Assessing Education Ability and Intellectual Cognitive Functioning

Intelligence entails the capacity to reason, solve problems, examine situations and comprehend various social norms, customs and values. According to Neukruq and Fawcett (2014), there are two key forms of intelligence that should be considered during assessments: verbal intelligence and nonverbal intelligence. Intelligence quotient tests; for instance, are employed to assist in measuring manifold, sophisticated problem-solving capabilities. The specific processes, in this regard, include sequential reasoning, visual-perceptual problem solving, word knowledge, object naming, language comprehension, verbal productivity, visuo-motor integration, pattern matching, multi-tasking, and attention to details, working memory, declarative memory, concept formation, and abstract reasoning (Neukruq & Fawcett, 2014). This paper discusses the assessment of education ability and intellectual cognitive functioning.

Direct descriptive functional behavior assessment is useful for providing data regarding the occurrence of a particular behavior as observed in a particular context. Conducting a descriptive functional behavior assessment is preferable compared to indirect assessment for a number of reasons. It allows observation and recording of consequential variables by analyzing related antecedent. It enables direct observation and recording of behavior. It leads to the generational of an equipped definition of a particular behavior (Neukruq & Fawcett, 2014).

In comparing and contrasting two of the specific procedure of recording data as employed in direct descriptive approach, it is worth noting that selection of procedure depends on various factors. The first procedure is the anecdotal record keeping, which entails the observation of a person in a given setting while noting specific behaviors as well as essential associated variables (Neukruq & Fawcett, 2014). The second procedure is the scatterplot assessments, which entails noting the time during which a particular problem behavior happens across various days. The similarity is that all these procedures entail observation and recording of behavior as it occurs.

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