Core-Selective Process: Using the WJ-IV to Efficiently and - PowerPoint Presentation

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Core-Selective Process: Using the WJ-IV to Efficiently and Comprehensively Diagnose Specific Learning Disabilities (Ala-CASE)

Edward K. Schultz, Ph.D.

Midwestern State

University

Tammy Stephens, Ph. D.

Consultant

2017Slide2

Presenter Intro and Disclosures Dr. Edward Schultz and Dr. Tammy Stephens Activity 1 (Who is here)

Activity 2

(Alabama PSW discussion

)Slide3

DescriptionTexas Educational Diagnosticians have been using CHC theory-based assessment as one of the methods since the movement away from the discrepancy models. Advances in both CHC Theory and in test design

, has

led to greater efficiency in the testing process as well as improved diagnostic precision. This session will demonstrate how to

a identify PSW using

the core-selective approach, yielding diagnostically useful information in less time

.Slide4

Objectives: The Participant will be able to:Understand and Apply the lessons from the last decade regarding SLD identification Identify SLD using single-batteries, specifically the WJ-IV

and WISC-V

Interpret test data using a variety of statistically sound techniques.

Increase diagnostic precision using a core-selective approach

Complete Evaluations in a legal defensible manner

DNQs, Increase Professional Judgement, and PSWsSlide5

Random Thoughts No magic number-silver bullet“just tell me what to do”Educational Detectives

DebateSlide6

Debate: “What's the best way to identify SLD?”None

of the

SLD

identification models in practice have a research base which allows then to be considered the “gold standard” method of identification

The primary reason being is SLDs involve a complex set of interacting variables including biology, genetics, development, quality of teaching, curriculum demands, state and local policy (see Cottrell & Barrett, 2016), cognition, language, social competence, academic behavior, co-morbid disorders (i.e., ADHD), families educational history, etc. and any method which purports to be the most accurate arguably over-simplifies the construct.Slide7

Issues Concerning the PSW Debate The

professional literature discussion regarding SLD-PSW models has been narrowly focused on the cognitive aspects of SLD and formula based

methods.

T

he

PSW debate has been primarily viewed from “psychological” perspective (e.g., use psychometrics, cognitive processing, role of school psychologist, etc.) with a focus on the cognitive-achievement aspects of the federal SLD definition Slide8

Issues Concerning the PSW Debate Less attention to the other salient features of the definition, specifically “in using language” and the “imperfect ability to listen, speak, and think.”

The use of integrating other data sources to support decisions are often mentioned, however rarely discussed in much detail. These data sources are underused in both theory and practice (

Kwiatek

& Schultz, 2014) Slide9

Before

Anticipation Guide

After /During

Alabama

Law states that academic achievement

MUST

be assessed using a norm-referenced test such as the KABC, WIAT, WJIV, etc.

Tests

that measure one trait (e.g., memory span) are superior to tests that measure two or more

traits.

Policy Decisions (such as

RTI/XBA) are based on Research and Practice (ask Questions/List methods)  A Review of Existing Evaluation Data (REED) can be conducted for initial evaluations.   Despite changes in policy and procedures in SLD identification, SLD rates have stayed relatively stayed the same in Alabama  Measures that have an increase in cognitive complexity have a decrease in ecological validity  CHC Theory and PASS Theory have more similarities than differences.   We must ensure that evaluation materials are administered in accordance with any instructions provided by the producer of the assessments.  Slide10

Current PracticeThe Texas regulations allow several options to school districts to develop local policy in order to identify SLD including IQ/Achievement approaches, RTI, cross battery approaches (XBA), processing approaches, and integrated models such as RTI/XBA.

(“third method-PSW”

Each of these methods have features that help answer complex referral questions, however each of these methods have disadvantages related to comprehensiveness, efficiency, and precision.

RTI discussion Slide11

What is PSW modelProcess(a) multiple sources of data collected over time using a variety of assessment tools and strategies, (b) data analysis grounded in pattern seeking techniques, (c) predictive and treatment validity, and (d) evidence-based and logical decision

making

Additionally “over time” is emphasized as the majority of students referred for testing have a years’ worth of data identifying patterns and trends in academic behavior resulting in the referral

question

Time is key variable-Patterns vs Profile Slide12

PSW“over time” is emphasized as the majority of students referred for testing have a years’ worth of data identifying patterns and trends in academic behavior resulting in the referral question.

data collected “prior to and as part of” the referral allows the interpretation of similar data under different conditions over time

.

