chc selective referral-focused assessment scenarios

This is the second half of the above presentation made at NASP 2009. The first half of this presentation is also available at Kevin McGrew’s SlideShare space and is called “CHC-Cog-Ach Relations Research Synthesis” ---- the current module is an attempt to demonstrate selective testing (branching-tree) referral-focused testing scenarios based on the results of the CHC Cog-Ach relations research synthesis, using the WJ III battery as the illustrative instrument. The viewer should first view the CHC Cog-Ach Relations Research Synthesis module prior to viewing this module.

CHC cognitive and achievement relations research synthesis:

Part B: Selective testing (branching tree) referral-focused assessment

scenarios

Conflict of interest disclosure for Kevin McGrew

Dr. Kevin McGrew has a financial interest in the WJ III as a co-author of the WJ III Battery, the battery that is featured in the current slide show

Demonstration of possible referral-focused testing scenarios:

BRS(6-8) research based summary

Broad DomainMarkers

Basic Reading Skills – ages 6 to 8

GcCrystallized Intelligence

Gsm Short-TermMemory

Ga AuditoryProcessing

Gs ProcessingSpeed

Glr Long-TermRetrieval

Short-term MemoryWorking Memory

Processing SpeedPerceptual Speed-DS

Comp-KnowledgeListening Comp.

Phonemic Awareness Phonemic Awareness 3

Most Relevant WJ III Clusters

Long-term RetrievalAssociative Memory-DSCognitive Fluency

Work Mem (MW)

Lang. Dev. (LD)Listen. Ability (LS)Gen. Info. (K0)Lex. Know. (VL)

Phonetic Coding (PC)

Perc. Speed (P)

Narrow DomainMarkers

Assoc. Mem. (MA)Naming Fac. (NA)

Numbers Reversed (MW)Understanding Dir (MW/LS)Aud. Working. Mem. (MW)

Visual Matching (P)

Verbal Comp. (LD/VL) Oral Comp. (LS) General Info (K0) Picture Vocab. (VL)

Snd. Aware. (PC/MW) Snd. Blending (PC)

Most RelevantWJ III Tests

Vis.-Aud.-Lrng. (MA) Rapid. Pic. Nam. (NA) Retrieval Fluency (FI) (NA)

Research foundation: From McGrew @ Wendling (2009) CHC COG-ACH relations research synthesis (prior slides)

Bridge research – real world practice WJ III clusters/test selected based on McGrew

& Wendling (2009) plus expert-knowledge and clinical experience with WJ III battery

Start with this information

BRS (6-8 yrs): WJ III Gc branching test scenarios

The big picture

Where we are going in example

Let’s break down the steps

Yes:

Gc-LSNo

yes

Yes: Gc-K0

no

No

Yes

Administer BRS

(6-8) suggested

start tests

What are prelim

concerns?Gc

(VrCmp+GnInf)

-Give PicVoc &

OrlCmp

-Get Gc~4 &

Gc-LS cls.

Gc narrow

concerns?-Give StRec

-Get Gc-

LS~3 cls

Examine Gc-K0~2

(GnInf+PicVoc)

Gc-K0~2

concern?

Stop testing

in Gc-K0

-Give AcdKnw

-Get Know. (Gc-K0+)

and Gc-K0~3 cls

Other areas (Ga,

etc.)

See other flow

charts

Compare broad

and narrow Gc

cls

Make final broad Gc

interp.

Make final broad vs

narrow Gc interp. Possible Gc

retrieval/

access (Glr)

problems?

Examine Glr-NA~2

(ReFl+RPNam)

Glr-NA~2

concern?

Stop testing

in Glr-NA

-Give DecSpd

-Get Cognitive

Fluency cls

Compare Glr-NA2

and/or Cog Flu to

broad & narrow Gc

clusters

Make final broad & narrow

Gc (level) and rate

(fluency) of retrieval (Glr)

interp.

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

.

BRS (6-8 yrs): Suggested starting point tests for WJ III referral-focused selective testing (based on CHC Cog-Ach correlates research synthesis; McGrew & Wendling, 2009)

WJ III tests suggested as most relevant for Basic Reading Skills referrals from ages 6-8

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc

.

