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Mojgan Askari

HBU

Dr. Wood

RTI: Intervention and Progress Monitoring

The data collected is on different processing sections and are explained as following.

Auditory Processing - moderate concern: Auditory processing involves the general ability to

understand, remember, and utilize auditory information. For student, Auditory Processing is

suggested to be a relative weakness. This indicates that she may experience difficulty coping

with verbal instruction and lectures and may perform somewhat better when verbal information

is supported with visual displays/demonstrations or when given multi-sensory learning

opportunities. Students with this learning/processing style typically struggle in the language-

based areas of reading and writing.

Visual Processing - relative strength: Visual Processing involves the ability to

understand, remember and utilize visual information even when it becomes abstract or complex.

For student, Visual Processing is suggested to be a relative strength. This indicates that she may

learn better when auditory or language-based information is supported visually (with charts,

graphs, pictures, demonstrations, etc.) or when given ‘hands on’ or experiential learning

opportunities. It may also be helpful if she takes time to visualize information she hears or reads.

Sequential Processing - relative strength: Sequential Processing is generally regarded as

the brain's detailed filing system. It involves the ability to learn, memorize, organize, and express

detailed or specific information. For student, Sequential Processing is suggested to be a relative

strength. This indicates that she may be a somewhat concrete or superficial learner who is able to
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memorize detailed information quite well while experiencing more difficulty comprehending

deeper meaning or applying knowledge to new situations. It is important that she learns to

continue seeking a deeper level of understanding after simply memorizing facts or figures.

Conceptual Processing - moderate concern: Conceptual Processing involves the ability to

learn, remember, and understand overall patterns and broad concepts as well as the ability to

utilize this 'deeper understanding' for use in higher-order thinking, creativity, and reasoning. For

Student, Conceptual Processing is suggested to be a relative weakness. This suggests that she

may struggle with tasks which require conceptual understanding, inferential thinking, and

abstract reasoning. Students with this learning/processing style are often 'concrete learners' who

may perform relatively well memorizing and reciting basic information but experience much

more difficulty grasping deeper ‘conceptual’ meaning or applying knowledge to different

situations. Greatest academic difficulty is typically found in the areas of reading comprehension,

math reasoning, and creative writing. Such students often tend to discontinue tasks once they

establish a superficial understanding and may need encouragement and extra time to search for

deeper conceptual meaning.

Processing Speed - no concern: Processing Speed involves how quickly the brain is able

to act or react in various situations. Problems can arise when information is either processed too

slowly (i.e. the person can't keep up) or too quickly (i.e. the person responds impulsively or

carelessly). For student, Processing Speed is not identified as an area of concern.

Executive Functioning - no concern: Executive Functioning refers to the overall ability to

manage or regulate several primary cognitive and emotional processes. This involves initiation,

planning, organization, and execution of various tasks as well as the ability to cope with
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transitions or regulate emotional responses. For student, Executive Functioning is not identified

as an area of concern.

Culture/Language Impact - moderate concern: Culture/Language Impact refers to the

potentially negative impact which issues such as cultural background or limited exposure to

English language instruction may have upon academic progress. Within the CPI, the

Culture/Language Index attempts to evaluate how an individual responds to situations which

typically are highly influenced by issues of culture or language. For student, Culture/Language

Impact is suggested to be a relative concern. This indicates that any existing academic

difficulties may be at least partially due to limited or inconsistent exposure to educational

opportunities or difficulty fully understanding instruction due to native language issues. When

attempting to identify a learning disability, it is very important to be able to rule out these

potential factors or at least verify that there are equally significant information processing issues

impacting educational progress.

My student was scored as tier #1. Based on the overall data collected of available CPI

ratings, the following educational recommendations are offered for student:

READING RECOMMENDATIONS: Look at pictures if they are available. This helps get the

general meaning across and uses the visual processing skills (which are often a relative strength).

When taking a test that requires reading, look at the questions first. Then you will know what

information to really look for in the reading passage. Read out loud. This can sometimes help

you keep focused and reinforce the auditory information. Force yourself to spend extra time

reading through material in order understand the deeper meaning. While reading try to visualize

what is happening. Stop after each paragraph to see if you really understood what you read. Try

to guess what may happen in the next paragraph.

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WRITING RECOMMENDATIONS: Dictate your ideas into a tape recorder then listen and write

them down later. Talk to yourself as you write. This may provide valuable auditory feedback.

Try to provide a “big picture” in your writing rather than just a lot of detail. Tie your ideas to

real-life situations and examples. Draw a picture of a thought for each paragraph.

MATH RECOMMENDATIONS: Take extra time to look at any visual information that may be

provided (picture, chart, graph, etc.). Draw simple pictures to help solve story problems. Work

extra hard to visualize math problems. Maybe even draw yourself a picture to help understand

the problem.

GENERAL RECOMMENDATIONS: Listen, listen, listen for any information you may need.

Try more “hands-on” experiences to use your other senses to learn. Ask for repetition and

clarification of verbal instruction (the more you hear it, the better you will learn).

Ask to have important information drawn or at least written on the board so you have time to

look at it. Ask for examples and demonstrations of what is expected from assignments and

projects. Ask for real-life examples to help with the “big picture” and show why a lesson is

relevant. Ask for extra instruction about underlying concepts and deeper meaning. Why is this

information important? Ask for concrete visual aids (drawing, charts, video, etc.) to help

understand the “big picture”. Take extra time to think through tests and assignments. Push

yourself to go beyond superficial understanding. Look for the deeper meaning. Take more time

searching for deeper meaning after completing assignments. Ask for explanation when you don’t

understand concepts or underlying meaning.

In general my student had no target behavior was found for the student. For functions of

behavior no underlying emotional needs or motivations were identified which would cause
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behaviors. Finally, the health screen showed no significant mental health concerns. These test are

very useful for gathering information on a student or teacher and looking for areas of

improvement.

For the FBA test my student’s results were mostly positive. For Functions of behavior

Hypothesized functions of behavior are assumed underlying emotional needs or motivations

which may result in certain predictable behavioral tendencies. Based upon this Teacher rating no

hypothesized functions of (or emotional motivations for) observable or potential behaviors are

identified.