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SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
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December 2, 2009 SPE 535/ Diagnosis and Assessment in Special Education
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Intelligence Presentation Grand Canyon University Instructor: Dawn - - PowerPoint PPT Presentation
Intelligence Presentation Grand Canyon University Instructor: Dawn - - PowerPoint PPT Presentation
Intelligence Presentation Grand Canyon University Instructor: Dawn Veneable Layne Smith 1 SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009 2 Many teachers struggle with finding ways to reach individual learning styles
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Despite the importance of intelligence, both as a concept and in terms of measurement, there has been a significant problem concerning its definition. Alfred Binet used criterion of school success as he sought to develop examining procedures that would identify children who failed academically (Reitan & Wolfson, 1992).
Defining Intelligence
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Intelligence is the ability to undertake activities that are characterized by:
Defining Intelligence
Difficulty Complexity Abstractness Economy Adaptiveness to goal Social value Emergence of originals and maintain such activities under conditions that demand a concentration of energy and resistance to emotional forces(Reitan & Wolfson, 1992).
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Boring in 1923 stated: Intelligence as a measureable capacity must at the start be defined as the capacity to do well in an intelligence test. Intelligence is what the tests test(Reitan & Wolfson, 1992).
Defining Intelligence
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However, in 1985 Howard Gardner argued for the existence of multiple intelligences, which may vary considerably, within the same
- individual. He opposed a concept
- f intelligence represented by the
IQ measurement or any other specific testing procedures (Reitan & Wolfson, 1992).
Defining Intelligence
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The display of adaptive behavior has been important throughout recorded history. For example, the ancient Greeks asserted the ability of individuals to care sufficiently for themselves and to engage in community life reliably reflected intelligence and maturity. It refers to "the effectiveness and degree to which the individual meets the standards of personal independence and social responsibilities expected for his and her cultural group“ (Ditterline, et.al, 2008).
Adaptive Behavior
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Adaptive behavior includes skills used by an individual to meet personal needs as well as deal with the natural and social demands in one's environment including skills needed to independently care for one's personal health and safety, dress and bathe, communicate, display socially appropriate behaviors and academic skills, effectively engage in recreation and work, and to engage in community life (Ditterline, et.al, 2008).
Adaptive Behavior
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Adaptive behavior or social competence was largely ignored for many years by assessment specialists. However, Public Law 94-12 required information about students adaptive behavior when they were being considered for special education services, especially youngsters with mental retardation (Oakland & Houchins, 1985).
Adaptive Behavior
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Psychologists have found that the Vineland Adaptive Behavior Scale is an effective assessment tool for identifying various special needs of children (Oakland & Houchins, 1985).
Adaptive Behavior
Behavior Scale Vineland Adaptive
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Adaptive Behavior
Behavior Scale Vineland Adaptive
The Vineland Adaptive Behavior Scale (VABS) is one of the various assessment tools that can be used to help diagnose and evaluate the special needs of students. The focus of this test is the measurement of the adaptive behaviors, including the ability to cope with environmental changes, to learn new everyday skills and to demonstrate
- independence. Adaptive behavior,
according to Eugene Edgar Doll, a pioneer in psychology, is multidimensional and reflects the individual‟s personal and social skills as he interacts with his or her environment (Brighthub.com, n.d.).
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Adaptive Behavior
Behavior Scale Vineland Adaptive
The primary purpose of the VABS is to assess the social abilities of an individual, whose age ranges from preschool to 18 years old. The results reliably reveal crucial information for diagnosing various disabilities, including autism, Asperger syndrome, mental retardation, and speech impairment (Brighthub.com, n.d.).
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Adaptive Behavior
Behavior Scale Vineland Adaptive
Since adaptive behavior is a composite of various dimensions, the test measures five
- domains. These are the Communication,
Daily Living Skills, Socialization, Motor Skills, and Maladaptive. The first four domains are key parts of the VABS But the last domain, Maladaptive Behavior, is an optional part of the assessment test. It is used when measuring
- bvious undesirable behaviors
(Brighthub.com, n.d.).
