proficiencyLevel of cooperationLevel of activityAttention & concentrationSelf-confidenceCare in respondingResponse to difficult tasks

  • Administration Time (COG)GIA StandardTests 1-760 minutesGIA ExtendedTests 1 7 & 11 17120 minutesSupplementalTests 8 10 & 18 - 20Use as needed 60 min.BIATests 1, 5, & 630 minutes

  • Administration Time (ACH)Preliminary Testing at BCIntake Booklet & Ach Tests 2, 5, 6, 7, 8, 11Approx. 120 minutesStandard AchievementTests 1, 3, 4, 9, 1060 minutesExtended Achievement Tests 13 - 1860 minutes

  • Administration TechniquesKnow your toolsFollow standardized proceduresUse suggested starting pointsKnow basal and ceiling rulesKnow pronunciationsDont penalize mispronunciations due to speech deficits or regional differencesStudent must smoothly pronounce words for credit (automaticity is critical)

  • If you think you are over your head with a client, you probably are.

    - Richard Bolles

  • Administration TechniquesTest by complete pages when subject sees itemsScore LAST response givenGive benefit of doubt every other timeDont repeat items unless directedUse pause button if neededIf interrupted by a sound, repeat item later

  • Administration TechniquesAdhere to time limitsRecord exact finishing timesOn timed written tests, direct student to cross out errorsCheck questionable responses later; proceed as if correct

  • We never do anything well till we cease to think about the manner of doing it.

    - William Hazlitt

  • 20 Cognitive Tests

  • The IQ and the life expectancy of the average American recently passed each other going in the opposite direction.

    - George Carlin

  • Cognitive AbilitiesStandard Battery

  • No Substantial Changes2 Visual Auditory Learning4 Sound Blending5 Concept Formation6 Visual Matching (Version 2)7 Numbers Reversed8 Incomplete Words (Supplemental)10 Visual Auditory Learning Delayed (Supplemental)

  • 1. Verbal Comprehension4 SubtestsPicture VocabularySynonymsAntonymsVerbal AnalogiesBasal/Ceiling = 3 lowest correct/ 3 highest incorrect Used in GIA (Std & Ext), BIA, CALP, Verbal Ability, Comprehension-Knowledge, Predicted Achievement

  • 2. Visual-Auditory LearningControlled learning task with feedbackNot long-term memory, but retrieval of items learned through associative storage and retrievalBegin with Introduction 1 for all studentsDiscontinue when cutoff is metScore based on number of errors Used in GIA, Thinking Ability, Long-Term Retrieval, Predicted Achievement

  • 3. Spatial RelationsSelect component shapes to make wholeMultiple points possible per itemBegin with Introduction for all studentsDiscontinue when cutoff is met Used in GIA, Thinking Ability, Visual-Spatial Thinking, Predicted Achievement

  • 4. Sound Blending Use TapeBegin with samples, then Item 1Ceiling = 6 consecutive highest items incorrectWords must be pronounced smoothlyDo not repeat any items during test Used in GIA, Thinking Ability, Auditory Processing, Phonemic Awareness, Predicted Achievement

  • 5. Concept FormationControlled learning task with feedbackBegin with Introduction 2 (grades 2 and up)Discontinue when cutoff is met Used in GIA, BIA, Thinking Ability, Fluid Reasoning, Executive Processes, Predicted Achievement

  • 6. Visual Matching Use Version 2 (in Test Record) for Ages 5 and up3 minute limitRecord exact time if student finishes earlyDont let them cover items with paper or hand Used in GIA, BIA, Cognitive Efficiency, Processing Speed, Predicted Achievement

  • 7. Numbers Reversed Use Tape after items 1 10Basal/Ceiling rules apply to groups of items: 3 lowest in group correct / 3 highest in group incorrectCan be useful for CLDsEnd of Standard Subtests Used in GIA, Cognitive Efficiency, Short-Term Memory, Working Memory, Broad Attention, Predicted Achievement

  • 8. Incomplete Words Supplemental subtestUse tapeBegin with Sample B (K and up)Word must be smoothly pronounced as complete word Used in Auditory Processing, Phonemic Awareness

  • 9. Auditory Working Memory Use TapeStudent hears words and digits, then repeats words in sequence, followed by digits in orderScore 1 point for words in order, 1 point for numbers in orderSimilar sounding or rhyming responses are correctBasal/Ceiling rules apply to groups of items: all 3 in lowest group scored 2 / all 3 in highest group scored 0 Used in Working Memory, Broad Attention

  • 10. Visual Auditory Learning Delayed Relearning task with feedbackAdminister 30 minutes to 8 days after #2Score based on number of errorsBegin with line 1 with all studentsAdminister all lines to all studentsSynonyms are counted as errors Used in Delayed Recall

  • Cognitive AbilitiesExtended Battery

  • No Substantial Changes15 Analysis-Synthesis17 Memory for Words

  • 11. General InformationRequires answering oral questions2 subtestsWhereWhatBasal/Ceiling rules apply to each subtest: 4 lowest correct/ 4 highest incorrectKnow correct pronunciations for all items Used in GIA-Ext, Verbal Ability, Comprehension-Knowledge, Knowledge Aptitude

  • 12. Retrieval Fluency Name as many items in a given category as possible in 1 minute (make slash marks)Administer all items to all students1 minute time limit for each categoryDo not count exact duplicate items, but variations are acceptableDo not ask student to repeat Used in GIA, Thinking Ability, Long-Term Retrieval, Cognitive Fluency

  • 13. Picture Recognition Partial credit availableBegin with samples then item 1 for allDiscontinue when cutoff is metShow stimulus for exactly 5 secondsScore 1 point for each picture identified in any order Used in GIA, Thinking Ability, Visual-Spatial Thinking

  • 14. Auditory Attention Use TapeRequires student to detect words with increasing background noiseBegin with Training Items (1 57) orallyAdminister Samples, then Item 1 for allCeiling = 6 highest items incorrect Used in GIA, Thinking Ability, Auditory Processing, Broad Attention

  • 15. Analysis Synthesis Controlled Learning Task with feedbackBegin with Color pretest, then IntroductionDiscontinue when cutoff is metItems 26 35: 1 minute time limit for each Used in GIA, Thinking Ability, Fluid Reasoning

  • 16. Decision Speed Requires marking the 2 of 7 objects in a row that go together or are most alikeBegin with Samples, then Item 13 minute time limitBoth pictures must be identified for creditScoring template available Used in GIA, Cognitive Efficiency, Processing Speed, Cognitive Fluency

  • 17. Memory for Words Use tapeBasal/Ceiling: lowest 3 in group correct/ highest 3 in group incorrectMust be repeated in exact orderAccept similar sounding or rhyming words Used in GIA, Cognitive Efficiency, Short-Term Memory

  • 18. Rapid Picture Naming Requires quickly naming pictures in rowBegin with Samples, then Item 12 minute time limitAccept synonyms (pup for puppy)Do not accept responses that are similar but not synonyms (glass for cup)Removes motor component from Processing Speed Used in Cognitive Fluency

  • 19. PlanningTrace pattern without lifting pencil or retracing a lineBegin with Sample Items for all studentsFollow continuation rulesScore is based on number of errorsRetraced or untraced segments are errorsStop student if pencil is lifted or line retraced Used in Executive Processing

  • 20. Pair Cancellation Circle 2 target shapes when they appe