McCloskey - Advanced Interpretation of The WISC-V and Executive Functions
McCloskey - Advanced Interpretation of The WISC-V and Executive Functions
McCloskey - Advanced Interpretation of The WISC-V and Executive Functions
1
Questions about Intelligence
What is Intelligence?
Why do you assess intelligence?
What theoretical model guides your
interpretation of intelligence test
results?
What type of mindset do you apply
to intelligence testing?
2
Contemporary
Intellectual
Assessment
Edited by
Dawn P.
Flanagan
And
Patti L.
Harrison
3
Questions about Intelligence
4
5
Ability Deficits
• The conventional wisdom regarding
ability deficits represents a fixed
mindset.
• What is needed is a new perspective
that embraces a growth mindset.
• A growth mindset suggests that
abilities are not innate; they can be
changed.
6
From Ability to Skill
2) implementing and
refining the techniques
needed to change
abilities into skills so that
they are taught instead of
merely measured.
8
From Ability to Skill
Marzano, Pickering & Pollock
provided a blueprint for turning
abilities into skills in their book
“Classroom Instruction That
Works: Research-based
Strategies for Increasing Student
Achievement.” (2001)
9
Marzano, Pickering
& Pollock (2001)
10
2nd Edition
Dean, Hubbell,
Pitler, & Stone
(2012)
11
From Ability to Skill
If these research-based
strategies have been shown to
work, why would it not be
commonplace to expect to be
able to increase “verbal
ability” with good teaching
practices?
Martin’s WISC Score Changes
11/2010 4/2013 9/2015
FSIQ 70 99 103
GAI 83 105 108
VCI 73 95 106
PRI/FRI 94 117 112
VSI -- -- 111
WMI/AWMI 62 97 94
PSI 68 85 98
Martin’s Achievement Score Changes
Wd Decoding 81 97 98
Rdg Comp -- 87 82
FULL SCALE
17
WISC-V
What is General
Ability and why do
we assess it ?
18
WISC-V
What’s so “Full”
about the FSIQ?
19
FSIQ Interpretation
• The FSIQ is not really a score
based on the Full Scale (all 21
subtests).
• The FSIQ is based on a sampling of
behavior from each of five sub-
domains: verbal comprehension
(2), fluid reasoning (2),
visualpatial (1), working memory
(1) and processing speed (1).
20
FSIQ Interpretation
• The FSIQ is intended to be a measure of
general intelligence.
• In many instances, general intelligence is
considered to be synonymous with the
construct of “g”
• Controversy can occur regarding what type
of tasks should be included in a g
measure: a full range of sampling of
possible intellectual domains or a
concentrated sampling of high g loaded
domains.
21
WISC-V
What is g?
22
g and Psychometrics
• Spearman identified g based on his work
with the correlation of results of different
tests of mental abilities.
• In all analyses, a single factor emerged
that reflected the positive relationship
among all tests of mental abilities.
• While the existence of g is not
controversial, there is no consensus on
what causes the pattern of test
correlations that produces g.
23
Jensen on “g” and Intelligence
25
Spearman on general intelligence
27
Wechsler on Intelligence and FSIQ
“If the different tests were taken to represent generically
different entities, one could no more add the values assigned
to them in order to obtain an [IQ] than one could add 2 dogs,
3 cats and 4 elephants, and expect the unqualified answer of
9. That, of course, does not mean that their addition is
impossible. If instead of being concerned with the
characteristics of the dog, the cat and the elephant, which
differentiate them from one another, we restrict our interest
to those which they all have in common, we can say that 2
dogs, 3 cats and 4 elephants make 9 animals. The reason we
can get an answer of 9 here is because dogs, cats and
elephants are in fact all animals. The addition would no
longer be possible if for cats we were to substitute turnips.”
Wechsler, D. (1958). The Measurement and Appraisal of Adult
Intelligence, p. 7
Interpretive Level 1:
Full Scale
Similarities
Vocabulary Naming Speed
Information Literacy
Comprehension Naming Speed
Matrix Reasoning Quantity
Full Figure Weights
Picture Concepts Immediate
Scale Symbol Translation
Arithmetic
IQ Delayed
Block Design
Symbol Translation
Visual Puzzles Recognition
Digit Span Symbol Translation
Picture Span
Letter-Number Sequences
Coding
Symbol Search
Cancellation
WISC-V FSIQ vs WJ-IV GIA
= EF?