Context-InstructionSlide13

SLD Models in UseRTI-CHT (RTI-Cognitive Hypothesis testing C/DM)Robust RTI

Cog processes and Achievement are linked

Learning profiles must be evaluated on the context of

Direct Assessment

Ecological and Treatment Validity (RTI)

Triangle Discrepancies

DAS (9), WJ-Ach-3 (3),

Celf

-4(6); Boston Naming test (2); Controlled Oral Word Association test (2), WJ-Cog 3 (5), NEPSY (1); 5 more batteries (8)Slide14

Cognitive Hypothesis Testing Model CHTSlide15

Concordance/Discordance Model of SLD Diagnosis Slide16

C/DM or Dual DiscrepancySlide17

Dehn’s ModelUses a cross-battery test

selection (6

–

year old-24

Cog.tests

,

and analysis approach

profile analysis of the psychological processes is conducted vs. a particular discrepancy cut-off. R

equires

statistically significant intra-individual weakness with at least one cognitive process in the average range.

language, memory, and attention play a more prominent role in the assessment.

processing deficits must be related to deficit academic skills

Requires Transferring Score into SoftwareSlide18

Discrepancy Approaches (Pros) Easy to apply and arguably efficient

Administratively/Legally Appealing due to quantifiable scores and cutsSlide19

Discrepancy Approaches (Cons) IQ/Achievement discrepancy lacks comprehensiveness and precision. Overreliance on the standard scores, assessment does not inform intervention, and under- identifies students with low-average IQs and over-identifies students with high

Iqs

.

Potential for rigid adherence to cut-scores.

Slide20

Cross-Battery Approaches (Pros)p. 351Useful when using single batteries that do not sufficiently measure theory-based constructs (i.e

, CHC factors)

Inform intervention.

Comprehensive and flexible

Useful for ELLs and identify students with low or lower IQs.

Theory-DrivenSlide21

Cross-Battery Approaches (Cons)Use of norm samples (precise)-pg. 360Deviations from Test Publisher (p. 143 WJ Tech manual; p. 378) (show in sample)

Complicated-time consuming pg. 361 (XBASS) (29 Case Study)

Transferring

scores from single-batteries such as the WJ IV to XBA software which impacts precision by replacing actual norms with contrived norms.

necessity and efficiency of inputting scores in two different places is in question

(potential for error)Slide22

Cross-Battery Approaches (Cons)Misinterpretation/disregarding of scores (divergent scores). P. 192 (show sample)Global ability is now “relevant” for Dual-Discrepancy PSW Analysis –subject to misuse to get 3 “yes’s (see sample)

Over-emphasis on mathematical formulas using standard scores and less on clinical judgment. Slide23

Case Study Will (10) was evaluated throughout 5 sessions-first four sessions lasted approx. 2 to 2.5 hours-last session lasted an hourReading/Writing-17 Cog.,4 math tests 13-achievement

BASC was admin-Slide24

“Hybrid Approach”Fletcher, Lyon, Fuchs, & Barnes (2007) propose an SLD identification model that is a “hybrid” approach markedly different from PSW-COG. This model relies on RTI, low achievement, and intra-individual difference models for the identification of SLD Slide25

“Hybrid Approach”Cognitive testing and neuropsychological test can be administered in this model in a limited fashion, the authors cite the lack of evidence that extensive assessments of cognitive, neuropsychological, or intellectual skills contribute to intervention or distinguish SLD from low achievers (Fletcher, Denton, & Francis, 2005).

“inadequate response” to RTI using curriculum-based measurements (CBM) is a necessary component for SLD identification and arguably the “heart” of the comprehensive assessment when using this method. Slide26

Purposeful Assessment The Great Donna SmithSelective-Theory BasedAssessment plan is “focused and deep”Slide27

Famous Story Slide28

Norm-Referenced Testing (SLD)The use of individual norm-referenced testing has been questioned at the policy level as well. The IDEA regulations’ commentary states “the Department does not believe that an assessment of psychological or cognitive processing should be required in determining whether a child has an SLD” (2006, p. 46651) and “In many cases, though, assessments of cognitive processes simply add to the testing burden and do not contribute to interventions” (IDEA Regulations’ Commentary, 2006, p. 46651). Slide29

Issues Over-Reliance on Standard ScoresFormulas-require a certain number of tests Dichotomous classifications-continuous, interacting variables.

Only able to generalize to the task (explain)Slide30

Core-SelectiveThe core-selective approach to identify specific learning disabilities (SLD) is an efficiently focused, data-driven professional judgment process rooted in contemporary CHC theory.

Specifically

, using

a single-battery (cognitive

, achievement and oral

language)

as a foundation of the evaluation, integrated with current policy and practice, the most salient features of SLD are assessed in order to comprehensively and efficiently describe an individual’s unique pattern of strengths and

weaknesses (PSW). Slide31

PSW-Core-Selective (pros)Efficient (power to accomplish something)-more cognitively complex measures makes testing more efficient and practical.

