Basic Psychological Processes are ways to describe how a student takes in information from his or her environment and works with that information to complete required school tasks and learn new skills. Weaknesses in the areas described below may impact how a student acquires academic skills in core academic areas.
Basic Psychological Processing Area
Acquisition of Information - Ability to gain information through the senses (vision, hearing, touch)
Organization – Ability to put information or materials together to independently complete a task (structuring information, categorization, sequencing)
Planning and Sequencing – Ability to pre-plan and process information in a specific order or sequence (self-direction, coordinating, managing problem-solving skills)
Working Memory (Verbal/Visual/Spatial) - Ability to store information temporarily while attending to another task
Visual Processing - Ability to perceive, analyze, and synthesize patterns among visual information
Auditory Processing - Ability to perceive, analyze, and synthesize patterns among auditory information
Speed of Processing – Ability to perform automatic thinking tasks while maintaining focused attention
Expression (Verbal/Nonverbal) - Ability to express ideas based on acquired knowledge (communicating information)
Transfer of Information (Manipulation) – Ability to express and manipulate acquired knowledge, concepts, and ideas and apply them to new or unfamiliar tasks
Motor Control for Written Tasks - Ability to quickly and accurately perform paper and pencil tasks (drawing, copying, completion of written assignments)
XXX’s teacher(s) completed the Basic Psychological Process Rating Scales in the area(s) of (reading, writing and language, mathematics). When examining overall basic psychological processing, ratings indicated that XXX demonstrated personal strengths in the areas of XX. Areas of weakness that may impact his/her academic functioning include XX. The Basic Psychological Processing portion of Specific Learning Disability eligibility will be met when patterns from BPP checklists are supported by other sources of data.
Interpretation of Results: (Provide a summary of what the results were, how this affects the student in different settings and the instructional implications) (Must be in at least 2 settings)