Glr-NA

Gs~2

Glr-NA~2

Cognitive efficiency (Std)

Ga-PC~2

Gsm-MW~3

BRS (6-8 yrs): Suggested starting point tests for WJ III referral-focused selective testing (based on CHC Cog-Ach correlates research synthesis; McGrew & Wendling, 2009)

Glr

WJ III norm-based CHC clusterscores available (@ starting point) plus other special theoretical/ empirical cluster composites (designated with ~ # notation which designates “special” cluster status and the # of tests in each special cluster).

Special research-based or clinical clusters (~#)

These are special groupings of tests (composites; clusters) for which the WJ III does NOT provide norm-referenced scores, but that post-WJ III research, other CHC-research, non-CHC research examined with a CHC lens, or clinical experience suggests are groupings of tests that may be useful in a clinically-based referral-focused testing process. These special clusters can be formed/interpreted in one of two ways:

• Visually grouping them together on SS/PR profiles (the clinical “eye-ball” approach), or

• Psychometric approach. Calculate actual cluster SS with psychometrically sound formula’s (i.e., those that take into account each tests reliability and the inter-correlation among the tests in the clusters; NOT the simple arithmetic average of test SS’s)

•WMF Press “compositator” program (in press)

Psychometric approach. Calculate actual cluster SS with psychometrically sound formula’s (i.e., those that take into account each tests reliability and the inter-correlation among the tests in the clusters; NOT the simple arithmetic average of test SS’s)

Administer BRS (6-8) SuggestedStart Tests

What are Preliminary Concerns?

Gc(VC + GI) (UD)

Other areas (Ga, etc.)

See other flowcharts

BRS (6-8 yrs): WJ III Gc branching test scenarios:

Lets “break it down” into the parts of possible selective testing scenarios

Warning/Caution: The following set of branching tree-based selective testing examples are intended NOT to be THE sequence to follow. This is not a cookbook. All sequential scenarios are an attempt to model one possible research/expert-based possibility.

Each referral and case is unique. It is the modeled logic and decisions that are important in the following slides. In reality, referral-based focused testing is more of a non-linear iterative cognitive testing hypothesis method based on the skills of the clinician (“We

are the instrument”; K. McGrew; date unknown)

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc

.

BRS (6-8 yrs): Gc branching test scenario: Gc starting point

Possible Ho’s that could be examined:

A.Generalized problem in acquired Gc knowledgeB.Problem is in narrow Gc ability C.Adequate store of acquired Gc but possible problem in fluency/rate of Gc recall (speed of lexical access)

Gc(VC + GI)

(UD)

Picture Vocabulary

OralComprehension

Suggested additional tests to administer if Gc appears to be the major problem (based on primary Gc tests; background information; teacher info; other test info; etc.)

These tests allow for calculation of the WJ III Listening Comprehension (Gc-LS) cluster and Gc~4.(Listening Comp: UD + OC)(Gc~4: Gc + Gc-LS)

A. Possible generalized problem in Gc

BRS (6-8 yrs): Gc branching test scenario - AB

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc

Suggested additional tests to administer if Gc (comp-knowledge) appears to be the major problem (based on primary Gc tests; background information; teacher info; other test info; etc.)

These tests allow for calculation of the WJ III Listening Comprehension (Gc-LS) cluster and Gc~4

Gc-LS

Gc~4

No

Give PV and OC

Get Gc-LS and Gc~4

Gc narrowconcerns?

Make final broad Gc interpretation

A. Possible generalized problem in Gc

Yes:

Gc-LS

Give PV and OC

Get Gc-LS and Gc~4 clusters

Gc narrow concerns?

Give Story RecallGet Gc-LS~3cluster

Compare broad and narrow Gc

clusters

Make final broad vs.narrow Gc

interpretation

B. Possible problem in narrow ability (Gc-LS)


(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc Gc-LS

Compare Gc, Gc~4 and Gc-LS for possible specific vs broad Gc problems

If listening ability (Gc-LS) needs further study administer Story Recall and examine compare broad Gc (Gc, Gc~4) and narrow Gc-LS (Gc-LS; Gc-LS~3)

Gc-LS~3

Gc~4

Yes: Gc-K0

No

Give PV & OCGet Gc-LS & Gc~4 clusters

Gc narrow concerns?

Examine Gc-K0~2(GI + PV)

Gc-K0~2concern?