34
Executive Functions and Intelligence
= EF?
Executive Functions and Intelligence
If measures of self-control in
preschool are better predictors of
later school achievement than
Full Scale IQ scores, then why are
we still endorsing the use of
intelligence tests if their primary
purpose is to predict
achievement? = EF?
g and Brain Function
• Spearman: g is equivalent to mental
energy.
• Jensen: g represents individual
differences in the speed and/or
efficiency of the neural processes
associated with mental abilities.
• Wechsler: g is a general property of
overall brain function.
37
What do Intelligence Tests Measure?
43
Transitioning from Intelligence
Testing to Cognitive Assessment
44
The CHC Model of Intelligence is based on a Narrow
Definition of Intelligence; Intelligence is represented by
the scores from multiple broad ability factors.
Comprehension/
Knowledge
Phonemic Fluid
Processing Reasoning
Verbal Similarities
Comprehension Naming Speed
Vocabulary
Index Literacy
Information
Naming Speed
Comprehension Quantity
Fluid Reasoning Matrix Reasoning
Index Figure Weights Immediate
Picture Concepts Symbol Translation
Visual Spatial Block Design Delayed
Index Visual Puzzles Symbol Translation
Arithmetic Recognition
Working Memory Digit Span Symbol Translation
Index Picture Span
Letter-Number Sequences
Processing Coding
Speed
Symbol Search
Index
Cancellation
Interpretive Level 3:
Ancillary Indexes
Similarities
Vocabulary Naming Speed
Information Literacy
Comprehension Naming Speed
Matrix Reasoning Quantity
Figure Weights Quantitative
Picture Concepts Reasoning
Arithmetic Index
Block Design
Immediate
Visual Puzzles
Symbol Translation
Digit Span
Delayed
Picture Span Symbol Translation
Letter-Number Sequences Recognition
Coding Symbol Translation
Symbol Search
Cancellation
Interpretive Level 3:
Ancillary Indexes
Similarities
Vocabulary Naming Speed
Information Literacy
Comprehension Naming Speed
Matrix Reasoning Quantity
Figure Weights
Picture Concepts
Arithmetic Immediate
Block Design Symbol Translation
Visual Puzzles Delayed
Auditory Symbol Translation
Digit Span
Working Recognition
Picture Span Symbol Translation
Memory Letter-Number Sequences
Index Coding
Symbol Search
Cancellation
Interpretive Level 4:
Complimentary Indexes
Similarities
Naming Speed
Vocabulary
Literacy
Information Naming Speed
Comprehension Index
Naming Speed
Matrix Reasoning Quantity
Figure Weights
Picture Concepts Storage and Retrieval Index
Arithmetic
Block Design Immediate
Visual Puzzles Symbol Translation Symbol Translation
Digit Span Index
Picture Span Delayed
Symbol Translation
Letter-Number Sequences
Coding
Recognition
Symbol Search Symbol Translation
Cancellation
Neuropsychological Models Emphasize Multiple
Cognitive Components within Broad Functional
Categories of Cognition
Reasoning
(V, NV, Q)
Language Visual
(R, E, F, S, PA) (Ortho, NV)
Processing Motor
Speed Functioning
Executive
Functions
WHY NOT? INDEXES
Naming Speed
Similarities Literacy
Vocabulary Naming Speed
WHY NOT a Information Quantity
Reasoning Comprehension
Matrix Reasoning
With Verbal Immediate
Figure Weights
Content Picture Concepts Symbol Translation
Index Arithmetic Delayed
(RVI)? Block Design Symbol Translation
Recognition
Visual Puzzles
Symbol Translation
Digit Span
Picture Span
Letter-Number Sequences
Coding
Symbol Search
Cancellation
WHY NOT? INDEXES
Naming Speed
Similarities Literacy
Vocabulary Naming Speed
Information Quantity
Comprehension
Matrix Reasoning
WHY NOT a Figure Weights Immediate
Retrieval from Picture Concepts Symbol Translation
Long-Term Arithmetic Delayed
Storage Block Design Symbol Translation
Recognition
Index Visual Puzzles
Symbol Translation
(RLTI)? Digit Span
Picture Span
Letter-Number Sequences
Coding
Symbol Search
Cancellation
WISC-V
5 Complementary Subtests
WHY???
