Dawn Flanagan, one of the leading
researchers in CHC theory and application in the world, gave a workshop in the
spring of 2013, in the context of the publication of her book ESSENTIALS OF CROSS BATTERY ASSESSMENT 3RD
EDITION.
Part of this workshop appears in six Youtube
videos. Flanagan speaks clearly and the
videos are also subtitled. It's
unfortunate that the video sequence is a little cut off. These videos will not teach you in a comprehensive
and systematic way as the book does, but I recommend them if you want to get a
general impression.
What does she talk about?
In part 1, she introduces the workshop topics: revisions to the CHC abilities (these
revisions are already included in the presentation series "Intelligence
and cognitive abilities" in the
right hand column of this blog), links between assessment and intervention and
identifying specific learning disability.
Here is the link to
part 1:
In
part 2. Flanagan explains in detail the changes
to the CHC abilities made by Schneider and McGrew.
Link:
The interesting things in Part 3, in my view, are:
A. Flanagan talks about comprehension knowledge, how
it's measured in intelligence tests and which important aspects of
comprehension knowledge are not measured in intelligence tests.
B. Flanagan says that visual ability tests
don't measure visual skills necessary for reading and writing, especially
orthographic processing skills. She gives
examples of tests that measure orthographic processing. The examples are interesting.
Link:
In part 4, Flanagan explains how to do cross
battery assessment, and especially how to supplement abilities that are not
measured by the main intelligence test used with other intelligence tests. She explains how the program that her team
developed computes ability scores out of test scores that originate from
different intelligence tests.
Link:
In part 5, Flanagan mentions the way Dan Miller
classifies tests by neuropsychological areas, and how it integrates with the
CHC approach. She also mentions Steve
Feifer's work about links between reading difficulties and cognitive abilities.
Link:
In part 6, Flanagan speaks about the way CHC theory
made it possible to group the things measured by different intelligence tests
into common concepts/abilities, and thus create a common language. She mentions the development of test
interpretation methods through history, and talks about the recent focus on
narrow abilities and their connections to reading, writing and math.
Link:
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