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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 |
|
| |
| 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.
|
| |
| 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 |
|
| |
| 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 |
|
| |
| 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 |
|
| |
| 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 |
|
| |
| 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 |
|
| |
| 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 |
|
| |
| 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.) |
| see
the 1996 and 1997 study results |
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