Naming Speed Literacy
Naming Speed Quantity
Subtest Level
Item Level
Cognitive
Constructs
Level
Interpretive Levels Framework
Subtest Level
Item Level
Task Specific
Cognitive Capacities Cognitive
Level Neuropsychological
Model
Interpretive Levels Framework
Subtest Level
Item Level
Cognitive
Capacities
Level
Interpretive Levels
62
– Naïve: First exposure to the task;
responses required immediately.
– Practiced: Time given to rehearse
responses to the task; responses
delivered after rehearsal period.
64
System 1 – Fast, effortless,
automatic
– Source:
Posner, M.I. & Raichle, M.E. (1994). Images of
Mind.
70
Kaplan, E. (1988). A
process approach to
neuropsychological
assessment. In T. Boll &
B.K. Bryant (Eds.)
Clinical neuropsychology
and brain functions:
Research, measurement,
and practice (pp. 125-167).
American Psychological
Association.
71
Subtest/Item Level
Process Approach Example
72
Subtest/Item Level
Process Approach Example
Retrieval of verbal
information from long-term
storage
vs
Reasoning with verbal
information
73
Subtest/Item Level Process Approach
74
Subtest/Item Level
Process Approach Example
75
76
Subtest/Item Level
Process Approach Example
16 20 22 79
What Does Block Design
Measure?
Raw Score 56 56 43
80
Scaled Score
14 14 10
What Does Block Design Measure?
From Carroll’s description of Block
Design, which of the 5 distinct
cognitive processes do you think
Subject 3 lacked?
• Visual perception and discrimination
• Reasoning with visual stimuli
• Visualization (optional)
• Motor dexterity
• Speed of motor response
81
The Process Approach to Analysis of Block Design
Consider the following quote from Carroll (1993, p. 309):
…considerable confusion exists about the identification of factors
in the domain of visual perception… Some sources of confusion
are very real, and difficult to deal with. This is particularly true of
confusion arising from the fact that test takers apparently can
arrive at answers and solutions – either correct or incorrect
ones – by a variety of different strategies. French (1965)
demonstrated that different “cognitive styles” can cause wide
variation in factor loadings; some of his most dramatic cases had
to do with spatial tests, as where a sample of subjects who
reported “systematizing” their approach to the Cubes test yielded
a large decrease of the loading of this test on a Visualization factor
(that is, decreased correlations of Cubes with other spatial tests),
as compared to a sample where subjects did not report
systematizing. It has been shown (Kyllonen, Lohman, & Woltz,
1984), that subjects can employ different strategies even for
different items within the same test. Lohman et al. (1987) have
discussed this problem of solution strategies, even rendering the
judgment that factor-analytic methodology is hardly up to the task
of dealing with it because a basic assumption of factor analysis is
82
that factorial equations are consistent over subjects.
What Does Block Design Measure?
Long-Term
Memory Lexicons
Mental
Representations
Active
Working
Memory Processing
pattern detail
Attention
Initial
Registration kinesthetic
Sensory
Memory
Sensory Input 86
Motor Output
indicate
Executive
Functions
at work
Long-Term
Memory Lexicons
Mental
Representation
Active
Working
Memory Processing
pattern detail
Attention
Initial
Registration kinesthetic
Sensory
Memory
Sensory Input 87
Process Approach Summary
• Subtests/tasks involve more than one Cognitive
Process.
• The format of the task can greatly affect
performance levels.
• Processing preferences and strategy selection can
greatly affect performance levels.
• The cognitive processes involved in performing a
task often vary based on the age, cognitive capacity,
and strategy selection of the examinee.
• To truly understand a person’s performance, you
must know not just the score obtained, but how the
person performed the task to obtain the score. 88
WISC-V VCI
VCI Subtests:
Similarities (SI)
Vocabulary (VC)
Information (IN)
Comprehension (CO)
89
What do VCI Subtests assess?
91
What Does Similarities Measure?
Similarities can be an effective measure of
reasoning with verbal concepts provided
the person:
has not already learned and stored the
conceptual relationships, making them
available for retrieval from long-term storage
perceives the task to be a measure of
reasoning and engages reasoning processes
when responding
The speed and content of response can be
important indicators of whether or not
reasoning ability is being used to respond.
