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Cops - Cognitive Profiling System
For ages 4 years to - 7 years 11 months
Test duration 45-60 minutes
Online test format

CoPS is a child friendly digital assessment for identification of cognitive strengths and weaknesses, and dyslexia in 4 to 7 year olds.

CoPS is designed to enable teachers, psychologists and other appropriately trained and qualified persons working in education or related professions to identify students’ cognitive strengths and weaknesses.

Results are generated as graphical profiles and individual response records that can be compared with provided percentiles, standard scores and age equivalent scores. A comprehensive teacher's manual explains how to interpret results and suggests teaching strategies so that you can tailor teaching and learning to suit the needs of each child.

Use CoPS 4-7 as a follow-up assessment to Rapid, with automatic integration of results from the earlier assessment. Rapid provides a quick, initial screening tool with the results from this test feeding directly into the CoPS 4–7 and LASS 8 –11 tests for those children who require additional testing.

CoPS (Cognitive Profiling System) is a fully digitised psychometric assessment system that can assist in the:
  • diagnosis of dyslexia (or specific learning difficulty)
  • assessment of many other special educational needs
  • identification of various developmental difficulties
  • recognition of students’ cognitive strengths and weaknesses
  • differentiation of educational provision for children with learning difficulties
  • creation of individualised teaching and learning activities for all students in the age range.

Nine sub-tests and cognitive skills are assessed.

CoPS is comprised of nine short tests which take 45-60 minutes in total to complete, and can be taken over a few sessions. Tests are delivered in the form of stimulating and enjoyable games, leading to greater accuracy and reliability of results.
Subtest Name
Cognitive skills being assessed
Visual spatial sequential memory (spatial/temporal position)
Visual-verbal sequential memory (colours)
Visual associative memory (shape and colour/pattern)
Visual sequential memory (symbols)
Letter names
Visual-verbal associative memory (names and symbols)
Auditory sequential memory (animal names)
Phonological awareness (rhyming and alliteration)
Auditory discrimination (phonemes)
Colour discrimination
All subtests are preceded by a practice phase, and some provide a demonstration also.

Administer CoPS for early screening and assessment.

CoPS should ideally be used for screening all new entrants at age 5. When used in this way, it can reveal many students who are likely to encounter significant difficulties in learning basic skills but who might otherwise have passed undetected at that stage. The problems experienced by such students may then be addressed swiftly and before these students have been discouraged by failure. However, CoPS can also be used for screening 6-7 year old students, or for assessment of any student within the age range who has encountered difficulties in learning. In such cases, CoPS can reveal underlying cognitive causes of learning difficulties.

Advantages of early screening include:
  • Greater precision in presenting assessment tasks.
  • Greater accuracy in measuring responses.
  • Greater objectivity of assessment.
  • It can be used much earlier than most conventional methods of assessment.
  • It does not require a psychologist to do the assessment.
  • It requires only minimal training of teachers or other personnel.
  • Students enjoy it more than conventional assessment methods and so are motivated, which helps to ensure reliable results.
  • It gives a detailed picture of a student’s cognitive strengths and weaknesses, which can provide pointers for differentiation within the classroom.
  • The program can be used as many times as required without the recurrent expense of test booklets.

Dyslexia and labelling.

Although Lucid CoPS can enable the teacher to identify dyslexia - if necessary, before the child has commenced reading the instruction - it does not demand that the label 'dyslexia' be used. CoPS enables teachers to understand the cognitive limitations that lie behind dyslexia, and to tackle these directly without needing to be concerned about labels unless they choose to.

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