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The TONI-2 (Test Of Nonverbal Intelligence)
and the NSI, a subtest from the SOI-LA (Structure of Intelligence -
Learning Abilities Test), were used to evaluate the impact of the training
program on the higher cognitive skills of reasoning, problem solving and
logic. It should be noted that there were no training activities that were
similar to these tests therefore the results are due to the transfer of
the underlying skills being trained.
The following are the changes in IQ
(TONI-2) for those students that had an IQ below 100 prior to training.
| Location of
Study |
Average
Change in IQ |
# of Students
in Study |
| B. Berliner - NY |
22 |
58 |
| M. Fitzsimmons - ON |
26 |
7 |
| J. Wood - GA |
22 |
22 |
| G. White - MT |
42 |
9 |
| T. Poswilko - ND |
12 |
6 |
| B. Simon - TN |
23 |
14 |
| J. Dean - ID |
23 |
10 |
| R Vance-Ishak - MD |
21 |
23 |
For those students whom initial IQ (TONI-2) was
at or above 100, the following changes were noted.
| Location of
Study |
Average
Change in IQ |
# of Students
in Study |
| B. Berliner - NY |
12 |
49 |
| M. Fitzsimmons - ON |
10 |
6 |
| J. Wood - GA |
14 |
19 |
| G. White - MT |
3 |
5 |
| T. Poswilko - ND |
1 |
4 |
| B. Simon - TN |
8 |
23 |
| J. Dean - ID |
19 |
7 |
| R Vance-Ishak - MD |
9 |
26 |
For those students who's initial
performance on the NSI (logic and reasoning) of the SOI-LA was two years
or more below their age, the following changes were noted.
| Location of
Study |
Average
Change in IQ (years) |
| B. Berliner - NY |
4.8 |
| M. Fitzsimmons - ON |
5.5 |
| J. Wood - GA |
4.6 |
| G. White - MT |
6.2 |
| T. Poswilko - ND |
4.1 |
| B. Simon - TN |
3.8 |
| J. Dean - ID |
4.6 |
| R Vance-Ishak - MD |
5.5 |
|
|
|
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Change
in Attention |
Two tests (modified Groffman tracking test
and the visual matching subtest of the Woodcock - Johnson Cognitive Test
Battery) were was used to determine the impact of the training on
attention. Listed below are the average changes in the test in years on
those students who had tested two or more years below their age.
| Location of
Study |
Average
Change in Attention (years) |
| B. Berliner - NY |
4.2 |
| M. Fitzsimmons - ON |
3.8 |
| J. Wood - GA |
4.6 |
| G. White - MT |
4.1 |
| T. Poswilko - ND |
3.1 |
| B. Simon - TN |
3.5 |
| J. Dean - ID |
2.6 |
| R Vance-Ishak - MD |
4.1 |
On the ACTeRS Attention profile, a
subjective measurement of attention, completed by parents in four of the
above locations, improvement ranged between 18
and 37.5 percentiles compared to a control group (didn’t
receive training) change of 6 percentiles. |
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|
|
Change
in Processing Speed |
Four tests were use to determine processing
speed. The average change for these four tests for students two or more
years below age is listed below.
| Location of
Study |
Average
Change in Processing Speed (years) |
| B. Berliner - NY |
3.3 |
| M. Fitzsimmons - ON |
3.1 |
| J. Wood - GA |
3.7 |
| G. White - MT |
3.8 |
| T. Poswilko - ND |
1.7 |
| B. Simon - TN |
3.6 |
| J. Dean - ID |
2.6 |
| R Vance-Ishak - MD |
3.3 |
|
|
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Change
in Visual Processing |
Four tests were use to determine visual
processing skills. The average change for these four tests for students
two or more years below age is listed below.
| Location of
Study |
Average
Change in Visual Processing (years) |
| B. Berliner - NY |
3.8 |
| M. Fitzsimmons - ON |
3.0 |
| J. Wood - GA |
4.4 |
| G. White - MT |
3.2 |
| T. Poswilko - ND |
2.0 |
| B. Simon - TN |
2.4 |
| J. Dean - ID |
2.7 |
| R Vance-Ishak - MD |
2.6 |
|
|
|
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Change
in Auditory Processing |
Auditory processing training procedures have
recently been added to the PACE program, therefore the data is limited.
However, in the first four students who participated in those
procedures, the average gain in the seven tests
scores which were below grade level, was an increase of 5.9 grades!
