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By Suzanne Pellarin, M.A., Psycho-Educational Consultant, London Catholic District School Board
Click here to access the PowerPoint presentation: Demystifying the Psycho-Educational Assessment Report.

What is a Psycho-Educational Assessment?

A type of psychological report that focuses on assessment and interpretation of educationally related psychological tests and educational tests, including tests of intelligence and cognitive abilities, memory, achievement tests, and measures of behaviour.

It is designed to answer these types of questions:

Does the student have a learning disability, developmental disability, attentional problems?

What are the student's academic and cognitive abilities, strengths, and weaknesses?

Click here to access this information on the Southern LINCs Website.

It yields recommendations relevant for educational planning and may assist with decisions regarding identification and/or placement.

While learning is the primary focus of psycho-educational assessment, behavioural, socio-emotional, and medical issues may also need to be addressed in a psycho-educational assessment.

The Basic Components of Psycho-Educational Reports

Background Information;

Assessment Techniques (what tests or checklists were administered);

Behavioural Observations;

Cognitive Ability & Memory Skills;

Academic Functioning;

Attention and Behaviour;

Executive Functioning;

Adaptive Functioning;

Conclusions and Recommendations.

Cognitive Ability & Memory Skills

Verbal Comprehension;

Short-Term Auditory Memory;

Long-Term Verbal Memory and Learning;

Working Memory;

Perceptual Reasoning (visual-spatial organization, nonverbal reasoning);

Visual memory;

Visual-Motor Coordination;

Processing Speed.

Academic Functioning

In this section, psychologists may refer to achievement testing completed by the Student Education Resource Teacher (SERT) and/or our own achievement testing. Achievement tests are designed to determine the student's degree of knowledge and proficiency in a specific area or set of areas, such as:

Attention and Behaviour

Inattention;

Impulsivity/Hyperactivity;

Rule-breaking, Opposition, Conduct Problems;

Aggression;

Anxiety, Depression, Withdrawal;

Somatic complaints;

Atypicality, Social Problems, Thought Problems;

Leadership;

Internalizing vs. Externalizing Behaviours.

Executive Functioning

"Executive function" is a term used to describe the many different cognitive processes that students use to control their behavior and to connect past experience with present action.

Students rely on executive functions to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space.

Click here to access the LD@school article Executive Function and LDs.

Adaptive Functioning

Adaptive functioning or behavior reflects an individual's social and practical competence of daily skills to meet the demands of everyday living.

Adaptive behavior includes the age-appropriate behaviors necessary for people to live independently and to function safely and appropriately in daily life ( Wikipedia).

Adaptive behaviors include real life skills such as grooming, dressing, safety, safe food handling, school rules, ability to work, money management, cleaning, making friends, social skills, and personal responsibility (Logsdon, 2016).

The measurement techniques used in psycho-educational reports are norm-referenced and standardized

Standardized

During the standardization process, the test is given to a large number of students from various backgrounds to determine what is average, low average, high average, etc.

This allows us to compare a child's scores to thousands of other students who were part of the normative sample.

Norm-Referenced

The scores generated give the student's relative standing in a group. How does the student compare to others his age?

Allows us to make statements such as: "Is average compared to his peers."

Norms can be reported as:

Percentile Ranks: Percentile rank indicate how well a student performed compared to other students his/her age. A percentile rank of 50 corresponds to a performance that is as good as, or better than, 50% of one's same-aged peers. Average percentile ranks fall between 25 and 75.

Standard Score: Standard scores compare one student's performance on a test to the performance of other students her age. Standard scores estimate whether a student's scores are above average, average, or below average compared to peers. They also enable comparison of a student's scores on different types of tests.

IQ: An intelligence quotient, or IQ, is a score derived from a standardized test designed to assess intelligence. In most IQ tests, the mean (average) score within an age group is set to 100 and the standard deviation SD is 15. (The SD shows how much variation or exists from the average.)

Criterion Referenced

The EQAO Standardized Tests, Ontario Curriculum, and PM Benchmarks are not norm-referenced.

They are criterion referenced:

Authorities or experts decide what children should be doing at each grade level.

Scores are reflective of what the average child can do.

Possible Outcomes of Psycho-Educational Assessment

A Psychological Diagnosis such as:

Learning Disability;

Developmental Disability;

Attention Deficit Hyperactivity Disorder.

No diagnosis:

Terms such as Slow Learner or Gifted are psychological or diagnostic terms;

Psychologists might suggest another condition or disorder that it outside of our expertise and suggest further investigation.

Definition of a Learning Disability: as per the Learning Disabilities Association of Ontario (LDAO)

Learning Disabilities refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information.

These disorders result from impairments in one or more psychological processes related to learning (a), in combination with otherwise average abilities essential for thinking and reasoning.

Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.

Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

oral language (e.g., listening, speaking, understanding);

reading (e.g., decoding, comprehension);

written language (e.g., spelling, written expression);

mathematics (e.g., computation, problem solving).

Click here to access this information on the LDAO Website.

What do we mean by Psychological Processes?

While performing any kind of activity we use various processes like thinking, remembering, problem solving, reasoning etc. When we study a lesson, watch a movie, talk on a topic, we are using psychological processes of which we may or may not be aware ( StudyMode Research, 2008).

Refers to an evolving list of cognitive functions. To date, research has focused on functions such as:

phonological processing;

memory and attention;

processing speed;

language processing;

perceptual-motor processing;

visual-spatial processing;

working memory/executive functions.

Click here to access this information on the LDAO Website.

Definition of a Learning Disability: as per the Ontario Ministry of Education

The Ontario Ministry of Education defines learning disability as one of a number of neurodevelopmental disorders that persistently and significantly has an impact on the ability to learn and use academic and other skills and that:

affects the ability to perceive or process verbal or non-verbal information in an effective and accurate manner in students who have assessed intellectual abilities that are at least in the average range;

results in (a) academic underachievement that is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or (b) academic achievement that can be maintained by the student only with extremely high levels of effort and/or with additional support;

results in difficulties in the development and use of skills in one or more of the following areas: reading, writing, mathematics, and work habits and learning skills;

may typically be associated with difficulties in one or more cognitive processes, such as phonological processing; memory and attention; processing speed; perceptual-motor processing; visual-spatial processing; executive functions (e.g., self-regulation of behaviour and emotions, planning, organizing of thoughts and activities, prioritizing, decision making);

may be associated with difficulties in social interaction (e.g., difficulty in understanding social norms or the point of view of others); with various other conditions or disorders, diagnosed or undiagnosed; or with other exceptionalities;

is not the result of a lack of acuity in hearing and/or vision that has not been corrected; intellectual disabilities; socio-economic factors; cultural differences; lack of proficiency in the language of instruction; lack of motivation or effort; gaps in school attendance or inadequate opportunity to benefit from instruction.

Click here to access this information on Ontario Ministry of Education Website.

Accommodation

Changes how the content is:

Accommodations do not change what the student is expected to master. The objectives of the course/activity remain intact.

Examples:

One-to-one or small group instruction;

Extended time on assignments and/or assessments;

Braille or large print materials;

Shortened assignments and/or assessments;

Slant boards or study carrels;

Oral administration of subject-area tasks that do not assess decoding/reading comprehension;

Technologies such as speech-to-text.

Modification

Also changes how the content is:

Modifications change the student is expected to master. Course and/or activity objectives are modified to meet the needs of the learner.

Examples:

Instruction that focuses on selected curriculum outside of grade level;

Changes in the scoring rubrics or grading scale;

Reducing the complexity of the activity (e.g., only one step as opposed to multiple steps to solve a problem);

Cueing or prompting the student during a grade-level activity.

MODIFICATION = What ; ACCOMMODATION = How

Conclusion

Psychologists write these reports for parents, teachers, and even the students themselves in the hopes that the information will be helpful in understanding how the student learns and what strengths you can draw on to circumvent any processing deficits.

When we give recommendations we are typically thinking of the student at their current age.

We want the information in our reports to be helpful throughout their school careers and we encourage parents, teachers and high school students to ask for a review of the assessment report and an update of recommendations at any time.

Related Resources on the LD@school Website

Click here to access the video An Introduction to the Psychoeducational Assessment.

Click here to access a recording of the webinar Why Should I Read that Psychoeducational Assessment?.

Click here to access a recording of the webinar IEP Development and implementation: Considering the Student, the Environment and the Academic Domain.

References

Bell, S. M. (n.d.). How to Read, Understand and Use Psychoeducational Reports. Literacy and Learning Disabilities Special Collection. Southern LINCs. Retrieved from http://ldlink.coe.utk.edu/understanding_report.htm

Learning Disabilities Association of Ontario. (n.d.). Official Definition of LDs. Retrieved from http://www.ldao.ca/introduction-to-ldsadhd/what-are-lds/official-definition-of-lds/

Logsdon, A. (2016). Adaptive Behaviour for Special Ed Students. Verywell. Retrieved from https://www.verywell.com/what-is-adaptive-behavior-2162501

Ontario Ministry of Education. (2014). Policy/Program Memorandum 8: Identification of and Program Planning for Students with Learning Disabilities. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/ppm8.pdf

StudyMode Research. (2008). Psychological Processes: Motivation, Perception, Learning and Memory. Retrieved from http://www.studymode.com/essays/Psychological-Processes-Motivation-Perception-Learning-And-143719.html