Stop testing in

Gc-K0

B. Possible problem in narrow ability (Gc-K0)

Suggested general information (clinical) narrow cluster (Gc-K0~2):

General Information Picture Vocabulary


Gc Gc-LS

Gc-K0~2

Gc-LS~3

Suggested general information (clinical) narrow cluster (Gc-K0~2) to evaluate if Gc (comp-knowledge) appears to be the major problem (based on primary Gc tests; background information; teacher info; other test info; etc.)

Compare Gc (Gc4~4), Gc-LS (LS~3) and Gc-K0~2 for possible broad vs narrow Gc problems

Gc~4

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

Gc

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Give AKGet Knowledge (Gc-K0) and Gc-K0~3 clusters

Yes: Gc-K0

Give PV & OCGet Gc-LS & Gc~4 clusters

Gc narrow concerns?


Gc-K0~2concern?

Stop testing in

Gc-K0

No

If general information (Gc-K0~2) needs further study, administer Academic Knowledge test and examine Knowledge (Gc-K0+) and Gc-K0~3 clusters.

B. Possible problem in narrow ability (Gc-K0)

Yes


(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc Gc-LS

Gc-K0~2

Gc-LS~3

If general information (Gc-K0~2) needs further study administer Academic Knowledge test and examine Knowledge (Gc-K0+) and Gc-K0~3 clusters

Compare Gc (Gc~4), Gc-LS (LS~3) and Knowledge (Gc-K0+) and Gc-K0~2 (K0~3) for possible broad vs specific Gc problems

Test 19: Academic Knowledge (Gc-K0/1/2)

Gc~4

Gc

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

Gc

Knowl (Gc-K0+)

Gc-K0~3

Yes:

Gc-LS

Give PV and OC

Get Gc-LS and Gc~4 clusters

Gc narrow concerns?

Give Story RecallGet Gc-LS~3cluster

Compare broad and narrow Gc

clusters

Make final broad vs.narrow Gc

interpretation


Gc-K0~2concern?

Stop testing in

Gc-K0

Yes: Gc-K0

No

Give AKGet Knowledge (Gc-K0 and Gc-K0~3 clusters)

Yes

What are prelim concerns?

Gc

(VC + GI)

Other areas (Ga, etc .)

Possible Gcr retrieval/ access (Glr)problems?

Examine Glr-NA~2(RF+RPN)

Glr-NA~2 concern?

Make final broad & narrow Gc

(level) and rate (fluency) of

retrieval (Glr) interpretation

No

C. Exploring possible problem in rate (fluency) of retrieval

Stop testing

in Glr-NA

Compare Glr-NA~2 to broad & narrow Gc

clusters

BRS (6-8 yrs): Gc branching test scenario - C

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc Gc-LS

Gc-K0~2

Gc-LS~3


Knowl (Gc-K0+) Gc-K0~3

Compare amount (level) of broad Gc (Gc, Gc~4) and narrow (Gc-LS/LS~3; Knowledge; Gc-K0~2/K0~3) abilities with fluency (rate) of retrieval from Gc for possible problem in naming facility (speed/fluency of cognitive/semantic-lexical access; Glr-NA~2; RAN?)

If speed/fluency of cognitive/semantic-lexical access appears a problem, consider additional verification via administration of another test that taps semantic processing speed (R4)

[continued on next slide]

Glr-NA ~2

Gc~4

What are prelim concerns?

Gc

(VC + GI)

Other areas (Ga, etc .

Possible Gc retrieval/ access (Glr)problems?

Examine Glr-NA~2(RF+RPN)

Glr-NA~2 concern?

Stop testing

in Glr-NA

No

C. Exploring possible problem in rate (fluency) of retrieval

Yes

If speed/fluency of cognitive/semantic-lexical access appears a problem, consider additional verification via administration of another test that taps semantic processing speed (R4).

Give DS

Compare Glr-NA~2 and/or

Cog FL to broad & narrow

Gc clusters

Make final broad & narrow Gc

(level) and rate (fluency) of

retrieval (Glr) interpretation

Get Cog FL cluster

BRS (6-8 yrs): Gc branching test scenario - C

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL/K0?)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gc Gc-LS

Gc-K0~2

Gc-LS~3


Knowl (Gc-K0+) Gc-K0~3

Glr-NA ~2

Gc~4

[continued from prior slide]

Administer Decision Speed - allows for calculation of Cognitive Fluency cluster

Compare Cognitive Fluency and naming facility (Glr-NA~2; RAN) with Gc to determine if problem is specific to speed/fluency of cognitive/semantic-lexical access

Cognitive Fluency

The big picture:

Gc scenario

Yes:

Gc-LSNo

yes

Yes: Gc-K0

no

No

Yes

Administer BRS

(6-8) suggested

start tests

What are prelim

concerns?Gc

(VrCmp+GnInf)

-Give PicVoc &

OrlCmp

-Get Gc~4 &

Gc-LS cls.

