The Behavioural Inattention Test ( Conventional ; Bitc )

ATTENTION AND CONCENTRATION: Mildly impaired ability to generate and maintain sufficient attention for tasks completion with queuing and redirection. Mild impulsivity was noted during the testing.

The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the evaluation, in relation to Woodcock et al.’s (1989) WJ III DRB, on the description and purpose of such tests along with ease of use, administrating and interrupting results based on converting raw scores to standard scores including analyzing the results. Finally, assess the overall quality of the test.

Functional behavioral assessment (FBA) is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities (e.g., individuals with mental retardation or autism). Teachers can use FBA for students with behavioral or emotional problems that are interfering with their educational progress or the progress of other students. This assessment can be used to develop an Individualized Education Plan (IEP) or help provide information for verification of a disability.

|The duration of this behavior is exhibited daily in 3 out of 6 class periods. |

It is meant to evaluate response modalities (such as writing), processing modalities (such as problem-solving), and various auditory, gestural, and visual modalities. It is a comprehensive examination that leads professionals (particularly neuropsychologists and neurologists) into inferring the localization of the brain damage that has occurred. Consisting of 27 subtests, the BDAE can take between 20-45 minutes for the short version to administer, but it can last up to 120 minutes for the full-version. Primarily constructed for the sampling of language behaviors that discriminate the different types of aphasia, this is the battery many professionals choose when trying to locate the probable site of a brain lesion that may be causing damage.

He is alert, attentive, oriented x3. Normal attention and concentration. Normal fund of knowledge. No language errors noted during this exam. Memory testing reveals some problems with short-term memory and amnesia for the event. Patient also was noted to have difficulty following simple and multi-step commands with a slowed comprehension speed.

Alansari and Baroun (2004) had participants state whether they were color blind, dyslexic, or if they had previously ever taken the Stroop test before, it was important that these interferences were factored out in order to obtain a conclusive observation in regards to all the participants involved in the experiment. MacLeod (1991) had suggested that those with disabilities tended to show high Stroop interference, also along with those with an attention deficit disorder since maintaining concentration throughout the experiment and test is an important factor in obtaining more accurate results without a significant outlier. Also different levels of interference where shown in children and adults, it was also observed that interference began at an early age, declined in the adult years since most have a peak of cognitive development and understanding in adult years, but once again increased interference around the age of 60 (MacLeod,

The Working Memory Index measures the EE104’s ability to register, maintain, and manipulate visual and auditory information in conscious awareness. Working Memory assists an individual in controlling attention and resisting distractions. This index is composed of the Digit Span and Picture Span subtests. EE104 exhibited a strength on the Picture Span (high average) subtest compared to the Digit Span subtest (low average). This discrepancy may indicate that EE104 can best utilize working memory in problem solving when a visual, rather than a verbal, stimulus is presented. During the administration of the Digit Span subtest, EE104 listened

It tests cognitive performance in six domains: reaction time, processing speed, learning, working memory, delayed memory, and spatial memory (Kane, Roebuck-Spencer, Short, Kabat, Wilken, 2007;, Eonta, et al., 2011). It has been shown to be a reliable screening tool for detecting neurocognitive deficits, especially when compared to baseline measures (Kelly, Coldren, Parish, Dretsch, Russell, 2012; Johnson, Vincent, Johnson, Gilliland, & Schlegel, 2008; Roebuck-Spencer, Vincent, Gilliland, Johnson, & Cooper, 2013; Woodhouse, et al., 2013).

- We also have 2 rats running on the challenge trials this week. We ran these rats on White noise challenge trials and found that both rat got distracted. The accuracy of one rat that finish 30 trials, showed almost 73% omission rate with accuracy around 23%. The second rat finished 60 trials and had 60% omission rates with 26% accuracy rate. Both rats are male Knockouts and we are expecting

One of the most crucial parts of successfully managing a classroom does not only have to do with providing a child with a great education, but also having the ability to successfully manage behavior in order to have a strongest learning environment possible. There are two important questions a teacher needs to try to answer when collecting data on a behavior. The first is "does the target behavior happen frequently enough to warrant a formal intervention program?" (Lee, 2011) , as well as "Has the intervention changed the target behavior to a more acceptable level?" (Lee, 2011). These questions can be answered by knowing how to successfully track and monitor behavior with the use of tracking behavior through data summarizing sheets and graphs,

To review the methodology in relation to the study, a substantially precise battery of neuropsychological tasks was used to compile the data for this article. The list of neuropsychological tasks was inclusive of the following assessments:

The findings of Oliver Slack along with Vuilleumier & Schwartz reveal further insight into the psychological impairment known as unilateral neglect. This condition commonly occurs in individuals that have survived strokes. Unilateral neglect is the phenomenon in which an individual is unable to attend to one side of space within their environment. One’s side of space refers to only experiencing either the left or right side of possible incoming stimuli depending on physical orientation. Looking at the stimuli that is affected, individuals with this condition are unable to hear sounds or visually see the space that is ignored. Think of it as holding a piece of paper perpendicular to one’s face, aligned in the middle with the nose, and only being able to attend to either the left or right side of incoming stimuli. The range of space that is unnoticed depends on the individual and the severity

O: Client was seen in outpatient center for 45 min therapy session to address socialization, concentration and attention. Patient was able to identify 3 common distractions during tasks when asked. Pt was able to understand upon return demonstration .PT was able to applied the 2 strategies, given by the therapist, to redirect himself when realize that he is distracted .Pt was asked to be part of a game with another same age partner. Pt was able to initiate a conversation with one peer same age during a game. Pt was able to maintain attention on task for 15 min, with min distractions

DESCRIPTION. The Universal Nonverbal Intelligence Test (UNIT) is an individually administered test consisting of tasks designed to measure the general intelligence and cognitive abilities (manual, p. 1). The test is designed to assess individuals from age 5 to 17 years. The test is entirely nonverbal, thus it is especially suitable for “children and adolescents who have speech, language, or hearing impairments; color-vision deficiencies; different cultural or language backgrounds, and those who are verbally uncommunicative” (manual, p. 1). The examiner uses relatively universal hand and body gestures to provide directions and indicate responses. The test includes demonstration items where the examiner indicates how to complete an item, sample items where examiner feedback is permitted, checkpoint items where the examiner can correct the incorrect responses, and scored items which do not allow for examiner feedback (manual, p. 2).