1 Intelligence is not just how smart you are. How - - PDF document

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• Intelligence is not just “how smart” you are. How

people/programs/organizations/cultures define intelligence can vary significantly between groups as well as in different time periods.

• No agreed upon definition even within specific fields such as psychology
• Most commonly, it is an umbrella and encompassing term to capture one’s abilities in

various cognitive areas

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Some examples of variations in definitions of intelligence

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Intelligence is 50% heritability estimate (50% genes/50% environment) Limitations- test used depends on culture, biases,,, many of the sub-tests comprising

modern IQ tests are heavily culture-bound and draw upon children's past experiences and knowledge they have previously learned.

Important starting point for all testing is getting an IQ score/baseline cognitive abilities to serve as a reference point for all other scores.

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• Most commonly utilized intelligence measures in testing and academics- Wechsler

Scales

• WPPSI- Wechsler Preschool and Primary Scale of Intelligence; WISC- Wechsler

Intelligence Scale for Chidlren; WASI- Wechsler Adult Intelligence Scale; WASI- Wechsler Abbreviated Scale of Intelligence

• WPPSI indices: Verbal Comprehension Index; Visual Spatial Index; Working Memory

Index; Fluid Reasoning Index; Processing Speed Index.

• **VCI can be considered a predictor of academics (gives us an idea how we might

expect the person to perform in school).

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• Pay attention to the subtests and indices included in testing reports. I have noticed that

some schools will only include index scores in reports and don’t mention subtest scores within those indexes. Having subtest scores can provide additional information or better understanding in regards to index performance.

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For some children with learning disabilities, attentional problems, or other neuropsychological issues, concomitant working memory and processing speed deficiencies lower the FSIQ. It is important for practitioners to recognize that the GAI is not necessarily a more valid estimate of overall cognitive ability than the

• FSIQ. Working memory and processing speed are vital to the comprehensive

evaluation of cognitive ability, and excluding these abilities from the evaluation can be misleading. The classroom performance of two children with the same GAI score but very different WMI/PSI scores will likely be quite different. 7

Let’s talk about some strategies you could use in your treatment give some scenarios It’s often easier to think of strategies or techniques for people with obvious impairments but relative weaknesses still can matter Difficulties in verbal comprehension indicate weakness in language skills. Focusing on “talk therapy” or language based interventions may not be more helpful. Utilizing visual guides and information can help supplement, if perceptual is relatively higher Vice versa for weakness in perceptual reasoning. Limiting visual interventions and emphasis on “talking through.” use visual aids Working memory weaknesses- will need support in keeping information active in mind to be able to then send to longer term memory stores. Adding in written handouts, guidelines, reminders that can be referenced to minimize working memory demands. Outline step by step directions. Visual timers Processing speed weakness- will need more time to process information. Present information in smaller chunks, frequent breaks to allow them to process and integrate presented information. Utilizing timers (visual) can be helpful to promote monitoring too.

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“slow learners” can often be mistaken for other more common diagnoses such as ADD/ADHD, ODD, “lazy,” etc.

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These children will NOT qualify for IEP or special ed services because not at level of impairment even though they will experience significant difficulties Generally slow learners can refer to lower average and borderline IQs standard systems and supports are often ineffective—even counterproductive—

because they fail to meet students’ specific learning needs and instead create a cycle of failure. By the time many of these students get to high school, their academic difficulties and related self-perceptions and attitudes toward learning are

• entrenched. Rarely meet eligibility criteria for special education services, although

they have remarkably high failure rates in the general education setting

Gifted Kids: often have internal motivation to learn; can by hyperfocused; withdraw; sustained attention strength on interests; distractible; need constant stimulation but also can get overstimulated; often sensitive/emotional/isolative; black and white thinkers; focused on rules/wrong or right; question/argue/debate; emotionally intense; gestaltian thinking Developmental asynchrony: areas of development are not in-line; signification variations in developmental progression in different abilities- Example: Gifted child of 5 years old, might read like a 15 year old, do math like a 10 year

• ld, know about life cycles of the fruit fly like a bio professor, but resist sharing and throw

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a tantrum when his sister borrows his toy like a typical 5 year old. 2E: high IQ may compensate for learning difficulties so they are performing in average range, but still struggle significantly, and that performance really is not indicative or representative

• f their abilities. For example, they may spend hours on simple homework and pass with a
• C. This won’t alarm or indicate any concerns to teachers but could be masking learning

disability.

