Essentials of Processing Assessment, 3rd Edition

An essential walkthrough on planning, conducting, and interpreting processing assessments In the newly revised third edition of Essentials of Processing Assessment, a team of distinguished practitioners delivers a step-by-step guide to accurately and efficiently assessing a client or patient???s ability to process information. As part of the Essentials of Psychological Assessment series, the book includes information on how to organize and conduct assessments, as well as interpret their results, with confidence and efficiency. It also walks practitioners through the planning and implementation of appropriate interventions. This latest edition offers updates to existing material and updated reader resources, including callout boxes highlighting key concepts and self-test questions to gauge and reinforce learning.

MILTON J. DEHN, EdD, is the co-founder and Program Director of Schoolhouse Tutoring, and agency that provides assessment, tutoring, and instructional support for students of all ages and abilities. Formerly a practicing school psychologist, an associate professor, and a director of a graduate training program in school psychology, Dr. Dehn is the creator of the Children's Psychological Processes Scale (CPSS), an online teacher-rating scale designed to identify children with psychological processing deficits. He is the author of several books, including Working Memory and Academic Learning: Assessment and Intervention, Long-Term Memory Problems in Children and Adolescents, and Helping Students Remember: Exercises and Strategies to Strengthen Memory. 

Series Preface

Acknowledgements

One Introduction and Overview

Changes to Essentials of Processing Assessment

The Needs to Assess Psychological Processes

Processing Deficits and Specific Learning Disabilities\

Pattern of Strengths and Weaknesses (PSW) and Specific Learning Disabilities (SLD)

Better Understanding of the Examinee’s Strengths and Weaknesses

Psychological Processes

Psychological Processes and Cognitive Processes

Psychological Processes and Cognitive Abilities

Psychological Processes and Intelligence

Psychological Processes and Skills

Psychological Processes and Academic Learning

Psychological Processing Aptitudes

Cognitive Processing Theories

Lurian and PASS Theories

Cattell-Horn-Carroll (CHC) Theory

School Neuropsychology Conceptual Model

Specific Learning Disability Identification Models

Response to Intervention (RTI)