Gc narrow


-Get Gc-

LS~3 cls

Examine Gc-K0~2

(GnInf+PicVoc)

Gc-K0~2

concern?

Stop testing

in Gc-K0

-Give AcdKnw

-Get Know. (Gc-K0+)

and Gc-K0~3 cls

Other areas (Ga,

etc.)

See other flow

charts

Compare broad

and narrow Gc

cls

Make final broad Gc

interp.

Make final broad vs


retrieval/

access (Glr)

problems?

Examine Glr-NA~2

(ReFl+RPNam)

Glr-NA~2

concern?

Stop testing

in Glr-NA

-Give DecSpd

-Get Cognitive

Fluency cls

Compare Glr-NA2

and/or Cog Flu to

broad & narrow Gc

clusters


Gc (level) and rate


interp.

BRS (6-8 yrs): WJ III Cognitive Efficiency branching test scenarios:

Lets “break it down” into the parts of a possible selective testing scenario



are the instrument” ; K. McGrew; date unknown)

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Glr-NA

Gs~2

Glr-NA ~2

Gsm-MW~3

BRS (6-8 yrs): Cognitive efficiency branching test scenario


A.Generalized deficit in cognitive efficiency (Gsm+Gs)B.Adequate cognitive processing speed/fluency but a problem in working memoryC.Adequate working memory but general cognitive processing speed/fluency problemD.Adequate working memory and general cognitive processing speed/fluency but a specific problem in speed of semantic/lexical access (RAN?) problem


(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gs~2

Gsm-MW~3

BRS (6-8 yrs): Cognitive efficiency branching test scenario - ABC

Compare Cog Eff (Std), cognitive processing speed (Gs~2), and working memory (Gsm-MW~3) to ascertain if there is a posisible generalized deficit in cognitive efficiency (Gsm+Gs)

Are all Gs~2 and Gsm-MW~3 scores low? If not, consider administering additional Gs and Gsm-MW tests to help differentiate Gs and Gsm-MW functioning



(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gs~2

Gsm-MW~3



Administer Auditory Working Memory– allows for calculation of Working Memory (Gsm-MW) cluster and Gsm-MW~4


Gsm-MW


Gsm-MW~4

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gs

Gsm-MW~3



Administer Decision Speed (if not already administered ) - allows for calculation of Cognitive Efficiency (Ext) and Processing Speed (Gs; Gs~3) clusters

Compare Cog Eff (Ext), cog. processing speed (Gs; Gs~3), and working memory (Gsm-MW; Gsm-MW~3,; Gsm-MW~4) to try isolate if problem is a generalized deficit in cognitive efficiency (Gsm+Gs) or specific to cognitive processing speed or working memory.


Gsm-MW

Cognitive efficiency (Ext)

Gsm-MW~4

Gs~3

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gs

Gsm-MW~3

BRS (6-8 yrs): Cognitive efficiency branching test scenario - D


Administering Decision Speed also allows for calculation of Cognitive Fluency cluster

Compare Cog Eff (Ext), cog. processing speed (Gs; Gs~3), and working memory (Gsm-MW; Gsm-MW~3; Gsm-MW~4) with Cognitive Fluency and naming facility (RAN?; Glr-NA~2) to determine if problem is specific to speed/fluency of cognitive/semantic-lexical access

Gsm-MW

Cognitive efficiency (Ext)

Gsm-MW~4

Gs~3

Glr-NA ~2

Cognitive Fluency

BRS (6-8 yrs): WJ III Cognitive Efficiency branching test scenarios:

Delving even deeper into the cognitive speed/fluency domain: An example of even more selective and diagnostic possibilities




WJ III Diagnostic Supplement Tests

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

Gs

BRS (6-8 yrs): Cognitive efficiency branching test scenario - E

If problem seems to be even more narrowly focused in cognitive speed/fluency, and further exploration is desirable, consider administering additional tests (from WJ III Diagnostic Supplement) and comparing the relevant speeded/fluency broad and narrow clusters within domains.