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Adaptive Behavior
The Communication Domain evaluates the receptive, expressive, and written communication skills of the child. The Daily Living Skills Domain measures personal behavior as well as domestic and community interaction skills. The Socialization Domain covers play and leisure time, interpersonal relationships, and various coping skills. The Motor Skills Domain measures both gross and fine motor skills (Brighthub.com, n.d.). Domains
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Adaptive Behavior
Not only does VABS aid in diagnosis, but it provides valuable information for developing educational and treatment plans (Pearsonassessments.com, n.d.).
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Emotional Intelligence In 1990 Salovey and Mayer defined emotional intelligence as „a form of social intelligence that involves the ability to monitor one‟s own and others‟ feelings and emotions, to discriminate among them, and to use this information to guide one‟s thinking and action‟ (Wakeman, 2006). Furthermore, Dan Goleman, states that his understanding of emotional intelligence expands on Howard Gardner's "personal intelligences"—the intrapersonal (knowing yourself) and interpersonal (knowing how to get along with others). Goleman emphasized that educators need to consider "educating differently" for this intelligence, because different areas of the brain are involved (Pool, 2007).
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Emotional Intelligence Five Dimensions of Emotional Intelligence Self-awareness Is the basis for self-confidence. Youngsters need to learn from a young age what the words for feelings are, why they feel the way they do, and what action options they have. Handling emotions The second dimension, knowing how to handle upsetting feelings, or impulses, is the root of emotional intelligence (Pool, 2007).
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Emotional Intelligence Motivation Moving toward a goal is a third element of emotional intelligence. An important element of motivation is hope—having a goal, knowing the small manageable steps it takes to get to that goal, and having the "zeal or persistence" to follow through (Pool, 2007) Empathy The fourth element, means reading other people's feelings by tone
- f voice or facial expression, not necessarily words. Knowing how
someone else feels is a fundamental human ability (Pool, 2007).
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Emotional Intelligence Social skills An example of people who seem to lack empathy is playground bullies. How do educators deal with bullies? Some researchers have found that bullies benefit from lessons in reading faces—what different emotions look like. A researcher paired all the children and had them make faces at each other, then identify what feelings the faces communicated. The bullies learned the differences between sad, angry, neutral, and hostile expressions. The psychologist also taught the children other social skills, such as how to ask other kids about themselves and how to take turns (Pool, 2007)
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Howard Gardner The following provides an overview of the eight multiple intelligences connected with Howard Gardner's theory. Each of the intelligences encompasses certain characteristics and provides ways for educators to incorporate the intelligences into their daily lesson planning for practical use in the classroom. This, in turn, allows each child to learn in a way that is associated to his or her strengths, creating a differentiated instructional classroom environment (Nolen, 2003).
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Howard Gardner Linguistic Learners Linguistic learners are characterized as students with excellent written and
- ral skills. They excel in the humanities. Instructional strategies that work for
these learners must focus on self-expression. Using the Internet for research and then presenting their findings is an excellent project for these students. They are very comfortable speaking and benefit greatly from giving presentations or doing desktop publishing (McCoog, 2007).
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Howard Gardner Linguistic Learners Students with a strong linguistic intelligence enjoy a project such as a class
- poem. The teacher sets up a few computers to act as learning stations.
Each computer has an open word processing document with lines that are incomplete (e.g., “I am,” “I see,” “I think”). Students then move to each station and complete the phrase with a statement of their choosing. Linguistic learners embrace this learning opportunity because they can use their verbal skills to express an abstract concept (McCoog, 2007).
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Howard Gardner Logical–Mathematical Logical learners work best with tangible projects and results. Their career interests are focused on mathematics and engineering. The technologies that benefit them most are databases and spreadsheets. Both of these programs allow students to calculate and organize data. Logical learners also excel at inquiry-based projects. These students enjoy being presented with a problem and then given resources to solve it. A definitive answer is what these learners seek (McCoog, 2007).