Wikipedia. (2016). Adaptive Behaviour. Retrieved from https://en.wikipedia.org/wiki/Adaptive_behavior
Suzanne Pellarin obtained her master's degree in Child and Development Studies from Laurentian University in 1989. She has worked as a Psycho-Educational Consultant for the London District Catholic School Board since 1999. She consults with parents, teachers, and students about behavioural, socio-emotional and learning difficulties a student may be experiencing. A large part of her work involves assessing students' cognitive abilities and making recommendations about how best to meet their learning needs. She works closely with a registered member of the College of Psychologist of Ontario (i.e., a Psychological Associate or Psychologist) when completing these assessments. Suzanne has also worked in Manitoba and the Yukon Territory and enjoys her work very much.
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By Suzanne Pellarin, M.A., Psycho-Educational Consultant, London Catholic District School Board Click here to access the PowerPoint presentation: Demystifying the Psycho-Educational Assessment Report. What is a Psycho-Educational Assessment? A type of psychological report that focuses on assessment and interpretation of

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Teach Special Education / Enseigner besoins spéciaux

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LD@school - Learning Disabilities Association of Ontario

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LD@school provides Ontario educators with free resources to help them support students with learning disabilities at school.

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Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

Some people describe executive function as "the management system of the brain." That's because the skills involved let us set goals, plan, and get things done. When people struggle with executive function, it impacts them at home, in school, and in life.

There are three main areas of executive function. They are:

Executive function is responsible for many skills, including:

Paying attention

Organizing, planning, and prioritizing

Starting tasks and staying focused on them to completion

Understanding different points of view

Regulating emotions

Self-monitoring (keeping track of what you're doing)

Executive functioning skills usually develop quickly in early childhood and into the teen years. But they keep developing into the mid-20s. When kids are younger, some may lag behind peers for a while. As they get older, though, they may have fewer challenges as teens and young adults.

People struggling with executive skills may:

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Have trouble starting and/or completing tasks

Have difficulty prioritizing tasks

Forget what they just heard or read

Have trouble following directions or a sequence of steps

Panic when rules or routines change

Have trouble switching focus from one task to another

Get overly emotional and fixate on things

Have trouble organizing their thoughts

Have trouble keeping track of their belongings

Have trouble managing their time

Trouble with executive function isn't a diagnosis or a learning disability. But it's common in people who learn and think differently. Everyone with ADHD has trouble with it. And lots of people with learning challenges struggle with executive function, too.

These difficulties can cause trouble with learning. But they don't mean that people are lazy or not intelligent. People who struggle with executive function are just as smart and work just as hard as other people.

There's been a lot of research into what causes trouble with executive function and ADHD. Here are two main factors.

Also, trouble with executive function often occurs with learning challenges.

Learning disabilities don't always involve a problem with executive function. But it's not uncommon for kids with dyslexia or dyscalculia , for example, to also have trouble with executive skills. Learn how problems with executive function can impact reading and math.

Slow processing speed isn't a problem with executive function. But it can cause trouble with it. Learn more about slow processing speed.

Testing should be done as part of a full evaluation that looks at many areas of learning and thinking. These evaluations, which schools do for free, are often done by psychologists. But there are other types of professionals who do this type of testing.

Some of these same professionals offer treatments and approaches like:

Behavior therapy and cognitive behavioral therapy (CBT). Behavior therapy helps people replace negative behaviors with positive ones. CBT helps kids deal with thoughts and feelings and manage behavior.

Medications. There are no medications just for executive function, but there are medications for ADHD.

Organizational coaching. These are consultants you can hire. They're not tutors who help build academic skills. Instead, they work on building organization and time management skills. They can also work on study skills. Learn more about organizational coaches.

For educators: Learn about strategy instruction as a teaching practice that can help these students.

You can think of executive function as "the management system of the brain."

It includes skills like self-control, organization, and flexible thinking.

People with ADHD struggle with executive function.

About the Author

About the Author

The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Philip D. Zelazo, PhD is the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.

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Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

Although there are many tools to help address these issues, one I have often recommended has been g(Math). This is an add-on for Google Docs, Sheets, and Forms, that provides a variety of ways to enter and insert mathematical expressions into these files.

Recently I found out that g(Math) is getting an upgrade with a new name, new features, and new format! The new version is called Equatio and it makes it easier than ever to write with math and science symbols in Google Docs and Forms. Rather than being an add-on, this version of the tool is actually a Chrome extension, meaning eventually it will be able to work in many apps beyond just Docs and Forms.

Update: This new version launched April 4, 2017, and you can see below for an overview of this new tool complete with detailed directions, screenshots, and animations.

What is Equatio?

Equatio is a Chrome web extension that makes it easier to create and insert mathematical symbols and expressions, as well as scientific formulas when using Google Docs and Google Forms. Because it is a Chrome web extension, you need to be using the Chrome browser on a PC, Mac, or Chromebook to use Equatio.

