Das*NaglieriDas*Naglieri CognitiveCognitive AssessmentAssessment SystemSystem

PresentationPresentation: : Morten Hem Morten Hem Gunvor Gunvor SSøønnesynnnesynPedverketPedverket Kompetanse, Voss, Kompetanse, Voss, NorwayNorway

www.pedverket.nowww.pedverket.nopost@pedverket.nopost@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

TravellingTravelling from USA to from USA to NorwayNorway......

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

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.

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

PASS Theory and CAS SourcesPASS Theory and CAS Sources

The working brain. An introduction to Neuropsychology A.R. Luria 1973

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.

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)

PASS TheoryPASS Theory

PlanningPlanning

AttentionAttention

SimultaneousSimultaneous

SuccessiveSuccessive

Base of KnowledgeInput

Output

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

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

?

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

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

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

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

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

?

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?

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

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

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

School Work Sheets & School Work Sheets & PASS ProcessesPASS Processes

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”

Word FindWord Find

Which PASS processes are involved in this word finding worksheet ?

SimultaneousSimultaneous

How is ...How is ...SimultaneousSimultaneousprocessing processing facilitated by this facilitated by this work sheet?work sheet?

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

Successive Successive

The sequence of the sounds is emphasized in this work sheet

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?

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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?