92
What Does Vocabulary Measure?
95
Process-Oriented Analysis of
Verbal Responses
Observe speed of lexical access as reflected in
speed of responses
Observe organization of verbal storage as
reflected in type of response (direct, specific vs
nonspecific, rambling, etc.)
Observe quality of verbal expression
(grammar/syntax of responses, vocabulary use,
prosody, quality of ideas, organization of
thought
Observe effects of executive function demands
Observe concrete vs abstract language use
Process test the effects of shaping and/or
cueing on responses
96
WISC-V FRI
FRI Subtests:
– Matrix Reasoning (MR)
– Figure Weights (FW)
– Picture Concepts (PCn)
– Arithmetic (AR)
97
Fluid Reasoning Index (FRI)
100
Role of Executive Functions
101
What Does Matrix Reasoning Measure?
102
What Does Figure Weights Measure?
103
What Does Figure Weights Measure?
108
Visual Spatial Index (VSI)
111
What Does Block Design Measure?
113
What Does Visual Puzzles Measure?
116
Working Memory Index (WMI)
117
WISC-V Changes: Digit Span
119
What Does Picture Span Measure?
120
What Does Picture Span Measure?
121
What Does Letter-Number Sequencing Measure?
Letter-Number Sequencing
Assesses initially registering, holding and
manipulating in working memory auditorily
presented verbal information
Directions provide the child with a strategy
for making the random series more
contextually meaningful; for some children,
this results in improvements over Digit Span
performance
Revised scoring prevents a child who only
repeats the series verbatim to earn a scaled
score of 10 (now earns only a 5)
122
AWMI and Academic Performance
123
Accounting for Variability in Working Memory
Subtest Performance: DSB > DSF
125
Accounting for Variability in Working Memory
Subtest Performance: Subtest Profiles
Example:
It is just as likely to find:
AR > LNS > DS
As it is to find:
DS > LNS > AR
128
Accounting for Variability in Working Memory
Subtest Performance: Subtest Profiles
In the case of
AR > LNS > DS
and
DS > LNS > AR
Tasks are ordered in terms of the
amount of context provided for the
performance of the memory task.
129
Accounting for Variability in Working Memory
Subtest Performance: Subtest Profiles
132
Accounting for Variability in Working Memory
Subtest Performance: Subtest Profiles
133
Accounting for Variability in Working Memory
Subtest Performance: Subtest Profiles
134
WISC-V PSI
PSI Subtests:
– Coding (CD)
– Symbol Search (SS)
– Cancellation (CA)
135
Processing Speed Index (PSI)
Assesses multiple component processes:
Visual Perception and Discrimination
Processing Speed and Processing Accuracy
Graphomotor Skill (Cd)
Executive direction of focusing and sustaining
attention and effort and monitoring
performance
Executive Coordination of Visual Skills, Motor
Skills, Speed, and Accuracy (Cd)
136
137
138
139
140
What Does Cancellation Measure?
143
PSI and Academic Performance
Interval Recording:
0 – 30 31 – 60 61 – 90 91 – 120
0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120
Interval Recording:
Patterns that deviate substantially
are often indicative of difficulties
with executive direction of
attention and effort, regardless of
level of scaled score performance.
150
Process Interpretation of PSI Tasks
Interval Recording:
Examples of clinically relevant patterns of
performance:
0 – 30 31 – 60 61 – 90 91 – 120
151
Process Interpretation of PSI Tasks
154
WISC-V
Complementary Subtests:
– Naming Speed Literacy
(NSL))
– Naming Speed Quantity
(NSQ)
155
Thoughts
EFs Perceptions
Emotions Actions
Key Concept
Executive Functions:
Directive capacities of the mind
Multiple in nature, not a single
capacity
Part of neural circuits that are
routed through the frontal lobes
Cue the use of other mental
capacities
Direct and control perceptions,
thoughts, actions, and to some
degree emotions
EF as the Conductor of the Brain’s
Orchestra (i.e., EF as “g”)
EF
Executive Functions Are Not a Unitary Trait
Executive
Functions cue
and direct in
different ways at
different levels.