Update: Equatio is available for installation from the Chrome Web Store now at: Equatio Chrome Web Store link

Note: The free version of Equatio works in Google Docs, while there is a premium upgrade option that also works in Google Forms. See the Texthelp website for full details on the free versus premium versions.

Once you have Equatio installed, you can launch it in either Google Docs or Google Forms.

When in Google Docs, simply click on the Equatio extension in the top right corner of Chrome.

When in Google Forms, click the Equatio icon next to any question or answer in the Form.

This will open the Equatio toolbar at the bottom of your screen.

With the Equatio toolbar open, You can adjust a few settings.

Click the Equatio menu on the left side of the toolbar.

Choose "Options" from the pop-up menu.

In the "Prediction" section you can turn on prediction for Math, Chemistry, and Formulas, depending on what subject(s) you teach or take as a student.

Using Equatio

With Equatio you can enter math and science writing in five ways:

Equation Editor

LaTeX Editor

Handwriting Recognition

Speech Input

Symbol Galleries

Each of these options is explained below.

Option #1 - Using the Equation Editor

The Equation Editor allows you to enter math and science content with natural language and predictions.

Begin by typing in letters and numbers as normal.

If you type in part of any math terminology, Equatio will pop up matching predictions to choose from, and will then insert that symbol. For example you could begin to type square root, pi, exponent, quadratic formula, integral, or such.

If you type in part of any chemical formula, Equatio will pop up matching predictions for those as well.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #2 - Using the LaTeX Editor

If you are familiar with the LaTeX syntax, you can also use that for entering your math by using the " LaTeX Editor" option.

Option #3 - Handwriting Recognition

Equatio also allows you to draw your mathematical expressions, and it will try to convert that over to the typed symbols. You can use your mouse to do this, or your finger or stylus if you have a touch screen laptop.

Click on the "Handwriting Recognition" button in the Equatio toolbar.

Draw in the "Handwriting" area on the left.

If you need more room, drag the top of the panel to make it larger.

In the "Math" section on the right, Equatio will try to convert your handwriting to symbols.

You can use the "Undo" button to remove something that was not recognized to try again.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Another way to enter math or science text is to speak to Equatio. Using voice recognition, the extension will try to translate your spoken words into symbols.

Click the "Speech Input" button on the Equatio toolbar.

Click the red record button in the "Speech" area on the left side.

Begin speaking and Equatio will translate in the "Math" area on the right side.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #5 - Symbol Galleries

While using any of the previous four input methods, you may also take advantage of Equatio's " Symbol Galleries" on the far right side of the Equatio toolbar. Sometimes it may be easier to pick a needed symbol or formula from the pop-up menus to insert into your Doc or Form.

The symbol galleries include the following:

Using Equatio in Google Docs

When you use Equatio to insert math expressions or science formulas into a Google Doc, the text is inserted as an image. Just like any image you can modify it in several ways:

Click and drag the corners to make the image larger or smaller.

Click the "Wrap text" option to drag the image to different parts of the page.

Click and drag the circle on the top of the image to rotate it.

Using Equatio in Google Forms

Equatio can be used both when creating a Google Form and when filling out a Google Form. This is a great way for teachers to create quizzes with math and science symbols, but can also make it easier for students to submit math expressions and science formulas as answers.

To use Equatio when creating a Form, do the following:

Click the Equatio icon next to any question to create an image to go along with the question.

Click the Equatio icon next to any answer choice to create an image to go along with that choice.

Create a math or science expression as normal using the Equatio tools.

When you click "Insert Math" the images will be added to the Form.

To use Equatio when filling out a Form (such as taking a quiz) do the following:

When completing a "Short Answer" or "Paragraph Text" question, you will see an Equatio icon in the answer box.

Click the Equatio icon to open the toolbar and create your math expression as normal.

When you click "Insert Math" the image will be added to the answer.

If you need to remove the answer to insert something else, you can click the "X" icon to start over.

The answers you submit will show up properly as images on the "Responses" tab in the Form.

Note: Because these answers are actually images, Google Forms is not able to auto-grade those specific questions with the built-in quiz feature. You would need to enter the score for these questions by hand on the "Individual" tab of the "Response" section.

Conclusion

With Equatio students and teachers now have several more options when creating math expressions and science formulas in Google Docs and Forms, including natural text, handwriting, and even speech input. Over time Texthelp plans to continue adding many more features to Equatio, and to extend its functionality to other programs.

For those that are familiar with g(Math), you can continue to use that tool as well, although all new development and features will be going into Equatio moving forward.

Post by Eric Curts. Bring me to your school, organization, or conference with over 50 PD sessions to choose from. Connect with me on Twitter at twitter.com/ericcurts and on Google+ at plus.google.com/+EricCurts1

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Equatio: Yes You Can Type Math and Science in Google Docs and Forms!

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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

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Using Google For Math Across the Divisions

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