Name: Deeba

Date: 12/11/2018
Interpretation: Recommendations:
The following interpretation is based upon analysis of
cognitive processing differences within Deeba:
–Auditory Processing – moderate concern
+Visual Processing – relative strength
+Sequential Processing – relative strength
–Conceptual Processing – moderate concern
Processing Speed – no concern
Executive Functioning – no concern
–Culture/Language Impact – moderate concern
Auditory Processing - moderate concern: Auditory
processing involves the general ability to understand,
remember, and utilize auditory information. For Deeba,
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 Deeba, 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
Deeba, 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 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 Deeba,
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
Based upon the overall results of available CPI
ratings, the following educational
recommendations are offered for Deeba:
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.
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.
reasoning, and creative writing. Such students often tend to
discontinue tasks once they establish a superficial
understanding and may need encouragement and extra GENERAL RECOMMENDATIONS
time to search for deeper conceptual meaning.
Listen, listen, listen for any information you may
Processing Speed - no concern: Processing Speed involves need.
how quickly the brain is able to act or react in various
situations. Problems can arise when information is either Try more “hands-on” experiences to use your
processed too slowly (i.e. the person can't keep up) or too other senses to learn.
quickly (i.e. the person responds impulsively or carelessly).
For Deeba, Processing Speed is not identified as an area of Ask for repetition and clarification of verbal
concern. instruction (the more you hear it, the better you
will learn).
Executive Functioning - no concern: Executive Functioning
refers to the overall ability to manage or regulate several Ask to have important information drawn or at
primary cognitive and emotional processes. This involves least written on the board so you have time to
initiation, planning, organization, and execution of various look at it.
tasks as well as the ability to cope with transitions or
regulate emotional responses. For Deeba, Executive Ask for examples and demonstrations of what is
Functioning is not identified as an area of concern. expected from assignments and projects.

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 Deeba, 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.
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.