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SLOW LEARNERS They perform at a higher level when information is presented in a concrete

• fashion. The more abstract a concept or teaching technique, the more difficult it

is for them to learn. They do not transfer or generalize skills, knowledge, and strategies as well as their same age peers. They tend to learn what is taught quite well but have difficulty transferring and applying the concepts taught to new situations. They have difficulty cognitively organizing new material and assimilating incoming information into previously acquired information. Review, preview, present, review They have difficulty with long-term goals and time management. They benefit from increased academically engaged time. They often require extra practice and more time on task to develop the same level of academic skills as their typically developing peers. They nearly always develop academic motivation deficits.

GIFTED

• Gifted kids can often seem “quirky” to others, social skill support may be needed.
• Remember developmental asychrony? May also need additional interventions in other

areas as their progression is not evenly developed in all domains

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There are limited assessment options at CMH

• CMH can ‘screen’ for learning disabilities, BUT it is ultimately school’s LEGAL

responsibility to identify children with learning disabilities and provide support

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Umbrella term- difficulty acquiring knowledge and learning basic skills such as reading, writing, and/or math.

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DSM-IV TR contains these plus a LD NOS category. Separated them into separate diagnostic codes

• uses a discrepancy model- the difference between cognitive abilities (IQ) and

achievement scores should be ~2 standard deviations apart DSM V Captures them under umbrella term “specific learning disorder” with specifiers eg. Specific Learning Disorder with impairment in reading, word reading accuracy, reading comprehension

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If you think that your consumer might have a learning disability, can always explore with

• them. Think they have reading issues- have them read out loud, having them identify

letters by sound or visually. Ask them questions after they read to see are they understanding what they read? Difficulties with math, throw in some math games, written and verbal… Writing- do a writing task (look at the quality of their writing). Can be fun but then you look at the mechanics (spelling, punctuation, spacing, letter formation, pencil grip). Is it typical or are there significant problems? Encourage- parents/caregivers to ask questions at school. Talk to teachers. Start collecting samples of work. Start to question if this person needs additional support- do need IEP or 504 plan? Educate- yourself! School systems can be tricky and confusing. Current budget difficulties are also playing an important role in services provided. Parents might need education in regards to information about what an IEP versus 504; what the process is, what are their rights, what are the school’s legal obligations, etc Advocate for the person, help parents/caregivers contact school. Guide them in initiating IEP process, endless resources and samples of letters online of what to provide for IEP evaluations to begin. NEEDS TO BE IN WRITING, DOCUMENT, DOCUMENT, DOCUMENT.

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“Right brain” issue– think it has to do with myelination (white matter). Gray matter in brain nerve cells… So gray matter is houses and neighborhoods, white matter is the streets and highways. 65% of all communication is actually conveyed nonverbally. the NLD syndrome affects females as often as males (approximately 1:1 sex ratio) dysfunctions associated with NLD are "less apparent at the age of 7 to 8 years . . . than at 10 to 14 years," and that they become "progressively more apparent (and more debilitating) as adulthood approaches." NOT an acuity issue or issue with brain structures. Moreover, the notion of NVLD as an individual diagnostic category is also under debate due to overlapping diagnostic similarity with other diagnoses (such as Asperger’s Syndrome or Autism). Some argue the NVLD might be best understood under the new DSM-V Autism Spectrum diagnosis with NVLD being a form of high functioning Autism- particularly as the DSM-V has transitioned to eliminating Asperger’s Syndrome and encapsulating it under the spectrum orientation. Roman (1998) explains that lower functioning children diagnosed with Asperger's may be more properly diagnosed as autistic, whereas many of the higher functioning children diagnosed with Asperger's syndrome may instead be NVLD children. 19

Miss big picture for smaller details 19

it's not hard to imagine how a child who doesn't see the "whole picture," who is constantly confused by his surroundings and his interactions with others, and who is unable to anticipate what will happen next, could experience a disproportionate amount of stress in his everyday experiences, such as attending school or shopping at a mall. Add to this the perfectionistic and obsessive/compulsive tendencies of many students with NLD, and the immense pressure this child faces should be

• bvious.

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