Pattern of Strengths and Weaknesses (PSW) Models

Two Psychological Processes and Achievement

Psychological Processes

Attention

Auditory Processing

Executive Functions

Fine Motor

Fluid Reasoning

Verbal and Visual-Spatial Long-Term Recall

Oral Language

Orthographic Processing

Phonological Processing

Processing Speed

Visual-Spatial Processing

Verbal Working Memory

Visual-Spatial Working Memory

Other Psychological Processes

Processing Clusters

Memory Cluster

Executive Functions Cluster

Oral Language Cluster

Visual-Motor Cluster

General Processing Ability

Development of Processes

Psychological Processes and Academic Learning

Basic Reading Skills

Reading Fluency

Reading Comprehension

Mathematics Calculation

Mathematics Problem Solving

Written Expression

Oral Expression and Listening Comprehension

Processing Deficits and Learning Disabilities

Evidence Supporting Specific Processing Deficits in SLD Students

The Most Significant Strengths and Weaknesses for Specific Learning Disabilities

Conclusion

Three The Neuropsychology of Psychological Processes

Overview of Brain Structures and Functions

Brain Cells

Hemispheres

Cerebral Cortex

The Four Main Lobes

Limbic System

Amygdala

Hippocampus

Other Brain Structures

Neurological Structures Associated with Each Psychological Process

Attention

Auditory Processing

Executive Functions

Fine Motor

Fluid Reasoning

Verbal and Visual-Spatial Long-Term Recall

Oral Language

Orthographic Processing

Phonological Processing

Processing Speed

Visual-Spatial Processing

Verbal and Visual-Spatial Working Memory

Neurological Structures Associated with Achievement

Reading

Mathematics

Written Expression

Four Planning, Organizing, and Conducting a Processing Assessment

Hypothesis Testing

Weaknesses

Strengths

Efficient Hypothesis Testing

Ignoring Hypothesis Testing

Clarification of Referral Concerns

Generating Hypotheses

Benefits and Concerns Regarding Hypothesis Testing

Multidimensional Assessment

Informal Assessment Procedures

Developmental History

Reviewing Records

Interviewing

Observations

Multi-Battery Selective Testing

Multi-Battery Concerns

Unique Aspects of the PSW Cognitive Assessment Multi-Battery Approach

Selection of Composites and Subtests

Guidelines for Classifying Composites and Subtests

Reliability and Validity

Evidence From Factor-Analytic Studies

Task Analysis of Subtest Demands

How to Use the Processing Assessment Planner

Assessing PSW in Achievement

Testing English Language Learners

Five Analyzing and Interpreting Test Results

Recommendations for Analyzing and Interpreting Test Scores

Profile Analysis

Normative Versus Intra-Individual Weaknesses

Statistical Significance

Unitary versus Nonunitary Composites

Base Rates of Occurrence

Hypothesis Testing

Unitary versus Nonunitary Composites

Clinical Interpretation

Informal PSW Analysis

Directions for Completing the PSW Analysis Worksheet

Interpreting Worksheet Results

Determining SLD

Communicating PSW and Processing Assessment Results

Oral Presentations

Guidelines for Writing a Processing Report

Six Identifying PSW and SLD with the PPA and MPA

Selective Testing with the PPA

Memory Processes Analyzer

Data Entry

Using the PPA to Analyze Scores from a CHC Perspective

How the PPA and MPA Analyze Data

Using the PPA and MPA to Determine SLD

Seven Using the CPPS to Screen Psychological Processes

Structure of the CPPS

Additional Processing Factors

Developmental Sequencing of Items

Validity Evidence

Correlations With Achievement Test Scores

Correlations With Cognitive Test Scores

Correlations with a Measure of Executive Functions

Diagnostic Accuracy

How to Use the CPPS

Psychological Processes Screening

Executive Functions Screening

Memory Screening

Identification of PSW and SLD

Planning Interventions

Monitoring Progress

Interpretation of CPPS Results

General Processing Ability (GPA)

Predicted Scores

Discrepancy Scores

Compare Results from Multiple Raters

Strengths and Weaknesses of the CPPS

Eight Recommended Batteries and Scales

Woodcock-Johnson IV Tests of Cognitive Abilities and Oral Language

Selecting and Interpreting the Processes

Analysis and Interpretation of WJ IV Results

Completing a PSW Analyses

Strengths and Weaknesses as a Measure of Processing

The Wechsler Scales

Overview

Selecting and Interpreting the Processes

Additional Wechsler Indexes

Process Analysis

Strengths and Weaknesses as Measures of Processing

The WISC-V Integrated

Selecting and Interpreting the Processes

General Analysis and Interpretation

Strengths and Weaknesses as a Measure of Processing

The KABC-II NU

Selecting and Interpreting the Processes

General Analysis and Interpretation

Strengths and Weaknesses as a Measure of Processing

The Cognitive Assessment System, Second Edition (CAS2)

Selecting and Interpreting the Processes

General Analysis and Interpretation

Strengths and Weaknesses as a Measure of Processing

Differential Ability Scales, Second Edition (DAS-II)

The NEPSY-II

General Analysis and Interpretation

Strengths and Weaknesses as a Measure of Processing

Achievement Batteries

Rating Scales

Scales Designed to Measure Specific Processes

Attention: BASC3

Auditory Processing: TAPS-4

Executive Functions: BRIEF2

Fine Motor: BOT-2

Fluid Reasoning: TOGRA

Oral Language: CELF-5

Orthographic Processing: TOC

Phonological Processing: CTOPP 2

Processing Speed: RIT

Visual-Spatial Processing: TVPS

Nine Assessing Memory

Working Memory Assessment

Planning and Conducting a Working Memory Assessment

Selecting Composites and Subtests

Interviews

Observations

Long-Term Memory Assessment

Encoding

Consolidation

Retrieval

Interviews

Health and Developmental History

Classroom Observations

Performance on Classroom Exams

Analysis and Interpretation of Memory Testing Results

Batteries and Scales for Memory Testing

Wide Range Assessment of Memory and Learning, Third Edition (WRAML3)

Wechsler Memory Scale, Fourth Edition (WMS-IV)

Ten Evidence-Based Interventions for Processing Deficits

Types of Interventions

Remedial

Compensatory

The Importance of Early Interventions

Selecting and Designing Interventions

Setting Goals and Measuring Progress

Measuring Progress

Goal Attainment Scaling

Modifying the Intervention

Modifying the Intervention

Factors Related to Success

Interventions for Specific Processes

Attention

Auditory Processing

Executive Functions

Fine Motor

Fluid Reasoning

Verbal Long-Term Recall

Visual-Spatial Long-Term Recall

Oral Language

Orthographic Processing

Phonological Processing

Processing Speed

Visual-Spatial Processing

Verbal Working Memory

Visual-Spatial Working Memory

Recommendations for Processing Weaknesses from the PPA Program

Eleven Illustrative Case Study

Original Presenting Problems

Initial Background Information

Initial Behavior Observations

Initial Evaluation

Planning the Assessment

Results

Diagnoses

Health Conditions

Second Evaluation

Third Evaluation

Interpretation of PPA Results

Dyslexia Diagnosis

PSW SLD Determination

SLD Processing Deficits

PPA Recommendations

Interpretation Section of the Psychological Report for Jason’s Third Evaluation

Sample Interventions for Jason

Interventions Before the Evaluation and Special Education Placement

Attention and Executive Functions

Working Memory

Long-Term Recall

Oral Language

Sample Accommodations and Recommendations

References

Annotated Bibliography

About the Author

Index