Administer Cross Out - allows for calculation of Perceptual Speed (Gs-P) cluster, as well as possible Gs~4

Compare broadest cognitive processing speed clusters (Gs; Gs~3; Gs~4) with narrower Perceptual Speed cluster (Gs-P)


Gs-P

Gs~3

Test 26: Cross Out (Gs-P)

Gs~4

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

Glr-MA

BRS (6-8 yrs): Cognitive efficiency branching test scenario - E

Glr-NA ~2


If problem seems to be focused in cognitive speed/fluency, and further exploration is desirable, consider administering additional tests (from WJ III Diagnostic Supplement) and compare the relevant speeded/fluency broad and narrow clusters within domains.

Administer Memory for Names – allows for calculation of Associative Memory (Gs-MA) cluster.

Compare broadest fluency of recall/cog fluency clusters (Cognitive Fluency; Glr) with narrower Associative Memory (Glr-MA) and naming facility (Glr-NA~2; RAN?)

Test 30: Memory for Names (Glr-MA)

Cognitive Fluency

Glr

BRS (6-8 yrs): WJ III Ga/Gsm branching test scenarios

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gsm-MW~3

BRS (6-8 yrs): Ga/Gsm branching test scenarios

Ga-PC~2


A.Generalized deficit in Ga and/or GsmB.Problem is in narrow Ga domainC.Problem is in narrow Gsm domain

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gsm-MW~3

BRS (6-8 yrs): Ga/Gsm branching test scenario AB

Compare phonetic coding (Ga-P~2) to working memory (Gsm-MW~3) to determine if problem is more related to:

A. Auditory processing (Ga) or phonetic coding (Ga-PC), or

B.Working memory (Gsm-MW)

If Ga-PC~2 is possible problem (lower than Gsm-MW-3) administer additional Ga tests:


Ga-PC~2

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

BRS (6-8 yrs): Ga branching test scenario AB


Administer Incomplete Words – allows for calculation of Phonemic Awareness (PA) and Phonemic Awareness 3 (PA3) cluster

Administer Auditory Attention – allows for calculation of broad Auditory Processing (Ga) cluster

Compare Ga, PA and PA3 to determine if problem is possible generalized auditory processing problem (all are low) or if isolated to narrow phonetic coding (Ga-PC---PA and PA3)

Phon. Awr.-PA(Ga-PC)

Phon. Awr3-PA3

(Ga-PC)Ga

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gsm-MW~3

BRS (6-8 yrs): Gsm branching test scenario AC

Ga-PC~2

If Gs-MW~3 is possible problem (lower than (Ga-PC~2) administer additional Gsm tests:


(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gsm-MW~3


Administer Auditory Working Memory– allows for calculation of Working Memory (Gsm-MW) cluster and Gsm-MW~4

Administer Memory for Words (Gsm-MS) – allows for calculation of broad Short-term Memory (Gsm) cluster

Compare broad Short-term Memory (Gsm) with various working memory (Gsm-MW; Gsm-MW~3; Gsm-MW~4) clusters to attempt to differentiate problem as generalized broad Gsm problem or more narrow working memory (Gsm-MW) problem


Gsm-MWGsm-MW~4

BRS (6-8 yrs): Gsm branching test scenario AC

Gsm

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)


Clinically explore possible domain-specific Gsm problem—disconnected primarily numeric stimuli vs primarily aud.-linguistic (lang.) stimuli

Gsm-MW

BRS (6-8 yrs): Gsm branching test scenario B

Gsm~3

BRS (6-8 yrs): WJ III Ga/Gsm branching test scenario:

Delving even deeper into the Ga/Gsm domains: An example of even more selective and diagnostic possibilities




WJ III Diagnostic Supplement Tests

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

(Gsm-MW/Gc-LS)

(Glr-MM)

(Gc-VL)

(Gc-LS)

(Gsm-MW/Ga-PC)

(Gc-LS)

Gsm-MW

BRS (6-8 yrs): Gsm-MW vs MS branching test scenario B

Gsm-MSIf it appears necessary to differentiate Memory Span (Gsm-MS) from Working Memory (Gsm-MW), consider administering additional tests (from WJ III Diagnostic Supplement) and comparing the narrow clusters within Gsm

