The Children’s Psychological Processes Scale (CPPS) Dr. Milton J. Dehn Schoolhouse Educational Services [email protected].

The Children’s PsychologicalProcesses Scale (CPPS)

Dr. Milton J. DehnSchoolhouse Educational Services

[email protected]

Notice of Copyright 2014

This PowerPoint presentation and accompanying materials are copyrighted by Milton J. Dehn and Schoolhouse Educational Services, LLC. They are not to be reprinted, copied, or electronically disseminated without written permission. To obtain permission, email [email protected].

Webinar Information Sources

• DSM-5• Essentials of Processing Assessment, 2nd Ed. • Children’s Psychological Processes Scale

(CPPS)• Psychological Processing Analyzer 2.0 (PPA• www.psychprocesses.com• Presenter Contact: [email protected]• Other references from research articles

available

Webinar Topics

1. Defining SLD (DSM-5)2. Neuropsychological weaknesses and SLD3. Overview of the CPPS4. General principles for psychological

processing interventions5. NEXT TIME: Specific interventions & details

DSM-5 Definition of SLD

1. Considers SLD to be a type of neurodevelopmental disorder that impedes learning and acquisition of academic skills

2. In contrast some aspects of neurodevelopment are fine

3. DSM-5 diagnosis should meet educational criteria better than in the past; more consistent with RTI

DSM-5 SLD Changes

1. One overarching category with 3 specific manifestations: reading, math, writing. “Specifiers” used to specify the nature of the LD.

2. Elimination of IQ-Achievement3. Cognitive processing weaknesses no longer

required4. More than standardized test scores needed5. Addition of 4 criteria

New DSM-5 Criteria

1. One of these 6 symptoms has persisted for at least 6 months despite interventions

1. Inaccurate or slow word reading2. Difficulty understanding what is read3. Difficulty with spelling4. Difficulty with written expression5. Difficulty mastering math6. Difficulty with math reasoning

New DSM-5 Criteria

2. Skills are significantly below those expected for age and are causing impairment as measured by standardized achievement tests

3. The learning difficulties began during school years

4. Other disorders must be ruled out

Neuropsychological Perspective on SLD

1. DSM-5 acknowledges that SLD is caused by neurodevelopmental disorders but than drops requirement to identify those deficient neuropsychological processes

2. This decision is also puzzling in view of recent neuroscience documentation of brain-based causes of SLD

3. The need for a “comprehensive clinical assessment” could be partially met with a rating scale

Some Evidence for the SLD-Processing Weaknesses Connection

Meta-Analysis of 32 studies by Johnson et al. (2010) found “moderately large to large effect sizes (many close to one standard deviation of difference) in cognitive processing differences between groups of students with SLD and typically achieving students.” The processes included were: Working memory, short-term memory, phonological processing, processing speed, executive function, and language.”

Neuropsychological Perspective on SLD

1. Neurologically-based weaknesses underlie SLD1. There is a brain basis to SLD2. Neuropsychological processing weaknesses “cause” SLD

2. There’s no SLD if there’s no processing weakness3. Some processes are more highly related than others

with specific academic skills4. Intra-individual weaknesses should be statistically

significant5. PSW doesn’t mean there is a learning disability

Children’s Psychological Processes Scale (CPPS)

1. Standardized teacher rating scale2. Ages 5-0-0 to 12-11-303. 121 items across 11 subscales4. Entirely online, internet-web based5. Online administration time of 15 minutes6. Online scoring and report7. Author: Milton Dehn8. Measurement Consultant: Kevin McGrew

CPPS Standardization

1. 1,121 students rated by 278 teachers2. 128 communities in 30 U.S. states3. All data collected online4. Demographics match U.S. Census well5. Norms: 4 age groups (5-6; 7-8; 9-10; 11-12)6. Included children with disabilities

Characteristics of CPPS Processes

1. Brain-based2. Interrelated3. Necessary for academic learning4. Predict academic learning5. They are broad processes6. Observable in classroom7. Processes can be validly assessed through

ratings; similar to BRIEF

Psychological Processes Measured by the CPPS

1. Attention2. Auditory Processing3. Executive Functions4. Fine Motor5. Fluid Reasoning6. Long-Term Recall7. Oral Language8. Phonological Processing9. Processing Speed10. Visual-Spatial Processing11. Working Memory 12. General Processing Ability (Composite)

Main Purpose of the CPPS

1. To identify psychological (cognitive) processing weaknesses in children referred for a learning disability evaluation

1. An additional source of data for diagnostic purposes

2. Can be used as a Pattern of Strengths and Weaknesses (PSW) analysis

3. Covers processes not directly tested

Additional Uses of the CPPS

1. Screening1. Identifies need for intervention2. Predicts academic skills development3. Planning cognitive/neuropsychological testing

2. Measuring progress during interventions1. Through the use of change-sensitive W-scores2. Not subject to practice effects

