![]() For example, the score in Processing Speed on the WISC-V will indicate a person’s ability to quickly and accurately process simple visual information. The score in each area will indicate ability in the various areas measured. For example the WISC-V measures verbal comprehension ability, fluid reasoning ability, visual processing, processing speed, and working memory. ![]() In addition to the overall IQ Score, the cognitive assessment will measure various processing areas. When there is a significant scatter between the different areas, the overall score will not be representative of a child’s overall potential and one must look more closely at the scores in the Scales. This score will be considered valid only if testing conditions were adequate and there is minimal variability in scores among the various scales on the assessment. ![]() The cognitive assessment will have an overall IQ score. Some of the more commonly used cognitive assessments in schools are the Wechsler Intelligence Scale for Children (WISC-V), Differential Ability Scales (DAS-II), and the Woodcock Johnson, Tests of Cognitive Abilities (WJ-IV). A high IQ does not guarantee success, just as a low IQ does not guarantee failure. Remember that other factors must ALWAYS be considered. The tests are intended to be a predictor of how well and in what ways a child will learn new information. The test gives general information about a student’s abilities compared to others his or her age in several areas. Parents, teachers, and anyone at an eligibility meeting need to be equipped to understand the basics of the types of tests that were used and what the scores mean.Ī cognitive assessment provides information about a student’s intellectual strengths and weaknesses, as well as insight into his or her overall cognitive potential. Once a student has been evaluated for Special Education eligibility, there are a wide array of scores that can be difficult to sort through and understand.
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