Administer Memory for Sentences

Compare Working Memory (Gsm-MW) and Memory Span (Gsm-MS) clusters

Test 27: Memory for Sentences (Gsm-MS)

(Gc-LD/VL)

(Glr-MA)

(Gs-P)

(Gf-I)

(Ga-PC)

(Gv-SR)

(Gsm-MW)

(Gc-K0)

(Glr-MA/MM)

(Gsm-MW)

(Ga-PC)

(Gs-R4/RE)

(Glr-FI)

(Gv-MV)

(Ga-US/UR)

(Gf-RG)

(Gsm-MS)

(Glr-NA)

(Gv-SS)

(Gs-AC/EF)

BRS (6-8 yrs): Ga (PC vs US/3) branching test scenario A

If it appears necessary to differentiate Phonemic Awareness (Ga-PC) from general Sound Discrimination (Ga-US/U3), consider administering additional tests (from WJ III Diagnostic Supplement) and comparing the relevant broad and narrow clusters within domains.

Administer Sound Patterns-Voice and Sound Patterns-Music – allows for calculation of Sound Discrimination (Ga-US/U3) cluster

Compare Phonemic Awareness (Ga-PC) and Sound Discrimination (Ga-US/U3) clusters

Test 23: Sound Patterns-Voice (Ga-U3/UR)

Test 29: Sound Patterns-Music (Ga-U1/U8/U9)Ga-US/U3

Ga-PC

WJ III branching test scenarios

PSYCHOLOGIST GENERAL’S WARNING:

These are NOT to be used in a cook-book manner.

The examples are intended to demonstrate modeled logical and decision-making.

All cases are unique.

Referral-based focused testing is a non-linear iterative cognitive testing hypothesis method based on the skills and expertise of the

clinician.

Important Caveats

90+ % of the empirical CHC designed studies are based on the WJ-R/WJ III

The professional ice is thicker if you apply this information to use of the WJ III

Not all CHC narrow ability test classifications are equal

Almost all narrow CHC ability test classifications are logical or expert-consensus based

Even when evidenced-based, tests with identical narrow ability test classifications cannot be assumed to be 100 % interchangeable

(see Floyd’s broad cluster exchangeability study – Floyd, 2005, SPR)

To what extent are the following similarly classified narrow indicators of Induction (I under Gf) and Working Memory (MW under Gsm) exchangeable?

How correlated are scores from the indicators that are classified as measuring the same narrow abilities?

We don’t know !!!!!!!!!!!!!!!!!!


Example from Phelps et al. (2005) WISC-III/WJ III CB CFA

Important note: NoIndicators of Gq

presentIn analysis

(Keith et al., 2006)

Even when evidenced-based, not all CHC CFA analyses are created equal (within vs across battery factor analysis; McGrew & Flanagan, 1997). Within-battery classifications are on thinner ice: e.g. WISC-IV Arithmetic test as measure of Gf

Phelps et al. (2005) WISC-

III/WJ III CB CFA

No significant GfArithmetic loading

Arithmetic loaded high on Gq (.69) andlow on Gs (.20)

Phelps et al. (2005) WISC-

III/WJ III CB CFA

Predictive validities in the extant CHC COG-ACH literature integration (90+ % WJR/III) cannot be assumed to automatically generalize to similar CHC narrow ability classified tests in other batteries

Broad/

Narrow* COG Battery/Tests

WJ III

LWID

WJ III

WRDATK

WJ III

PSGCMP

WJ III

CALC

WJ III

APPROB

Gs-P WJ III Visual Matching .42 .32 .40 .29 .29

Gs-P WJ III Pair Cancellation .38 .27 .23 .29 .24

Gs-P WJ III Cross Out .35 .31 .27 .27 .36

Gs-P WISC3 Symbol Search .32 .20 .27 .29 .27

Gc-K0 WJ III General Info .48 .35 .38 .35 .41

Gc-K0 WISC3 Information .39 .30 .43 .39 .37

Gf-Rq WJ III Number Series .33 .33 .39 .44 .53

Gf-Rq WISC3 Arithmetic .51 .44 .44 .53 .59

Select correlations from Phelps et al. (2005) WISC-III/WJ III (n=147).