The CPPS Identifies Children with SLD

1. LD subjects had significantly higher means on all subscales; about 1.5 SD difference Link

2. The CPPS has high classification accuracy in regards to LD1. 37 LD subjects compared with matched controls2. Using CPPS GPA cutoff of 60 had 92%

classification accuracy across 74 subjects

CPPS Factors

1. General Processing Ability: All 11 subscales; efficiency of processing; produces GPA score

2. Self-Regulatory Processes: Attention, EF, and WM subscales

3. Visual-Motor Processes: Fine Motor and Visual-Spatial subscales

4. Clusters: Memory and Language

CPPS Reliability

1. Internal consistency subscale reliability ranges from .88 to .98

2. .99 on Total Score3. Inter-rater reliability

1. Range of .21 to .902. Median coefficient of 76.5

Correlations with Achievement

1. High correlations with WJ III Achievement Test scores 1. The broader the achievement score, the higher

the correlations2. The pattern of correlations is mostly as

predicted; for example; Phonological Processes has a high correlation with Basic Reading Skills

Correlations with WJ III COG

1. All CPPS processes have significant correlations with Cognitive Fluency (ability to quickly and fluently perform cognitive tasks)

2. Most CPPS scales expected to link with WJ III COG tests have significant correlations, except attention and processing speed

3. Also, discriminant evidence: Those that should not be related, do not have significant correlations

Correlations with the BRIEF

1. CPPS Attention, Executive Functions, and Working Memory (SRP Factor) have the highest correlations with all BRIEF scales

2. CPPS Attention and EF mostly are >.70 indicating they measure same domains as BRIEF

3. Other CPPS scales correlate with BRIEF metacognitive scales but not behavioral

How the Online CPPS Works

1. A psychologist side and a teacher side2. Psychologist manages & has student records3. Teachers can only access blank rating forms4. Once teacher has completed ratings,

completed form goes to psychologist’s side and teacher can no longer access

Completing Teacher Rating Form

1. Takes approximately 15 minutes2. Responses: Never, Sometimes, Often,

Almost Always3. Must respond to all items4. Incomplete ratings will save and can be

completed later5. Free paper copies can be printed.

Psychologist then fills in ratings online.

Item Printout

1. Teacher ratings can be viewed and printed, even before report generated

2. Numerical values will be shown3. Grouped by subscale4. Arranged in developmental/difficulty

sequence from low to high 5. Example

CPPS Report

1. Brief narrative, graph, and a table of scores2. Change-sensitive W-scores3. T-scores; percentiles; confidence intervals4. Intra-individual strengths and weakness

discrepancy table5. T-score to standard score converter6. Example

CPPS Discrepancy Analysis

1. Use discrepancy table to determine pattern of strengths and weaknesses

2. Predicted score based on mean of other 103. Regression toward the mean included 4. +/- 1.00 to 2.00 SD of SEE discrepancy options5. Strengths and Weakness labeling is opposite of

discrepancy, e.g. “-” value = a strength6. Link

Diagnosing LD with the CPPS

1. Look for pattern of strengths and weaknesses (discrepancy table)

2. Ideally, weaknesses should also be normative weaknesses (T-scores above 60)

3. Weaknesses should link to evidence-based achievement relations

Frequently Asked Questions

1. Is there a paper form?2. Can I print individual item ratings?3. Security?4. Students 13 and older?5. Parent form?

Psychological Processing Analyzer 2.0

1. Available at www.psychprocesses.com2. Identifies statistically significant strengths,

weaknesses, deficits, and assets 3. Can enter composite and/or subtest scores4. 11 psychological processes5. Takes scores (almost 400 to choose from)

from more than 40 different scales: cognitive, achievement, rating, and processing

Using Assessment Results toPlan an Intervention

1. Select intra-individual processing weaknesses for intervention

2. Normative weaknesses also appropriate3. If both kinds of weaknesses, it’s a

priority4. Adapt and individualize

To Select Methods, Consider:

1. Learner’s needs, goals, and priorities2. Related cognitive processing weaknesses3. How well the strategy generalizes4. The extent of practice required5. Learner’s age and overall cognitive ability6. Learner’s level of metamemory, executive

functioning, and strategy use

Neuropsychological Approach to Processing Interventions

1. Try to directly strengthen the weakness 2. Use methods that involve other processes,

more of the brain3. Principle: make the brain work; it gets better4. Use strong areas to compensate5. Also need accommodations that reduce the

need to use the weak processes, especially when deficits are severe

Approaches to Improving WM

1. Reduce the learner’s “cognitive load”2. Make more effective use of existing WM

capabilities by learning to use strategies 3. Directly increase WM capacity through the

brain-based training exercises4. Strengthen long-term memory5. Strengthen related processes, such as

executive

WM: Selecting Exercises and Strategies

There are general principles/methods that apply to almost every case1.WM should be included even if normal to support LTM2.Some LTM strategies should be included even if normal to reduce load on WM3.Executive functions should be strengthened4.Existing strategies might need re-training

Six Big LTM Intervention Principles

1. Deeper processing; e.g. elaboration2. Visualization; e.g. dual encoding3. Organization; e.g., semantic clustering4. Associations, linking; e.g., mnemonics5. Review and retrieve; e.g., testing effect6. Metamemory

Metacognitive Component

1. Applies to all processing interventions2. Teach child how process works3. Inform child of strengths and weaknesses4. Teach how to control the process5. Emphasize personal efficacy of intervention6. Teach conditional strategy knowledge: how,

when, where, why

Questions, Comments, Summary