160
Co-Conductors in a Holarchical Model of EF
EF
Trans-Self Integration
EF Self-Generation
Self-Realization ef ef Self-Determination
ef ef ef ef ef ef ef ef
ef ef
ef ef ef ef ef ef ef ef ef
ef ef ef ef ef ef ef ef ef
ef
Self-Regulation
Self-Activation Activation
Co-Conductors in a Holarchical Model of EF
EF
Trans-Self Integration
EF Self-Generation
Self-Realization ef ef Self-Determination
ef ef ef ef ef ef ef ef
ef ef
ef ef ef ef ef ef ef ef ef
ef ef ef ef ef ef ef ef ef
ef
Self-Regulation
Self-Activation Activation
Domains of Functioning Directed by Executive Functions
Action
Executive control of modes of output
Action including behavior in the external
E world and storage and retrieval of
internal representations
m
Cognition
o Executive control of thoughts
and thought processing
t Cognition
i Perception
o Executive control of modes of
perceptual input including external
n Perception sensory stimuli (visual, auditory,
kinesthetic) and internal
(representational) stimuli
Emotion
Executive control of moods, feelings,
and the processing of emotions
Holarchy vs Hierarchy
Hierarchy
Holarchy
EF Tiers within the Holarchical Model of Executive
Functions EF Trans-Self Integration
Self-Generation
EF
Self-Realization Self-Determination
Self-Awareness Goal setting
ef ef Other-Awareness Long-range Planning &
Self-Analysis Foresight
Self-Regulation
ef ef ef ef ef ef ef
ef
ef ef Perceive Monitor Plan
Focus Correct Evaluate/Compare
ef ef ef ef ef ef ef ef Sustain Balance Decide
ef
Energize Gauge Sense Time
ef ef
Initiate Anticipate Pace
ef ef ef ef ef ef ef
ef Inhibit Estimate Time Sequence
Stop Analyze Execute
Interrupt Generate Hold
Flexible Associate Manipulate
Shift Organize Store
Modulate Prioritize Retrieve
Self-Activation
Self-Activation
33 Self-Regulation EFs
Perceive Balance Prioritize
Focus Monitor Compare/Eval
Sustain Correct Decide
Energize Gauge Sense Time
Initiate Anticipate Pace
Inhibit Est Time Sequence
Stop Analyze Execute
Interrupt Generate Hold
Flexible Associate Manipulate
Shift Plan Store
Modulate Organize Retrieve
Key Concept
It is important to
distinguish between
Executive
Functions
and
Executive
Skills. 167
Self Regulation Executive Functions
168
Self Regulation Executive Skills
169
Co-Conductors in a Holarchical Model of EF
EF
Executive
Capacities
EF
ef ef
ef ef ef ef ef ef ef ef
ef ef
Executive ef ef ef ef ef ef ef ef ef
Functions ef ef ef ef ef ef ef ef ef
ef
ef ef ef ef ef ef ef ef
Executive ef ef
ef ef ef ef ef ef ef ef ef
Skills ef ef
ef ef ef ef ef ef ef ef
Key Concept
Self-regulation
Executive Functions
can be organized
into 7 basic clusters.
171
Self Regulation Executive Function “Clusters”
ENGAGEMENT
Energize
Initiate OPTIMIZATION EFFICIENCY
ATTENTION Inhibit
Monitor Sense Time
Perceive Stop Pace
Modulate
Focus Pause Sequence
Balance
Sustain Flexible Execute
Correct
Shift
SOLUTION
INQUIRY Generate
MEMORY
Anticipate Associate
Hold Gauge
Manipulate Prioritize
Analyze Plan
Store Estimate Time
Retrieve Organize
Compare Decide 172
The Multidimensional Nature of
EF Assessment
The Multidimensional Nature of the use
of Executive Functions necessitates a
Multidimensional approach to their
assessment.
Assessment of Executive Functions
needs to address the use of Efs within
all four domains of functioning and
across all four arenas of
involvement
Key Concept
Effective EF assessment
is multidimensional in
nature and addresses the
use of Efs within all four
domains of functioning
and across all four
arenas of involvement.
