What does a label of tell us?

Cognitive Processing Response

n

Sensory Modality

Auditory (HI)

Visual (VI)

IQMemoryPerceptionAnalysis &

Synthesis

AttentionSelective & Sustained or Working

(MR)

(ADHD-C)& Inattentive

Fine Motor (apraxia, dyspraxia, & dysgraphia)

Gross Motor (OHI, DCD)Social

Behavior(EBD)

verbal LD

nonverbal LD

Who labels

and for what purposes?

Definitions

Medical EducationalDSM-IV Federal (IDEA) /State

DSM-IV Federal (IDEA) /State

DSM-IV Federal (IDEA) /State

Classification Medical & Educational

MEDICAL EDUCATION

SYSTEM DSM IDEA

Am. Psychiatric U.S. Dept. Of Education

No legal basis Legal basis

TYPES Affective

Disruptive

Psychotic

LD, OHI

VI, HI

BD, MR (13 categories)

PURPOSE Theory (predict/prevent)

Research

Communicate, Prescribe

Refer

Screen/Place

Fund, Provide Services

AGENTS Clinical Psychologists

Psychiatrists

“Case Managers”

Researchers

School Psychologists

Special Educators

“Multi-disc/Eval. Team Members”

Hospitals & Clinics School Districts

Informal Assessment:Assess the Task

1. What sensory input?

2. What learning processes?

3. What kinds of response is required?

1. SENSORY INPUT modalities

– Auditory – Visual (light color shape)

– Tactile (pain, pressure, temperature)

– Gustatory (sweet, sour, bitter) – Olfactory

-Informal assessment of auditory vs. visual

2. LEARNING PROCESSES

A. Attention• Select (pay attention to relevant

information& ignore nonrelevant)• Sustain (maintain attention)

Please “Draw A Man” & the child drew many:

The inability to stop a motor response, topic of conversation, verbal response

B. Perception/Discrimination

the inability to match stimuli, make same/different judgments, or identify an object from sensory input

C. Analysis (figure ground)

• Auditory (sounds to letters, sounds to syllables, sentences to words)

• Visual (breaking apart visual stimuli)

D. Synthesis (closure)

• Auditory (closing up sounds into words and words into sentences)

• Visual (closing up parts of an object to identify the whole)

E. Memory types• Sequential (sounds, compound words)

(psghetti, sitter baby, hangaber)vs. Associational (by personal experience or context not necessary by logic, such as chronology)

• Recall vs. Recognition• Working (hold information in mind) vs.

Short-term vs. Long-term

F. Reasoning (concept formation/IQ)--movement away from concrete function of object or literalness of statement to something that represents it.

Symbols ?• visual?• auditory?

#3. What FINE-MOTOR RESPONSE?• 1. speech• 2. written• 3. action

(gesture, pointing)

-Informal assessment of response

Summary: Assess the Task/TestA. Sensory Input

– Auditory– Visual

B. Learning Processes– Sensation– Attention– Perception/Discrimination

• Analysis• Synthesis

– Memory– Reasoning

C. Output– Gross motor– Fine-motor (gestural, written)– Spoken- motor

• Informal assessment

of input/output and process

Case Analyis

Elizabeth goes on and on when she talks, and people have a hard time understanding her. Her family usually tells her, “You’re going on and on,” as a cue to stop talking. Elizabeth doesn’t get much work done in school. When she writes, she often leaves words out of sentences or fails to complete the sentences she starts. Her attention tends to wander.

Perception

Learning processes

Memory Reasoning

50th

25th

Per

cent

iles

75th # 2. Assess the Child

Perception

Learning processes

Memory Reasoning

50th

25th

Per

cent

iles

75th

Aud

Vis

Aud

Aud

Vis

Vis

Informal Assessment:Assess The Behavioral Response to the Task

and to the Setting

1. What Behavior? 2. What What Settings?3. What Social Consequences?4. What Payoffs or Goals?

Getting and Avoiding

Functional Analysis

TTriggersriggers Child’s Child’s ActionsActions

Antecedents +Antecedents + Behavior +Behavior +

Observable Observable ReactionsReactions

= P= PayoffsayoffsConsequencesConsequences

A + B + C = PA + B + C = P

LOG, TAPE, OR INTERVIEW

What?

antecedent behavior consequence

settings, time, task, persons

What PSYCHOBIO payoffs”--get or avoid?

GetAvoid

Behavior

• Internalizing

• Externalizing

Indicators of ‘Get’ Motivations

Choice Effort Persistence Coping with failure/frustration Achievement Expressions of wanting something

Psychobiological Get-Payoffs

1. Competence (recognition mastery, achievement)

2. Relatedness (attention, interaction, affiliation)

Get3. Self-Determination (control, power,

predictability, preferred activity)

4.Stimulation or Novelty (change): emotional (mad)activity (moving)sensory tangible play (fun)

Avoid-Payoffs Failure or Frustration (task) Social Attention and Possible

Punishment, Blame, or Rejection (social)

Physical pain or possible harm (physical)

Lack of Control or Unpredictability (new situation, new task, unpredictable person)

Boredom

Application to Calvin

MOTTO:

“IT’S GOT TO BE FUN

IF IT’S NOT FUN, IT’S GOT TO BE MOVING

IF IT’S NOT MOVING, AND I’M NOT MOVING,

MAYBE I CAN MAKE IT MAD.” zentall

Stimulation or Novelty (change):

emotional (mad)

activity (moving)

sensory

tangible

play (fun)

AVOID OR GET Depends on Setting

AGGRESSION or DISRUPTIVE after you have given an assignment when not given playground activity

choice NONCOMPLIANCE WITH CASHING

IN TOKENS

Interventions geared to Calvin’s Payoffs

FUN MOVING MAD

Problems?

GET

1. Competence

2. Relatedness

3. Control

4. Stimulation

AVOID

1.Failure (task)

2.Social attention/

punish/reject

3. Unpredictability or loss of control

4. Boredom

5. Pain

SEEKS: By:

a. seeks masteryb. seeks control or predictabilityc. seeks relatedness c. seeks stimulation:– social/emotional– activity– tangible–novelty/change

• bragging• provoking or arguing

• attention seeking

– shock, anger, disgust

– hyperactivity/impulsivity

– stealing

– risk taking

AVOIDS: BY:

a. failure, frustration

b. social punishment, blame, or possible rejection

c. physical pain or possible harm

d. lack of predictability (new situation, person, task)

• remaining inactive• blaming others

• inactive

• highly routinized

The End