Lucid CoPS

Lucid CoPS is a scientifically proven diagnostic screening system for children of ALL abilities. It uses standardised norms for children between the ages of 4 to 8 years old.

INNOVATIVE ASSESSMENT

Lucid CoPS, produced in the UK, is a remarkable and innovative approach to educational assessment for children. Fully computerised, CoPS provides the teacher with a graphical profile of pupils' cognitive strengths and weaknesses, which can then be used to identify and predict problems that they are likely to encounter in learning. By identifying the child's learning style and spotting potential difficulties at an early stage, teaching can be differentiated to allow for individual strengths and weaknesses, and so help to prevent failure.

DYSLEXIA AND SPECIAL NEEDS

Lucid CoPS has been proven to identify children who are struggling in learning and for the early identification of dyslexia. The results assist in the development of Individual Education Plans for these children and help the school to fulfil its obligations under the Code of Practice.

LUCID CoPS

  • Proven for use for early identification of dyslexia and other special needs
  • Determines the learning styles of children of all abilities
  • Gives accurate prediction of children's literacy and maths development
  • Avoids children with difficulties 'slipping through the net'
  • Invaluable when preparing Individual Education Plans
  • Scientifically validated with standardised norms
  • Comprehensive manual for interpretation and teaching

OBJECTIVE AND RELIABLE

Lucid CoPS is the outcome of internationally pioneering research carried out by Lucid Research in conjunction with psychologists at the University of Hull, England. It comprises 9 predictive tests of those cognitive skills that underpin learning. Each test is presented as an attractive and amusing game and because pupils enjoy the games, they are motivated to try their best, helping to ensure reliable results. CoPS is very accurate, easy to use and can be administered by the teacher or non-teaching assistant.

LABOUR SAVING!

Lucid CoPS does the paperwork for you. The computer records and scores each child's performance and instantly compiles an on-screen profile of his or her results, which can then be printed out at the touch of a button. Responses to individual items can be displayed as data tables for more detailed consideration.

THE ADVANTAGES OF USING CoPS FOR EARLY SCREENING

  • Precise
  • Objective
  • Accurate
  • Labour saving
  • Requires minimal training for teachers and N.T.A.s
  • Enjoyable for children
  • Profiles children's strengths as well as weaknesses
  • Can be used much earlier than conventional assessment methods

TRIED AND TESTED

CoPS is currently in use in thousands of schools in the U.K., Eire and throughout the world. A survey of schools using CoPS as part of a national Early Intervention Project carried out by the British Dyslexia Association revealed a high degree of satisfaction with the system. Teachers commented on its identification of both strengths and weaknesses, its value in early identification of potential difficulties, its appeal to children and its ease of use. CoPS is being increasingly recognised as a diagnostic and assessment tool with broad applicability. It is now being used for general profiling of all children as well as to assess children who have a variety of difficulties, including dyslexia, ADHD, autism and MLD/SLD.

INTERPRETING RESULTS

The CoPS results are shown as a graphical profile for speedy interpretation, but detailed analysis of all results is also provided. The graphical profile gives the teacher important insights into children's learning styles, essential pointers for curriculum development, for differentiation within the classroom, and for more appropriate teaching techniques. The CoPS Manual includes a comprehensive interpretation and teaching guide. Training courses are available for teachers who wish to develop their skills in interpretation and assessment further. A profile interpretation service will also be available from early 2001.

WHAT TEACHERS SAY ABOUT CoPS

"We have used CoPS for approximately a year now. CoPS has proved most valuable, and is appreciated for a variety of reasons. The print-out of information is brilliant, it is clear and informative and cuts down on something normally incredibly time consuming. The children actually enjoy CoPS, and it is viewed as a treat and totally non-threatening. It is possible to pick up potential problems before a busy class teacher even registers a pattern of difficulty, and structure a suitable support programme for use in class... All in all, excellent." Northampton High School, Northampton
"We have been using CoPS to screen all Year 3 children in order to identify strengths and limitations of each child. We have found the system invaluable. It has helped us devise specific Individual Education Plans and teaching strategies." Greenwood School, Plumstead


LASS Secondary LASS Secondary is a scientifically proven multifunctional assessment system for students of ALL abilities. It uses standardised norms for individuals aged 11 to 15 years old.

