1. Functional Assessment of Academic Performance Problems

2. Typically Developing 2 nd Grade Student Achievement Test Scores –Reading Decoding – SS = 76 –Reading Comprehension – SS= 74 –Math Calculation – SS= 98 –Applied Problem Solving = 102 –Written expression = 89 –Spelling = 77

3. Student Performance 16 words per minute with 57% accuracy

4. Why is my child having difficulty learning? Functional Explanation –“They do not want to do it” _______________________________ __________ to increase or maintain learning are not identified –“They have not spent enough time doing it” Lack of opportunities to respond (lack of practice) _________________ –“They have not had enough help to do it” ____________________________________ Poor accuracy Poor generality of skills –“The work is too hard” Poor accuracy with _________________ Daly III et al., 1997

5. Achievement test shows that John’s reading decoding Standard Score was 78. “He does not want to do it” Intervention Yes No “Is there a deficit in prerequisite skills” Yes Test for “They have not had enough help to do it” No Test for “They have not spent enough time doing it” “The work is too hard”

6. “Is there a deficit in prerequisite skills?” Reading Phonological Awareness (PA) Fluency Curriculum Based Measurement (CBM): Letter Naming Fluency Nonsense word fluency Letter Sound Fluency OR CTOPP-2 “Deficit in PA” “Deficit in RAN” “They have not had enough help to do it” “They have not spent enough time doing it”

7. “Is there a deficit in prerequisite skills?” Math Fluency with Basic Math Facts One digit addition and subtraction Multiplication and division (1 to 10) “Deficit in Basic facts or Numeracy ” Early Numeracy Number Identification Quantity discrimination “They have not had enough help to do it” “80 % accuracy on math CBM but did not complete sufficient math facts” “They have not spent enough time doing it”

8. “Is there a deficit in prerequisite skills” Writing Level of IV skills CBM Total Words Written Correct Writing sequence Spelling “Deficit in spelling, writing sequence and total words written” “They have not had enough help to do it” “80 % accuracy on writing sequence and spelling but low total words written” “They have not spent enough time doing it”

9. Behavior Cusps related to Reading, Writing and Math

10. Evans et al., (2001) and Floyd et al (2003) Reading Fluency Phonological Awareness –Tacting Letters

12. Evans et al., (2001) and Floyd et al (2003) Reading Fluency Phonological Awareness –Tacting Letters –Reflexivity with Letter – Sound –Teach – (ah, or ā - A) –___________________

14. Evans et al., (2001) and Floyd et al (2003) Reading Fluency Phonological Awareness –Tacting Letters –Reflexivity with Letter – Sound –______________ –Sound Fluency

16. Evans et al., (2001) and Floyd et al (2003) Reading Fluency Phonological Awareness –Tacting Letters –Reflexivity with Letter – Sound –______________ –Sound Fluency –Blinding Sounds into words Decoding nonsense words

18. Reading Comprehension Intraverbal –Answering __________________ Reading fluency –There is a high correlation between reading _____________ and comprehension Vocabulary –Tacts, IV, Listener Responding Hosp, Hosp, & Howell, (2007).

19. Mazes

20. Math Calculation Early Numeracy Number Identification Tacting numbers

22. Math Calculation Early Numeracy Number Identification Tacting numbers –Quantity Discrimination Discriminate between ________________

24. Math Calculation Early Numeracy Number Identification Tacting numbers –Quantity Discrimination Discriminate between more and less –Fluency with Basic Math Facts One digit addition and subtraction

26. Math Calculation Early Numeracy Number Identification Tacting numbers –Quantity Discrimination Discriminate between more and less –Fluency with Basic Math Facts One digit addition and subtraction Multiplication and division (1 to 10)

28. Other Prerequisite Skills

29. Executive Functions Attending to stimulus (selective and sustained) _____________________________ Planning/organization Self-monitoring

30. Trails A 8 2 4 3 1 9 5 6 10 7 Trails B A 2 4 B 1 C D E 3 5 Testing for Planning Trail-Making Test

31. Self-Monitoring Stroop Test

33. Tower of London (Planning)