174
EF Assessment Perspective x Method
Assessment Method
Assessment Formal Methods – Informal Methods –
Using interviews, records reviews, and Using interviews, records reviews,
Perspective observation and interpretation methods and observation and interpretation
that make use of standards established methods that do not make use of
through normative comparisons standards established through
normative comparisons
Norm-referenced assessments of
executive functions are currently
available, including:
Individually-administered
tests
Behavior rating scales
Assessment of Executive Functions
179
EF Assessment Using Individually
Administered Tests
Self
Others
Environ-
ment
Symbol
Systems X X X
Key Concept
Although limited in scope,
individually-administered
assessment of executive
functions can provide
valuable information about
the clients capacities to self-
regulate perception,
cognition and action within
the Symbol System arena,
especially in school. 181
The Multidimensional Nature of EF Assessment
Start here
Construct + EF
Construct + + EF
Reasoning
Ability
+ + + EF:
Progressive deterioration WCST
of performance is observed
as executive function
demands (+ EF) become
greater.
Cascading
Production
Visuo-motorAbility: Decrement
Design Copying
Start here Ability + EF:
BVMGT
Ability + + EF
Ability + + + EF:
Progressive deterioration
RCFT
of performance is observed
as executive function
demands (+ EF) become
greater.
Assessing Retrieval Fluency
Examples:
Naming animals in 60 seconds
Naming foods in 60 seconds
Naming words that begin with
the letter “s” in 60 seconds
Naming words that begin with
the letter “f” in 60 seconds
196
Assessing Retrieval Fluency
199
Assessing Retrieval Fluency
Examples of response patterns:
Controlled Access typically results in a
more even distribution of responses
across a 60 second interval.
Responses are often reflect organized,
sequential access of various
subcategories (e.g., water animals;
flying animals; farm animals; forest
animals; jungle animals;
200
Assessing Retrieval Fluency
1” – 15” 6 responses
Similar
16” – 30”
numbers 6 responses
of
responses
31” – 45” for 5 responses
each
interval
46” – 60” 5 responses
201
Cascading
Production
Decrement
Start here Retrieval Ability:
Semantic Fluency
Retrieval
Ability + EF:
Initial Letter Fluency
Progressive deterioration
of performance is observed
as executive function
demands (+ EF) become
greater.
Key Concept
Executive functions
are used to cue,
direct, coordinate and
integrate all the
processes, skills,
abilities, and
knowledge bases
used when reading
writing or doing math.
203
An Integrative Model Specifying Processes, Abilities, Knowledge Bases,
Skills, Memory and Achievement in Reading
210
Interventions for Executive Functions
Difficulties Related to Reading
212
An Integrative Model Specifying Processes, Abilities, Knowledge
Bases, Skills, Memory and Achievement in Writing
General & Specific Semantic Lexicon
indicate Knowledge Lexicons Word & Phrase Knowledge
Executive
Function
processing Language Idea Generation Reasoning Visuospatial
at work
PLAN ORGANIZE
Reviewing/Revising
Text Generation
PLAN
Text Transcription
Language Representation
Academic Skills:
• Alphabet Writing
215
Text Transcription Improvement
Academic Skills:
• Alphabet Writing
216
Text Transcription Difficulties
Academic Skills:
• WJ-III Writing Fluency Nov 2010
217
Text Transcription Improvements
Academic Skills:
• WJ-III Writing Fluency August 2012
218
Text Transcription Improvements
Academic Skills:
• WJ-III Writing Fluency August 2012
219
Text Transcription Improvements
Academic Skills:
• WJ-III Writing Fluency August 2012
220
Text Generation Difficulties
WIAT-III Sentence
Progressive Composition and/or
deterioration PAL-II Sentence Writing
of performance is
observed WIAT-III
as executive function Essay
demands (+ EF) become Composition
greater.
EF Involvement in Writing
226
226
Math EF Difficulties: Case Example
A B C
In traditional functional behavior
assessments antecedents are said to
TRIGGER the behavior that results in the
consequences, but the reasons WHY the
antecedents trigger the behavior is not really
addressed.
FBA: Is A-B-C Enough?
Since the antecedent does not trigger the
same undesirable behaviors in ALL students
in the same situation, there must be
something about the students that differs in
an important way.
Functional behavior assessment ignores
internal considerations (i.e., perceptions,
emotions, thought) and focuses on applying
external control to effect change in
behavior.