COMPUTERISED, MULTIFUNCTIONAL ASSESSMENT FOR STUDENTS OF ALL ABILITIES

LASS Secondary is self-administered by students as a series of challenging and entertaining assessments in the form of games that measure literacy, reasoning and cognitive skills, including memory and phonics. Interpretation of LASS Secondary is straightforward - use of a standardised graphical profile makes it easy to spot students who are underperforming generally or in relation to their intellectual potential. Any difficulties of a dyslexic nature - i.e. caused by underlying cognitive problems in phonology and/or memory - can swiftly be identified. Detailed results can be readily accessed for analysis. LASS Secondary can also be used on a regular basis (e.g. every term) to monitor progress in reading and spelling, or to check development in phonic skills. All this information can be used in formulating Individual Education Plans (IEPs) and is valuable when deliberating whether or not to request a formal assessment by an educational psychologist.

LASS Secondary has eight modules that can be used individually or in combination. LASS Secondary incorporates adaptive testing, so the computer automatically adjusts the difficulty of the items to suit the ability level of each student. This means that assessment is faster, more efficient, and prevents students becoming bored by items which are too easy, or frustrated by tasks that are too difficult.

THE LASS SECONDARY ASSESSMENT MODULES:

  • Visual memory
  • Auditory verbal memory
  • Phonic skills
  • Phonological skills
  • Single word reading
  • Sentence reading
  • Spelling
  • Reasoning

THESE ENABLE TEACHERS TO:

  • Assess the student's attainments in reading and spelling
  • Measure discrepancies between actual and expected literacy attainment
  • Identify underlying problems in memory or phonological skills
  • Diagnose dyslexia (specific learning difficulty)
  • Obtain a reasonable estimate of the student's intelligence
  • Monitor development in reading and spelling on a regular basis
  • Measure progress in memory, phonological and phonic skills

WHAT TEACHERS SAY ABOUT LASS SECONDARY...

Two recent case studies:
`M' arrived in school with a huge inferiority complex. She had behaviour problems, no friends and was obviously very unhappy. LASS was used and the results showed a dyslexic profile. Further testing confirmed this and a programme was immediately put in place. `M' is now at the beginning of Y9 and has improved her reading age by 5 years in only 2 years. She is expected to achieve 5 GCSEs Grade C, is now gaining in confidence and has many friends.

'G' had behavioural difficulties. He attended the Summer Literacy programme during which he was tested using LASS. A dyslexic profile was found and further testing confirmed the diagnosis. He has since had his work exhibited in local museums, is involved with many school activities and is having trials with a Premiership football club's junior squad. This boy lacked confidence and was very shy and reserved. He is off support totally as his reading is now at a level where he can manage well and he has projected grades of 6 to 8 GCSEs at grade C and above.

"In both cases LASS enabled us to test the pupils and recognise their difficulties very quickly. It is a brilliant program and the school can see its value, building it into its policy for Technology. LASS is proving to be a corner-stone for the school in terms of helping to screen pupils, assess them, understand their learning styles and thus help them to choose options, help with learning difficulties and help the pupils achieve success. Pupils are no longer assessed only on product but also on process and learning ability. The printouts are clear and easy to interpret, even by non-specialist teachers. LASS has a good diagnostic range of tests offering FAR MORE than conventional paper-based assessment, which only gives an IQ. We found Dyslexic students did not always do well in the conventional assessments, but were far more relaxed with LASS, which has given us greater reliability of data. There is no need to send away data and wait for its return." A.K., Foxhills School Technology College, Scunthorpe, N.E. Lincs

"All of the pupils seemed to enjoy all of the tests and were very eager to have their turn! LASS provides more useful information than a pupil's statement does, very easy to assess. Excellent tool for teachers, great graphics." White Spire School, Bletchley, Milton Keynes
"LASS is used with pupils chosen by me to screen. Then it became a race to attract my attention and let me know that they had not had their go. These are special needs groups. One pupil in this group with very short concentration span and moderate learning difficulty was fully engaged for the hour - I suggested a break but "oh no Miss, I want to get this finished". It was probably the only thing he had ever completed and with a smile on his face. Spelling tests will never be the same again. As for reading tests it is wonderful to be able to look at the errors as well as have such easily interpreted scores. I also tested two of the brightest students in year 9. They thought that it was great fun and were fully engaged." J.W., SEN Teacher, South Shields


LASS Junior LASS Junior is a scientifically proven multifunctional assessment system for students of ALL abilities. It uses standardised norms for individuals aged 8 to 11 years old.

