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Ravens CPM: Its Role in theAssessment of SLD
AP.Dr.Narasappa KumaraswamyConsultant Clinical Psychologist
School of Medicine, UMS
A specific learning disability(SLD) isdemonstrated by a significant discrepancy
betweena pupil's general intellectual ability and
academic achievement in one or more ofthe following areas: oral expression,
listening comprehension, mathematicalcalculation
or mathematics reasoning, basic readingskills, reading comprehension, and
written expression.
A specific learning disability is demonstratedprimarily in academic functioning, but
may also affect self-esteem, career development,and life adjustment skills. A specific
learning disability may occur with, but cannot beprimarily the result of: vision, hearing,
or motor impairment; mental impairment;emotional disorders; or environmental,
cultural, economic influences; or a history of aninconsistent educational program
SLD refers to a heterogeneous group ofdisorders where significant difficulties in
the acquisition and use ofListeningspeakingReadingWriting
Reasoningor
mathematical skills are present
Assessment of SLD by a ClinicalPsychologist allow the clinicians to
Make Diagnoses of SLDUnderstand the severity of the disability.Construct a Learning profile of the child.Make a recommendation for specializedinstructions and accommodation of the
child.
Assessment:Gather history of the child.Standardized assessmentBehavioral Observation
Diagnoses of SLD
The demonstration of a severe discrepancy shall not bebased solely on the use of
standardized tests. The team shall consider thesestandardized test results as
only one component of the eligibility criteria.
The instruments used to assess thepupil's general intellectual ability
andachievement must be individually
administered and interpreted by anappropriately licensed personusing standardized procedures
The use of a single assessmentinstrument without corroborating
information asthe sole basis for the identificationof an SLD criteria component is not
acceptable.
Raven's Progressive Matrices was designedprimarily as a measure of Spearman's g. Thetest has no time limit. There are 3 different
tests for different abilities:Colored Progressive Matrices (younger children
and special groups)Standard Progressive Matrices (designed for 6 to
80 year olds)Advanced Progressive Matrices (designed for
adolescents & adults)
Ravens coloured progressiveMatrices is internationally
recognised as a culture-fair orculture reduced
test of non-verbal intelligence foryoung children (Raven et al., 1990).
Ravens coloured progressiveMatrices is internationally
recognised as a culture-fair orculture reduced
test of non-verbal intelligence foryoung children (Raven et al., 1990).
Coloured Progressive Matrices:(CPM)Designed for younger children, the
elderly, and people with moderate orsevere learning difficulties, this test
contains sets A and B from the standardmatrices, with a further set of 12 items
inserted between the two, as set Ab. Mostitems are presented on a coloured
background to make the test visuallystimulating for participants.
Raven's Progressive Matrices - TheRaven Progressive Matrices test is a
widely used intelligence test in whichsubjects are asked to find the missingpattern in a series. Each set of items
becomes progressively morecomplex, requiring greater cognitive
capacity to encode and analyze.
In thisversion of the Ravens Progressive
Matrices however, each item isprinted with a
brightly coloured background,making the test more appealing for
children.
The testee is shown a series ofpatterns with parts missing. The
parts removed are ofsimple shape and have been placed
below the matrix, among othersimilarly shaped
pieces
The problems are easy to beginwith, but grow more difficult as the
test proceeds
The testee can either point to thepattern piece s/he has selected or
writeits corresponding number on the
record form
The total score is thetotal number of matrices
completed correctly, and the test isthus scored out of 36
The childs mentalage is thus the age at which the
median score is equal to his or herraw score
the Ravens CPM test gives anindication of the level of analogical
thinking andabstract thought that a person hasachieved and for this reason, it is a
good measure ofthe level of intellectual
development that s/he is able toutilise at this stage.
An indication of the objective dataused to conclude that the student has
adisability and is in need of specialized
instruction, which mayinclude the following:
test scores previous assessments work products observational data
self-reports ecological assessments teacher comments other
developmental data
Administration: This test can beadministered individually or as a group
test. It is simple & economical .TheCPM sets A,Ab,B is arranged to assessmental development up to the stagewhen a person is sufficiently able to
reason by analogy to adopt this way ofthinking as a consistent method of
inference.
Some of the most fundamentalresearch in cognitive psychology
has been carried out with the RPM.The tests have been shown to work- scale - measure the same thing -in a vast variety of cultural groups.
Two remarkable, and relativelyrecent, findings are that, on the
one hand, the actual scoresobtained by people living in most
countries with a tradition ofliteracy - from China, Russia, andIndia through Europe to Kuwait -
are very similar at any point intime.
Results are tabulated in the form of IQscores of each child by indicating averageor below average in intellectual efficiency.
As per the present definition of specificlearning disability, the child should have
average intelligence. If any child has belowaverage intelligence as assessed by IQ testwith disability in any sensory functions will
be classified as having learning disorder.
Exclusionary Factors.Each factor must be ruled out as
the PRIMARY reason for thestudents inability to progress in
the generaleducation curriculum
Lack of Instruction in Readingand/or Math has been ruled out.
School attendance has beenappropriate. Yes ____ No ____There is a history of excessive
school transfers. Yes ____ No ____Interventions have been
implemented and documented. Yes____ No
Vision, Hearing,Motor/Impairments have been
ruled out.Vision Date ________________
Passed ____ Failed ____Hearing Date _______________
Passed ____ Failed ____Is there evidence of motor
impairment? Yes ____ No ____
Mental Retardation has beenruled out. Cognitive Score
Emotional Disturbance has beenruled out. Student does notexhibit or have a history of
emotional difficultiesthat interfere with learning
Environmental, Cultural, orEconomic Disadvantage. S-Teamreview and evaluation results do
not indicatethat learning deficits are primarilycaused by environmental, cultural,
or economic disadvantage
Lack of Motivation. S-Team reviewand evaluation results do not
indicate that learning deficits areprimarily
caused by a lack of motivation.
Situational Trauma.Has the students academic performance fallen
dramatically within the last 6-12 months?Yes ____ No ____
Is there knowledge of any situation within thestudents family that could contribute to a drop
academic performance. Yes ____ No ____Information gathered indicates situational trauma
is not the determinant factor for the academic
deficit. Yes ____
SPECIFIC LEARNING DISABILITIES ASSESSMENT WORKSHEET
To be completed by AssessmentSpecialist(s)
School Psychologist
Cognitive Assessment InstrumentsWechsler Intelligence Scale for Children
Wechsler Preschool and Primary Scale ofIntelligence - Revised
Stanford-Binet Intelligence Scale (FourthEdition)
Kaufman Brief Intelligence TestKaufman Assessment Battery for Children
Raven Coloured Progressive MatricesRaven Standard Progressive Matrices
Thank you