CTOPP-2 Very Low Processing Speed Score

[Underparmummy]

Hi,

DD2 has been reassessed (about 3rd time now). Her 8 scores range from 56 to 98. Processing speed is 56 and short term memory is 98. She has 4 scores - 56, 74,75 and 79 (all word reading efficiency) out of the 8 that are below 85.

The SEN said she will create a strategy sheet and dd2 will get extra time for tests, so that is great.

Can anyone help me understand if there is anything else we could do for her? The 56 seems so far out of the 85-115 average range. I feel worried for her!

Thanks.

Don't worry too much about slow processing speed. The more important issue is learning techniques to compensate so that DD2 can learn how to make sense of information she is presented with.

Also make sure she has the confidence to ask questions, re-explanations and for time to process information. The main problem caused by slow processing speed is when people don't give the time for the person to process communications and then assume that they have a lower learning ability.

Thank you Leonab! I will talk to her this evening. She drives me mad with asking 'what do you mean?' in conversations to things I think are basic info. I feel guilty now!

I remember the same issues myself at school, ha. It's just a different way of thinking that doesn't make sense to people on the outside world. Some things that are obvious to most people aren't as obvious to people with slower processing until they make the connection.

The brain doesn't stop developing until age 25, which means DD2 will develop better processing abilities with time. Until then, it's a case of being patient and pointing out the connection between things that most other people automatically recognise as obvious.

This explains the potential impact of slow processing https://www.twinkl.co.uk/blog/how-to-support-learners-with-slow-processing-speed

Thank you both for that, I have asked for a meeting with the school SEN teacher as well to go through everything on her strategy sheet.

Extra time for tests is all very well, but extra time is also probably needed for homework and revision.
I would suggest keeping a close eye on academic workload and be prepared to do fewer GCSEs so released time can be used to keep up in remaining subjects.

Edit: Deleted duplicate post

A tip: If given the option to write exam answers using a computer, never use this. Academics (and therefore examiners) believe that SEN students are given an unfair advantage with extra time allowances, etc. They purposely mark down students who they believe were given extra time - which the computer written answers indicate to them. Although they are not allowed to do this, examiners at a college I interviewed with admitted this to me - and it's consistent with what I've seen with exam results.

@Leonab I find your comment concerning.
Any student being marked down unfairly against the mark scheme could ask for a review.
Additionally, DC like my DD1 were able to show what they knew/could do by typing far better than by hand writing.

I have a friend with a DC with dyspraxia who got three 9s, 6 Astar and 1 A at GCSE with typing (and no extra time).

There may be some rogue markers, but I'm not at all convinced your advice is sound.

This is discrimination. Children with access arrangements have to prove they need them. Assessments are carried out rigorously and the arrangement is not given out freely. That extra time or use of a laptop may be the only thing between them scrapping into a higher grade when without the extra time they wouldn't even have had a chance.

This is rubbish. Apart from anything the main reason that most people have a laptop is illegible handwriting rather than anything linked to speed of working. Secondly, I work with students who qualify for extra time and have numerous examples of students getting top results in GCSE and A levels including students who have gone on to attend Oxbridge and then achieved an excellent degree grade

@maybeCornish It's unfair that it happens, but there's not much that can be done to stop it. The only options are to be prepared to score higher than is required for the grade, or to learn how to do the exam without a laptop.

@Zebresia25 How is it rubbish that college examiners admitted they do this?

Well that's weird since my DS has a computer (NOT extra time) for exams with high written content such as English and history as he writes slowly but types faster. He got 9s for English GCSE and on track for an A* for his psychology A level. Without the computer he was attaining a 5 in English as his writing was too slow.

@VoyOySaveloy They wouldn't be able to tell from the paper if extra time was given. I'm only repeating what I was told by examiners at a college, which proves that it happens. You could be lucky to not have it happen in one exam, and then be unlucky in another.

What do you mean by 'examiners at a college' ?

Markers for GCSEs have very clear criteria for marking, have seeded papers and spot checks. Plus a student can ask to see papers and ask for review of marks. I just don't see how there can be a generic problem to the extent you have implied.

@TeenDivided It was a college I interviewed with to write a learning guide for their students. I asked them about the approach to supporting SEN students in exams, which is where the conversation turned to how they believed SEN students had an unfair advantage and how they would "adjust the marks" for students who had been given extra accommodation in exams. This is consistent to what I've seen at university where taking up extra time and use of a computer resulted in lower results.

It's worth pointing out that this was for studying at a higher level than GCSE, and it's true that you could say that this is anecdotal evidence that this happens. However, it's completely naive to believe that examiners are your friend. The system is designed so that 1/3 of students must fail (to get the equivalent of today's gradeC), so why give examiners any extra ammunition than they already have to give a low score?

https://www.nationalnumeracy.org.uk/news/third-kids-are-written-failures-it-doesnt-have-be-way

why give examiners any extra ammunition than they already have to give a low score

Students use typing because without it their handwriting speed is too slow, or handwriting is illegible. It is their normal way of working. They would I expect lose more marks by attempting to handwrite than by your rogue examiner marking them down on purpose.

Plus GCSEs & A levels (and I think also BTECs/T-Levels) have quite clear mark schemes. If student feels under marked they can ask for a review of marking and if the marker hasn't followed the mark scheme then marks will be adjusted.