LASS Junior was designed using the successful blueprint of LASS Secondary. The eight enjoyable assessment modules all employ the unique 'adaptive algorithm' developed by Lucid, which ensures the assessments are as brief as practicable without losing their accuracy. The modules assess literacy, reasoning and cognitive skills, including memory and phonics. Interpretation of LASS Junior is straightforward - use of a standardised graphical profile makes it easy to spot students who are underperforming generally or in relation to their intellectual potential. LASS Junior items and norms cover the full ability range, i.e. from below average to above average pupils. Any difficulties of a dyslexic nature - i.e. caused by underlying cognitive problems in phonology and/or memory - can swiftly be identified. Detailed results can be easily accessed for analysis. Assessment can be carried out on a regular basis (e.g. every term) to monitor progress in reading and spelling, or to check development in phonic skills. All this information can be used in formulating Individual Education Plans (IEPs) and is valuable when deliberating whether or not to request a formal assessment by an educational psychologist.

LASS JUNIOR MEASURES:

  • Visual memory
  • Auditory verbal memory
  • Phonic skills
  • Phonological skills
  • Single word reading
  • Sentence reading
  • Spelling
  • Reasoning

WHAT DOES LASS JUNIOR ENABLE THE TEACHER TO DO?

  • Assess the student's attainments in reading and spelling.
  • Measure discrepancies between actual and expected literacy attainment
  • Identify underlying problems in memory or phonological skills
  • Diagnose dyslexia (specific learning difficulty)
  • Monitor development in reading and spelling on a regular basis
  • Measure progress in memory, phonological and phonic skills
  • Obtain a reasonable estimate of the student's intelligence

LASS JUNIOR reporting is comprehensive and easy to follow. Print out your reports in colour, at the touch of a button.

  • Graphical profile
  • Raw data for each module
  • Summary of scores
  • Centiles or Standard deviation units


CoPS baseline CoPS Baseline offers fully computerised baseline assessment for children of ALL abilities. Normed for ages 4 years to 5 years 6 months

CoPS Baseline evaluates children's abilities and levels of development when they first enter school. It is Q.C.A. accredited and was developed in conjunction with a three-year research programme at the University of Hull. CoPS Baseline gives the teacher an instant picture of the new intake and a profile of each new entrant. This profile will establish levels and ranges of ability, identifying strengths and limitations. The modules measure Literacy, Mathematics and Communication Skills. A fourth module (Personal and Social Skills) consists of a simple on-screen questionnaire completed by the teacher. The reports module generates six different types of reports automatically for both teachers and parents.

  • Fully computerised, objective and reliable
  • Automatically compiled reports for teachers and parents
  • Fun for all children, including SEN
  • Easy administration in only 20 minutes
  • Scientifically validated with standardised norms
  • Includes comprehensive training video

Two of many research publications associated with Lucid's research and development:

Singleton, C. H., Thomas, K.V. and Horne, J. K. (2000) Computerised cognitive profiling and the development of reading. Journal of Research in Reading, 23(2), 158-180.
Singleton, C. H., Horne, J. K. and Thomas, K. V. (1999) Computerised baseline assessment of literacy. J. Research in Reading, 22, 67-80.

Lucid's products comply with the Guidelines for the Development and Use of Computer-Based Assessments (1999) published by the Professional Affairs Board of the British Psychological Society.

E-mail us for your free Lucid demo CD (demos and full versions are only suitable for Windows systems) - this will be sent with a complete price-list for Lucid products and licencing details.
Full pricing information available here  

 

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Updated 13apr05 0950 rl