•Classifications from Flanagan et al. (2007) “Essentials of CB-2nd Edition”

Predictive validities in the extant CHC COG-ACH literature integration (90+ % WJR/III) cannot be assumed to automatically generalize to similar CHC narrow ability classified tests in other batteries

Broad/

Narrow* COG Battery/Tests

WJ III

LWID

WJ III

WRDATK

WJ III

PSGCMP

WJ III

CALC

WJ III

APPROB

Gs-P WJ III Visual Matching .42 .32 .40 .29 .29

Gs-P WJ III Pair Cancellation .38 .27 .23 .29 .24

Gs-P WJ III Cross Out .35 .31 .27 .27 .36

Gs-P WISC3 Symbol Search .32 .20 .27 .29 .27

Gc-K0 WJ III General Info .48 .35 .38 .35 .41

Gc-K0 WISC3 Information .39 .30 .43 .39 .37

Gf-RQ WJ III Number Series .33 .33 .39 .44 .53

Gf-RQ WISC3 Arithmetic .51 .44 .44 .53 .59

Select correlations from Phelps et al. (2005) WISC-III/WJ III (n=147).

•Classifications from Flanagan et al. (2007) “Essentials of CB-2nd Edition”

We now know that the world is not flat---and, we know have an empirically based workable taxonomic “map” of the terrain of

cognitive abilities.

We are now charting a more accurate course in our search for the “holy grail” of COG-ACH abilities research

We have learned something about empirical support for CHC COG-ACH relations over the past 20 years.

VCI/POI/

FFD/PS

Detailed information re: the CHC COG-ACH research synthesis is available on the web

www.iapsych.com

http://www.iapsych.com/

Important Caveats

90+ % of the empirical CHC designed studies are based on the WJ-R/WJ III

The professional ice is thicker if you apply this information to use of the WJ III

Not all CHC narrow ability test classifications are equal

Almost all narrow CHC ability test classifications are logical or expert-consensus based


(see Floyd’s broad cluster exchangeability study – Floyd, 2005, SPR)

Important Caveats

We need moreCHC-organized

joint or cross-battery CFA studies

“ Tests do not think for themselves, nor do they directly communicate with patients. Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws inferences from it and then communicates with patients and professionals”

Meyer et al. (2001). Psychological testing and psychological assessment. American Psychologist,

Broad DomainMarkers

Basic Reading Skills – ages 6 to 8

GcCrystallized Intelligence

GsmShort-TermMemory

GaAuditoryProcessing

Gs ProcessingSpeed

Glr Long-TermRetrieval

Short-term MemoryWorking Memory

Processing SpeedPerceptual Speed-DS

Comp-KnowledgeListening Comp.

Phonemic Awareness Phonemic Awareness 3

Most Relevant WJ III Clusters

Long-term RetrievalAssociative Memory-DSCognitive Fluency

Work Mem (MW)

Lang. Dev. (LD)Listen. Ability (LS)Gen. Info. (K0)Lex. Know. (VL)

Phonetic Coding (PC)

Perc. Speed (P)

Narrow DomainMarkers

Assoc. Mem. (MA)Naming Fac. (NA)

Numbers Reversed (MW)Understanding Dir (MW/LS)Aud. Working. Mem. (MW)

Visual Matching (P)

Verbal Comp. (LD/VL) Oral Comp. (LS) General Info (K0) Picture Vocab. (VL)

Snd. Aware. (PC/MW) Snd. Blending (PC)

Most RelevantWJ III Tests

Vis.-Aud.-Lrng. (MA) Rapid. Pic. Nam. (NA) Retrieval Fluency (FI)

(NA)

Research foundation: From McGrew @ Wendling (2009) CHC COG-ACH relations research synthesis (prior slides)

Bridge research – real world practice WJ III clusters/test selected based on

McGrew & Wendling (2009) plus expert-knowledge and clinical experience with WJ III battery

These are only tools

Achievement Domains BRS BRS BRS RC RC RC MCS MCS MCS MR MR MR

Age Range 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19

Broad/Narrow CHC Abilities

Gsm Short-term memory X X X

Working Memory (MW) X X X X X X X X X X X X

Memory Span (MS) X X X

Gs Processing speed X X X X X

Perceptual Speed (P) [# fluency N ?] X X X X X X X X X X X X

Attention-conc/Exec-funct (AC/EF?) X X X

Glr Long-term storage and retrieval X

Associative Memory (MA) X X X

Naming Facility (NA) X X X X X X X

Meaningful Memory (MM) X X

Gc Comprehension-Knowledge X X X X X X X X X X X

Language Development (LD) X X X X X X X X X X X

General Information (K0) X X X X X X X X X

Listening Ability (LS) X X X X X X X X X

Lexical Knowledge (VL) X X X X X X

Ga Auditory Processing X

Phonetic Coding (PC) X X X X X X ? ? ? ? ? ?

