Essentials of Processing Assessment, 3rd Edition
by Dehn, Milton J.; Kaufman, Alan S.; Kaufman, Nadeen L.Edition: 3rd
Format: Paperback
Pub. Date: 2022-09-07
Publisher(s): Wiley
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Summary
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.
Author Biography
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.
Table of Contents
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
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