The EF Driven FBA
Informed by knowledge of executive functions, the
functional behavior assessment model can be revised
as follows:
A B C
EF
Behavior
Antecedents Consequences
Response
Progress monitoring
techniques for interventions
targeting the improvement of
the use of executive functions.
238
DAILY PROGRESS BY CLASS
WEEK 1 WEEK 2 WEEK 3 WEEK 4
ENGAGEMENT 4-Feb 5-Feb 6-Feb 7-Feb 8-Feb 11-Feb 12-Feb 13-Feb 14-Feb 15-Feb 19-Feb 20-Feb 21-Feb 22-Feb 23-Feb 25-Feb 26-Feb 27-Feb 28-Feb 1-Mar
Math 3 3 3 3 2 0 2 0 0 1 1 0 3 0 3 2 2 3
Science 3 3 3 0 2 0 0 0 0 3 0 2 2 0 2
Social Studies 3 3 3 3 2 0 3 2 3 3 3 3 2 3 1
English 3 2 3 3 0 3 3 0 3 0 0 0 3 3 3 3 3
Reading 3 3 3 3 0 0 3 3 3 0 3 3 3 3 3 3 3
Math Facts 0 3 3 3 0 3 0 3 0 3 3 0 3 3 3
WEEK 13 WEEK 14
ENGAGEMENT 6-May 7-May 8-May 9-May 10-May 13-May 14-May 15-May 16-May 17-May
Math 0 1 0 1 2 0 1 1
Science 2 3 2 3 2 2 1 1 0
Social Studies 3 3 3 0 0 0 0
English 3 3 3 3 0 3 2 0
Reading 3 3 3 3 2 3 2 3239
Math Facts 3 3 3
WEEK 1 WEEK 2 WEEK 3 WEEK 4
ATTENTION 4-Feb 5-Feb 6-Feb 7-Feb 8-Feb 11-Feb 12-Feb 13-Feb 14-Feb 15-Feb 19-Feb 20-Feb 21-Feb 22-Feb 23-Feb 25-Feb 26-Feb 27-Feb 28-Feb 1-Mar
Math 2 2 3 3 2 0 2 0 0 0 1 0 2 0 3 2 2 3
Science 3 3 3 1 3 0 0 0 0 2 1 2 2 0 2
Social Studies 3 3 3 3 3 0 3 3 3 3 3 3 3 3 1
English 3 3 2 2 0 3 3 0 3 0 0 0 3 2 3 3 3
Reading 3 3 3 1 0 0 3 3 3 0 3 3 3 3 3 3 3
Math Facts 0 3 3 3 0 3 0 3 0 2 2 0 3 3 2
WEEK 13 WEEK 14
ATTENTION 6-May 7-May 8-May 9-May 10-May 13-May 14-May 15-May 16-May 17-May
Math 0 1 1 1 2 0 1 1
Science 2 3 2 3 1 2 1 1 0
Social Studies 2 3 2 0 0 0 0
English 3 0 1 2 0 2 2 1
Reading 1 3 3 3 1 3 2 3
Math Facts 3 3 3
240
WEEK 1 WEEK 2 WEEK 3 WEEK 4
WORK CONPLETION4-Feb 5-Feb 6-Feb 7-Feb 8-Feb 11-Feb 12-Feb 13-Feb 14-Feb 15-Feb 19-Feb 20-Feb 21-Feb 22-Feb 23-Feb 25-Feb 26-Feb 27-Feb 28-Feb 1-Mar
Math 3 3 3 3 2 0 2 0 0 0 1 0 2 0 3 2 0 3
Science 3 3 3 0 2 0 0 0 0 3 0 2 0 0 1
Social Studies 3 3 3 3 0 0 3 3 2 0 2 0 0 1 1
English 3 3 0 3 0 3 3 0 3 0 0 0 3 2 3 3 3
Reading 3 3 3 3 0 0 3 3 3 0 3 3 3 3 3 3 3
Math Facts 0 3 3 3 0 3 0 3 0 2 3 0 3 3 3
ENGAGEMENT %
Rated 3, 2, or 1 78%
Rated 0 22%
ATTENTION %
Rated 3, 2, or 1 78%
Rated 0 22%
WORK
COMPLETION %
Rated 3, 2, or 1 70%
Rated 0 30% 242