The Learning Potential Assessment Device (LPAD)
The LPAD is a procedure and a set of instruments that enable us to evaluate the learning process and identify the individual’s cognitive functions, operations and problem solving strategies. The LPAD is based on Feuerstein’s theory of Structural Cognitive Modifiability, which proposes that intelligence is dynamic and modifiable, not static or fixed. LPAD offers a viable alternative to static IQ type of tests, because it focuses on the learners’ dynamic potential or propensity rather than their current performance level. The LPAD has an interactive nature with the evaluator actively mediating to the student in the process of assessment.
The goals and procedures of LPAD differ in principle from those of static assessment. The LPAD is process rather than product oriented, it investigates the learner’s process of reasoning rather than the quantifiable answers. LPAD compares the learner’s performance to his or her own performance at different times and different conditions, rather than to the age norm. LPAD evaluates individual learning propensity and cognitive modifiability rather than the current level of performance. LPAD actively produces in the learner a sample of cognitive changes and uses them for evaluation. The outcome of LPAD procedure is a descriptive profile of modifiability that includes the area of cognitive change and degree of change. On the basis of LPAD assessments recommendations are made regarding the psycho-educational intervention, which often includes the Instrumental Enrichment (FIE) program.
The LPAD battery consists of 15 instruments aimed at assessing cognitive processes related to perception, attention, memory, problem-solving, and logical reasoning, including: Organization of Dots, Complex Figure Drawing Test, Reversal Test, Diffuse Attention Test (Lahy), Positional Learning Test, Plateaux Test, Associative Recall (Functional Reduction and Part-Whole), 16 Word Memory Test, Tri-Modal Analogies, Raven Colored Progressive Matrices and Standard Progressive Matrices, Set Variations B-8 to B-12, Set Variations I, Set Variations II, Representational Stencil Design Test (RSDT), Numerical Progressions, Organizer.
LPAD assessment can be carried out both individually and in a group format (10-15 students per group) with a wide range of clients and for a variety of goals. For example, LPAD can be used for assessing children with severe developmental, behavioral and learning problems and developing remediation programs for them.
In addition we train/use David Tzuriel’s tests for young children:
Psychoeducational Dynamic-Interactive Tests
- The Children’s Analogical Thinking Modifiability Test (CATM) (with P. Klein)
- The Children’s Inferential Thinking Modifiability Test (CITM)
- The Frame Test of Cognitive Modifiability (FTCM) (with P. Klein)
- The Cognitive Modifiability Battery (CMB): Assessment and Intervention
- The Children’s Seriational Thinking Modifiability Test (CSTM)
- The Seria-Think Instrument
- The Children’s Conceptual and Perceptual Analogical Modifiability Test (CCPAM)
- Closed Analogies Version (with E. Galinka)
- Construction Analogies Version
Our Team of professionals includes:
- A registered psychologist on staff to perform IQ testing.
- A clinical psychologist for counseling programs
- Four Occupational therapists – for therapy and assessment
- Two Physiotherapists – for therapy and assessment
- Three Speech Language Pathologists – for therapy and assessment
- Resource Teachers – academic
- Vision Resource Teacher
- Hearing Resource Teacher