What are indexes?
Indexes are simply groups of domains that are similar to each other in terms of the cognitive processes that they measure. The 9 individual domains within our assessment measure broad areas of cognition in slightly different ways.
We have three indexes within our assessment:
Language & numbers: this relates to our overall familiarity with, and how we process the English language and numbers.
Visual & Fluid: this relates to how we process new information that we are unfamiliar with, think about abstract concepts, and complete more complex problem solving including mathematical processing. And,
Memory: this relates to how easily and efficiently we store and retrieve information from our long-term memories.
The Cognassist Enhanced Report now details whether other areas of the learner’s cognition can compensate for a learning need giving you greater flexibility in determining how to respond and when.
Why do we use Indexes?
Within each index, some domains can compensate for others, for example, if a learner scores lower in two domains that are in different indexes, say verbal reasoning and visual perception, the other, higher domains within their respective indexes can be used to compensate during daily tasks. If a learner scores lower in two domains that are in the same index however, say visual perception and visual info processing speed, compensation by other domains within the index may be more difficult.
How do we use them?
Using indexes to make decisions about support aligns to a medical measurement model of cognition that meets the most rigorous international standards of neuropsychological measurement.
In order to meet these standards for evidencing support needs during your learner’s course, we rely on measuring important broad areas of cognition, which are our indexes, by using multiple measurements that are somewhat different from each other, which are our domains.
We can think of this as being similar to a medical practitioner running multiple different tests before a decision about whether to treat is made. The results of the individual tests however may direct what kind of treatment is relevant.
By using multiple pieces of evidence to decide on our support plans for learners, we can be confident in the robustness of our decisions and how we’re evidencing them to different stakeholders.
Speak with an expert
Get a demo of the new Speed of Working Report