Comprehensive

-measures the most salient features of SLD (language)

Precise

-use of actual norms, the ability to go into greater depth.

N

ew narrow-beyond CHCSlide32

PSW-Core-Selective (pros)One-step scoring –no transferring

Beyond Standard Scores-RPI

PSW analysis using actual norms, GIA

OL as a predictor

SAPT Cluster (WJ-IV)

GC-GF

Oral Expression, Listening Comp are directly measured.

See Handout-distinguishing Features Slide33

Procedures Specific Learning Disability: …Means a DISORDER in one or more basic psychological processes, involved in

understanding

or in using

LANGUAGE

, either

written or

SPOKEN

, which may manifest itself in an imperfect ability to

listen, think, speak

, read

,

write

,

spell, or do mathematical calculations….Slide34

Regulations Guidance http://

ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html

https://

framework.esc18.net/display/Webforms/ESC18-FW-Summary.aspx?FID=143&DT=G&LID=en

Sec. 300.304(b)(1), consistent with section 614(b)(2)(A) of the Act, the evaluation must use a

variety of assessment tools and strategies

to gather relevant information about the child.

(Strategy: a

plan of action or policy designed to achieve a major or overall

aim)Slide35

C-SEP Step-By-Step Slide36

Step 1: Measure Psychological Processes Administer the WJ

IV/WISC-V

Cognitive Core

and analyze the student’s

performance.

If one

of the G’s is not average or above average, further exploration

IS

warranted through the utilization of selective testing procedures.

Deficits must be identified using a cluster score. Slide37

Step 2: Measure Language (Core 4)…..

or in using

LANGUAGE

, either

written

or

SPOKEN

, and which may manifest itself in an imperfect ability to

listen, think, speak

…

. (core)

Comprehension-Knowledge (

Gc

)

Picture Vocabulary and Oral Comprehension

(primarily)

Auditory Processing (

Ga)SegmentationCognitive Processing Speed (Gs) and (Gltr)Rapid Picture Naming Slide38

Step 3: Measure Academics Getting a focused referral question Core or Selective

Cautions concerning Ach. Tests

Curriculum differences

Standard Scores can be misleading

Limited number of item (

ave.

3 per grade)Slide39

Step 4: Use Integrated Data Analysis Procedures to identify PSW (handout p. 5-6)

Regulations and

Research

,

2

Pattern Analysis

Profile Analysis

Multiple lenses Slide40

Decision Time When applying the pattern of strengths and weaknesses model, finding that the child meets the ELIGIBILITY CRITERIA for an SLD must include a determination

that

:

The child exhibits a pattern of strengths and weaknesses in

:

Performance

;

Yes or no?

Achievement;

or

Yes or No?

Both

;

Yes or No?Slide41

Decision Time The pattern is relative to:Age

;

(how does the student compare to same age peers-both classroom and norm-referenced?)

State-approved grade-level standards;

or

(how far from grade standards)

Intellectual development

(how does this compare with each other? Intra-individual)Slide42

Decision Time The pattern is evident as indicated by significant variance:What is statistically significant? Generally accepted is 1SD.

Significant

sufficiently

great or important to be worthy of attention; noteworthy

.

having a particular meaning; indicative of something

.

Variance

1. the

 state, quality, or fact of being 

variable, divergent,

 different, or 

anomalous.

2.an

 instance of 

varying

; difference; discrepancy.Slide43

Decision Time The pattern is evident as indicated by significant variance:Among specific areas of cognitive function such as working memory and verbal comprehension;

or

(yes or no and which ones?)

Between specific areas of cognitive function and academic achievement;

and

(yes or no and which ones?)

The pattern is relevant to the identification of an SLD using appropriate assessments

. (

N

ext Slide)Slide44

Decision Time The pattern is relevant to the identification of an SLD using appropriate assessments.

From Guidance Document

In evaluating specific areas of cognitive functioning to determine a pattern of strengths and weaknesses, schools should take into

consideration the federal definition of SLD

as “a disorder in one or more of the basic psychological processes involved in understanding or in using language” (CFR

§300.8(c)(10)

). An identified pattern of strengths and weaknesses should be linked to the failure to achieve adequately as described above when used as a determination of SLD.

Students whose classroom achievement indicates a pervasive weakness that does not constitute a pattern of strengths and weaknesses should not be determined to have a SLD.

Students who meet the criteria as having mental retardation should not be determined to have a SLD

.Slide45

More ThoughtsDecisions that are logically, empirically, and statistically related are the strongest. (Down and Across)Logical-Task Demands

Empirically-Research

Statistically-using valid and reliable methods

Adhering to policy and publisher provide legal defense to your findingsSlide46

FAQs and Distinguishing Features See handout Why are scores so low on the WJIV?Why are RPI’s and SS not congruent.

Who says anything about using 1 test?