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Howard Gardner Logical–Mathematical The use of manipulatives is a great activity for students with strong logical intelligences. The examples become even more effective if the teacher has access to an interactive whiteboard. Logical students‟ understanding of mathematics is strengthened by visualization of concepts and the ability to move geometric objects (McCoog, 2007).
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Howard Gardner Spatial Spatial learners are extremely visual. These students look to artists and architects for inspiration. Creativity is the key for these learners. They enjoy digital and video-camera projects. Computer-aided design and paint programs can also maximize their potential. Like the logical learner, spatial learners are result driven. Their final projects usually differ from those of the logical learners in that spatial learners focus on interpretation and beauty(McCoog, 2007).
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Howard Gardner Spatial An engaging lesson for spatial learners incorporates visual aspects into the set curriculum. Students can research famous quotes and images and then give a short introspective speech. Internet research gives students the ability to find an almost unlimited number of quotes and pictures. Once their research is complete, they can share their work with the use of presentation software. This activity allows the spatial student to express his
- r her creativity while still covering necessary content (McCoog, 2007).
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Howard Gardner Musical Musical learners focus on listening and creating rhythms and patterns. They express themselves through auditory means. A person who possesses strong musical and linguistic skills might consider this career because there is heavy emphasis on patterns and timing. Musical learners benefit most from interactive books, video and audio recordings, and audio notations. These learners adapt well to cross- curricular projects that can incorporate music (McCoog, 2007).
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Howard Gardner Musical A good technology to use with musical learners is a software program that synthesizes music into waves. These students benefit greatly by using their musical talents to break down and rebuild melodies. This encourages critical thinking skills that can be used in all disciplines. It also stimulates the learner‟s visual (seeing music as waves), auditory (hearing and building melodies), and kinesthetic (manipulating waves) learning styles (McCoog, 2007).
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Howard Gardner Bodily–Kinesthetic Kinesthetic learners are acutely aware of the roles their bodies play in their learning. Their ideas are best expressed through movement. Career prospects for these learners include athlete, police
- fficer, and actor. These students need to
manipulate their surroundings to achieve their maximum potential. They benefit greatly from video production, virtual field trips, and PDAs for data
- collection. Susan Griss outlines in her book, Minds in
Motion (1998) lesson plans to use for students with strong kinesthetic intelligences (McCoog, 2007).
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Howard Gardner Interpersonal Interpersonal learners interact well with society and have been labeled in classroom-management circles as the “talkers.” They are exceptionally aware of the feelings and motives of others around them and are also especially good at starting discussions and encouraging participation from other classmates. Interpersonal learners thrive as counselors and
- salespeople. They enjoy creating products that allow
them to express themselves to an audience. Presentations, e-mail projects, and videoconferencing inspire these students (McCoog, 2007).
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Howard Gardner Interpersonal Interpersonal students and math usually do not mix. These learners are more focused on people and their opinions. A teacher can use this to his or her advantage with a simple statistics lesson. A group of interpersonal learners can use numerous online survey tools to create a test for other students. This focus is on their communication and creative strengths because the topic can be whatever they like. The content of the survey is moot; synthesizing the results is what matters. Once the
- ther students have taken the survey, the group can create a visual
representation of the results (McCoog, 2007).
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Howard Gardner Intrapersonal Intrapersonal learners are keenly self-aware. They are characterized as self-motivated and learn through metacognitive processes. Computer based journaling, concept mapping, and Internet research are all good technology options for these learners. The final products from these students can vary. If the student has a strong spatial intelligence, graphic organizers and concept maps are very
- effective. If the student has a stronger linguistic intelligence, then a
research paper may be more appropriate (McCoog, 2007).
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Howard Gardner Intrapersonal Intrapersonal learners create great products but are not sure how to share them beyond the school community. For that reason, blogs are a great resource for intrapersonal learners. They allow these students to express their thoughts and feelings in an ordered way. Students still create a self-reflective piece in a generally self- paced environment; however, it can then be effectively shared with others. A blog provides an outlet and might open the door for further
- pportunities, such as writing contests (McCoog,
2007).
