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Presentation: Morten Hem Gunvor Snnesyn Pedverket Kompetanse, Voss, Norway www.pedverket.no post@pedverket.no
DAFFODIL Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning A multilateral project supported by the European Commission Life Long Learning Programme - 142084-2008-LLP-BE-COMENIUS-CMP - www.daffodilproject.org
Luria (1972)
Second Functional Unit Simultaneous and Successive
- The how to, cognitive control, use of processes and knowledge, intentionality (Lurias Third functional unit) Attention - focused cognitive activity (First unit) Simultaneous & Successive - two forms of processing information (Second unit)
PASS Theory
Planning Simultaneous
Output
Attention
Input
Successive
Base of Knowledge
Planning Processing
Planning is a mental process by which the child determines, selects, and uses efficient solutions to problems
problem
Planning Architecture
There is There is Yes Yes a goal a goal Complete Complete the task the task Need Need a plan a plan ? ? No Yes Yes Know Know a plan a plan ? ? No Yes Yes Apply Apply the plan the plan
Develop Develop a new plan a new plan Apply the Apply the plan plan
No No
Yes
Planned Codes
A X O A B
B O O C
C X X D
D O X A
Child fills in the codes in the empty boxes Two pages are administered to all children
Planned Codes
A X O A B
B O O C
C X X D
D O X A
Attentional Processing
Attention is a mental process by which the person selectively attends to some stimuli and ignores others
focused
cognitive
Simultaneous Processing
Simultaneous processing is a mental activity by which the child integrates stimuli into groups
Stimuli
Nonverbal Matrices
Child selects one of the options that best completes the matrix Start:
Verbal-Spatial Relations
Child selects the picture that answers the question read by the examiner Start:
Which picture shows the arrow pointing to the square in the circle?
Successive
Successive processing is a mental activity by which the person integrates stimuli in a specific serial order
Stimuli
Word Series
The child repeats a series of words in the same order the examiner says them Start: 1. Wall-Car
Sentence Repetition
The child repeats sentences spoken by the examiner Start: Item 1 and Discontinue: After four consecutive items are failed
1. The blue is white. ... 10. The red greens the yellow and blues the white. ... 20. The red blues a green pink of yellows, that are brown in the purple, and then tans the gray.
Math Strategies
This work sheet encourages the child to use strategies (plans) in math such as: If 8 + 8 = 16, then 8 + 9 is 17
Word Find
Which PASS processes are involved in this word finding worksheet ?
Simultaneous
Attention
This work sheet has a strong ATTENTION demand because the child has to look for a specific target among many distracting stimuli
Successive
Who has the figure with a triangular shape and a green colour? Who has figures with straight line shapes, the number two, vertical position and a blue colour?
DAFFODIL Dynamic
a n
n
DAFFODIL Dynamic
d m h
c a
a
m b s n
d h
is ti
ti
DAFFODIL Dynamic
si to tine
Assessment for inclusive education The WHY? is more important than the HOW?
Do we assess to discriminate or exclude children? Do we assess to diagnose? Do we assess to create powerful individual education plans and tailored intervention?