(see Cognitive Changes Reflected by the Woodcock-Johnson Test of
Cognitive Ability).
| Location of
Study |
Average
Change in Auditory Processing (grades) |
| E. Summons - OH |
5.9 |
|
|
|
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Change
in Memory |
For those students whose initial performance
was two years or more below their age on the short term visual memory
subtest of the SOI-LA, the following changes were noted:
| Location of
Study |
Average
Change in Memory (years) |
| B. Berliner - NY |
4.3 |
| M. Fitzsimmons - ON |
3.0 |
| J. Wood - GA |
3.7 |
| G. White - MT |
4.7 |
| T. Poswilko - ND |
2.9 |
| B. Simon - TN |
3.3 |
| J. Dean - ID |
1.5 |
| R Vance-Ishak - MD |
3.1 |
|
|
|
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Change
in Comprehension |
One office used three subtests from the SOI-LA
to evaluate the effects of the training on comprehension. The tests used
were the CMR (ability to see relations between ideas or meaning of
words), CMU (vocabulary and verbal concepts) and the ESC (ability to
classify symbolic information).
| |
Average
Change in Comprehension (years) |
# of Students
in Study |
| CMR (Relations) |
2.2 |
58 |
| CMU (Vocabulary) |
2.6 |
7 |
| ESC (Classification) |
2.2 |
22 |
|
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Changes
reflected by the
Woodcock-Johnson Test of Cognitive Ability |
Recently, some of the offices providing the
processing and cognitive training started using the Woodcock-Johnson
Test of Cognitive Ability to evaluate change in cognitive skills.
Although at the time of this report only four students had completed the
pre and post tests, the results support the exceptional changes noted in
the other test instruments and are included for your review.
| Student |
#1 |
#2 |
#3 |
#4 |
| Age |
11 |
22 |
11 |
10 |
| Test (in
grades) |
PRE |
POST |
PRE |
POST |
PRE |
POST |
PRE |
POST |
| Long Term
Memory |
3.2 |
16.9 |
5.1 |
16.9 |
0 |
5.1 |
2.3 |
16.9 |
| Short Term
Memory |
4.6 |
16.9 |
10 |
16.9 |
5.5 |
6.7 |
3.5 |
4.6 |
| Processing
Speed |
16.9 |
16.9 |
7.4 |
16.9 |
4.3 |
5.8 |
5.8 |
16.9 |
| Sound
Blending |
9.4 |
13.1 |
16.9 |
16.9 |
9.4 |
16 |
1.4 |
4.6 |
| Visual
Closure |
8.8 |
16.9 |
12 |
16.9 |
3.4 |
16 |
6.6 |
12 |
| Visual
Recognition |
16 |
16.9 |
4.8 |
16.9 |
16 |
16 |
6 |
16.9 |
|
|
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Comparison
of a Control (no training) and
Experimental (training) Groups |
The PACE training program was developed and
expanded within a clinical setting. Therefore the bulk of the data
collected is of a clinical nature and not designed with a ridged study
in mind. However, two offices did run a small control study which showed
that those students who were not trained displayed little or no change
in processing and cognitive skills after 10 weeks. Those students who
were trained showed a 2.2 and 2.8 average gain in skills.
| Study |
#
stud- ents |
FIXV-
PS |
FIXH-
PS |
SA
& PS |
RF |
STM |
VISZ |
NSI |
VMTR |
Avg |
|
Without
Training |
| IN
CM C |
10 |
-1 |
0.5 |
0 |
0.3 |
-1 |
0 |
0.2 |
0.9 |
-0.01 |
| IL
DH C |
13 |
0 |
0 |
0.1 |
0 |
0 |
0.3 |
0.1 |
0.7 |
0.15 |
|
With
Training |
| IN
CM X |
8 |
2.4 |
2 |
1.9 |
1.6 |
2.3 |
1.7 |
2.8 |
2.6 |
2.16 |
| IL
DH X |
6 |
1.8 |
2.1 |
1.7 |
2.8 |
3.6 |
3.6 |
3.7 |
2.9 |
2.77 |
FIXV = calling out a vertical column of
numbers (processing speed); FIXH = calling out a horizontal row of
numbers (processing speed); TRCK = Tracking a line with other lines
present (processing speed and selective attention);WJ3 = Visual matching
from the Woodcock-Johnson Cognitive Test Battery (processing speed);
RFRQ = Reversal frequency test from Gardner
The following tests are from SOI-LA (Structure of
Intellect - Learning Abilities Test): VISZ = the ability to picture a
complete system of ideas in the mind - critical for understanding long
sentences, directions, and instructions; CFU = test of visual closure -
to recognize familiar figures that have been partially obscured; CFS =
ability to comprehend arrangements and positions of visual objects in
space; CFT = ability to recognize a figure when it has been rotated into
a new orientation; EFU = the ability to evaluate and discriminate among
complex figures; VMEM = visual memory; STM = short term memory; AMEM =
auditory memory; VMTR = eye-hand speed and coordination; NSI = logic and
form reasoning; CMR = ability to see relations between ideas or meaning
of words; CMU = test of vocabulary and verbal concepts; ESC = ability to
classify symbolic information.
TONI-2 = Test of Nonverbal Intelligence (measures the
ability to reason without words and to solve spatially defined problems.
An IQ score of 100 is considered average.) |
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see the 1996 and 1997 study
results
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