Spc-Snd Disc/Res to ASD (US/UR) X X

Gf Fluid Reasoning X X X X X X

Gen. Seq. Reasoning (RG) X X X X X X

Quantitative Reasoning (RQ) X X X X X X

CHC COGACH Important Broad & Narrow AbilitiesC

og

nit

ive

Eff

icie

ncy


Broad/Narrow CHC Abilities

Referral

Relevant

domain?

Selective/focused set of

starting tests

Selective/focused possible

additional tests

Gsm Memory Span (MS) Y N

Working Memory (MW) Y N

Gs Perceptual Speed (P) Y N

Number Facility (N) Y N

Glr Associative Memory (MA) Y N

Naming Facility (NA) Y N

Meaningful Memory (MM) Y N

Gc Language Development (LD) Y N

General Information (K0) Y N

Listening Ability (LS) Y N

Lexical Knowledge (VL) Y N

Ga Phonetic Coding (PC) Y N

Spch-Snd Disc/Res to ASD (US/UR)

Gf Gen. Seq. Reasoning (RG) Y N

Quantitative Reasoning (RQ) Y N

EF Vigilance/inhibition/planning/

concentration, self-regulation, etc

Y N

Gkn Domain-specific knowledge (__) Y N

Gv Visualization (Vz)/Spat Rel (SR)/

Visual Memory (MV)/Imagery (IM)

Y N

??? Orthographic processing (???) Y N

CHC Selective Referral-Focused Assessment Worksheet (McGrew, 2009)

Age/grade: _____ Academic referral concern ___________________________________________

CH

C r

es. s

yn. b

ased

No

n-C

HC

res

. bas

ed


Beyond the CHC Theory “Tipping Point”

•CHC “theory-centric” approach• In “search of the holy grail”• “The world is not flat”

•“Back to the future”• “Just say maybe” vs. “Just say no”• “Catching the wave”

CHC Achievement Research Literature Integration/Synthesis

•CHC/WJ III organized cognitive-achievement research synthesis

•Non-CHC cognitive-achievement research synthesis (viewed with a CHC lens)

Sample referral- and domain-specific focused selective assessment scenarios

• “We are the instrument”• “Beyond IQ”

Presentation Outline

This important research was NOT integrated in today’s

material

Yes:

Gc-LSNo

yes

Yes: Gc-K0

no

No

Yes

Administer BRS

(6-8) suggested

start tests

What are prelim

concerns?Gc

(VrCmp+GnInf)

-Give PicVoc &

OrlCmp

-Get Gc~4 &

Gc-LS cls.

Gc narrow


-Get Gc-

LS~3 cls

Examine Gc-K0~2

(GnInf+PicVoc)

Gc-K0~2

concern?

Stop testing

in Gc-K0

-Give AcdKnw

-Get Know. (Gc-K0+)

and Gc-K0~3 cls

Other areas (Ga,

etc.)

See other flow

charts

Compare broad

and narrow Gc

cls

Make final broad Gc

interp.

Make final broad vs


retrieval/

access (Glr)

problems?

Examine Glr-NA~2

(ReFl+RPNam)

Glr-NA~2

concern?

Stop testing

in Glr-NA

-Give DecSpd

-Get Cognitive

Fluency cls

Compare Glr-NA2

and/or Cog Flu to

broad & narrow Gc

clusters


Gc (level) and rate


interp.

PSYCHOLOGIST GENERAL’S WARNING:

These are NOT to be used in a cookbook manner.

The examples are intended to demonstrate modeled logical and decision-making.

All cases are unique.

Referral-based focused testing is a non-linear iterative cognitive testing hypothesis method

based on the skills and expertise of the clinician.

(“We are the instrument”; K. McGrew;

date unknown)

chc selective referral-focused assessment scenarios

Education

gc ls

glr wj

gc vrcmp

gc narrowconcerns

gcls cls

picvoc gck0

testingin gck0

glrna gs