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Howard Gardner Naturalistic Naturalists learn best by making connections between how content interacts with the natural world. Cameras are an excellent technology resource for these students. They take pride in recording and presenting the natural
- world. Showing change over time is another gainful
project for these students. Synthesizing the change of seasons or showing the transition of animals are two great examples of projects that could incorporate numerous visual technologies (McCoog, 2007).
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Howard Gardner Naturalistic Once the students have gathered data, they can catalog it for future use. Electronic databases and spreadsheets allow naturalists to not only present what they have found but also create a tangible product for those who come after them (McCoog, 2007).
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Howard Gardner Existentialist The existentialist is a new intelligence. These learners focus on the big picture and why the world operates the way it does. The best technologies to use with these learners are communication and problem-solving applications. Other strong intelligences for existentialists are usually naturalistic, spatial, or logical. The nature of technology is existential and its use continues to evolve how we look at ourselves. Students with a strong existential intelligence enjoy a Web 2.0 project. These students can research how Internet collaboration is changing the world around them (McCoog, 2007).
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Howard Gardner Existentialist Some of the products existentialists will produce can be startling. The idea that we all belong to an electronic world in which computers might one day have the capacity of the human mind sounds like science fiction; however, it is a sample topic that would help a student with a strong existentialist intelligence flourish (McCoog, 2007).
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“People like me are aware of their so-called genius at eight, nine, ten…I always wondered, „Why has nobody discovered me? In school, didn‟t they see that I‟m more clever than anybody in this school? That the teachers are stupid too? That all they had was information I didn‟t need? It was
- bvious to me. Why didn‟t they put me into
art school? Why didn‟t they train me? I was different, I was always different. Why didn‟t they notice me? “ --John Lennon (Hopper & Hurry, 2000, p. 31).
Multiple Intelligences
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All of the cognitive styles (measured, adaptive, and multiple) described in this presentation can accommodate various learning styles. Teachers should structure the presentation of material which engages all or most
- abilities. Teachers who prepare their lessons in favor of the multiple
intelligences‟ approach realize the benefits such as active learners and successful students. Each of these aptitudes is potential in every learner and it is part of a teacher's job to nurture and help the children develop their own intelligences.
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40 Circle the appropriate rating. Explain if possible in the area under the statement. Excellent 5 -Above average 4 – Average 3- Basic 2- Poor 1 The content of the workshop was relevant. Explain: 5 4 3 2 1 The pace of the workshop was appropriate. Explain: 5 4 3 2 1 The time allotted for the workshop was appropriate. Explain: 5 4 3 2 1 The presentation was clear and to the point. Explain: 5 4 3 2 1 The presenter was responsive to participants. Explain: 5 4 3 2 1 The presenter demonstrated thorough knowledge and understanding
- f the topic.
Explain: 5 4 3 2 1 Any suggestions to better the presentation?
Rate the presentation
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References
SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive Behavior Profiles
- f Students with Disabilities. Journal of Applied School Psychology, 24(2),
191-208. doi:10.1080/15377900802089973. Brighthub.com (n.d.). “What is the Vineland Adaptive Behavior Scale?” Retrieved November 25, 2009, from http://www.brighthub.com/education/special/articles/13506.aspx#ixzz0Xtr qNBME Nolen, J. (2003). MULTIPLE INTELLIGENCES IN THE CLASSROOM. Education, 124(1), 115-119. Retrieved from Education Research Complete database. McCoog, I. (2007). Integrated Instruction: Multiple Intelligences and Technology. Clearing House, 81(1), 25-28. Retrieved from Education Research Complete database. Hopper, B., & Hurry, P. (2000). Learning the MI Way: The Effects on Students’ Learning of Using the Theory of Multiple Intelligences. Pastoral Care in Education, 18(4), 26. Retrieved from Education Research Complete database.
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References
SPE 535/ Diagnosis and Assessment in Special Education December 2, 2009
Pool, C. R. (1997). “Social and Emotional Learning”. Educational Leadership. May, 1997
- Vol. 54, No. 8.