How to Use Problem Solving

1
How to Use Problem Solving

• Lorraine Wizda, M.A.
• Baltimore City Public Schools
• Lynne O. Thies, Ph.D., NCSP
• North Merrick Public Schools, Merrick, NY
• St. John's University Adelphi University

2
Module Overview

• Problem Solving Process
• Considerations
• Case Example
• Summary
• Review Questions

3
Problem Solving Process

• Identify area of concern
• Define problem in observable/measurable terms
• Determine baseline
• Determine what skills and/or environmental
  conditions are needed to resolve problem
• Design intervention
• Implement intervention and track progress through
  data collection
• If data do not show progress, redesign
  intervention
• If data shows progress, continue intervention

4
Identify Areas of Concern

• There is a gap between what is expected and what
  is occurring
• The gap is causing problems with learning and/or
  behavior
• Problem solving can determine instructional
  and/or environmental modifications to help
  student meet goals

5
Define Concern in Measurable Terms

• Determine if additional data is needed to do this
• Decide how to collect additional data and who
  will collect
• Use collected data to develop definition of
  problem in observable/measurable terms
• Be specific break concerns into smallest
  components
• Make definition measurable, easy to count, e.g.,
  of words read, digits correct in math problems
  or of times out of seat

6
Determine Baseline

• Based on observable/measurable definition of
  problem, collect data on current performance
• Use at least three data points
• State in measurable terms, e.g., student
  currently identifies 12 of 26 letters correctly
  or student is currently out of seat 14 times
  during the 30 minute math period

7
Determine Skills Needed

• What is the expectation/goal for the area of
  concern?
• What skills are needed for the student to meet
  the expected goal?
• Which of these skills have already been mastered?
• Which skills need to be mastered or strengthened?

8
Determine Necessary Environmental Conditions

• Are certain environmental conditions needed to
  attain the goal?
• Which of the environmental conditions are already
  in place?
• Based on this information, can identify
  skills/conditions which will be target of
  intervention

9
Design Intervention

• How can instruction be modified to support goal
  attainment?
• How can environmental conditions be manipulated
  to supported goal attainment?
• Describe intervention in clear, easily
  understandable terms.

10
Set up Progress Monitoring

• Determine how data will be collected to determine
  effectiveness of intervention
• Determine who will collect data and when
• Determine when and how often data will be
  reviewed (should be at least weekly)

11
Implement and Evaluate Intervention

• Insure that intervention is implemented with
  integrity
• Monitor data collection regularly
• Make decisions based on data collected
• If data shows progress, continue intervention
• If data does not show progress, redesign
  intervention

12
Important Considerations

• When working on a problem with behavior, always
  look at what the student is being asked to do
  when the behavior occurs. Academic failure fuels
  inappropriate behavior
• Focus interventions on the areas where we have
  the most control, i.e., instruction and school
  environmental conditions
• Make decisions based on data
• Collaborate with teachers to design and implement
  interventions

13
Case Example

• The following example compares a traditional, and
  then a problem solving approach to school-based
  assessment
• Problem solving assessment offers instructional
  solutions that teachers can use to help a student
  find success.

14
Student Jody

• Jody lives with both his parents and little
  sister in a northeastern town. When Jody was an
  infant and toddler he spent his day at home with
  his mom. At age 3 he enrolled in a private
  preschool which focused on allowing students to
  explore and learn from self-directed inquiry.
  Jody began Kindergarten in the same town where he
  attended preschool. The Kindergarten classes
  were half day sessions and his teacher reported
  that he made good progress but was very shy and
  quiet in group settings. During the summer
  between Kindergarten and first grade, Jodys
  family moved to Iowa. Jody enrolled in first
  grade alongside students who had primarily
  attended the local districts full-day
  kindergarten program. The district used the
  DIBELS as a measure of all students literacy
  development and Jody participated in Fall DIBELS
  benchmarks.

15
Jodys Grade 1 DIBELS Scores
16
Traditional Assessment

• A traditional school psychology approach to
  assessment of Jody would likely focus on
  identifying whether his reading difficulties were
  related to a learning disability or, perhaps, a
  specific anxiety.
• The assessments could include an IQ test, anxiety
  assessment (rating scales and interviews), and
  measures of memory or other cognitive processes

17
Jodys Evaluation Report

• IQ score is average
• Phonological awareness and memory are below
  average
• Internalizing symptoms are elevated
• Math is average but reading and writing are below
  average
• A case could be made for the presence of LD

18
Another Approach

• Instead of being evaluated, Jody was provided
  with specific instruction in the area of reading
• This approach was based on the use of
  problem-solving procedures and development of a
  hypothesis that Jody needed more reading
  instruction
• The assumption was made that Jody could learn to
  read if given the right instruction

19
Problem-Solving Steps

• Problem identification Jodys teacher reports
  that Jodys has reading problems
• Problem definition Jodys DIBELS scores are
  compared to national and local norms
• Exploring solutions It is hypothesized that Jody
  needs additional specific reading instruction and
  this is provided daily
• Monitoring progress Jodys progress is measured
  weekly
• Problem solution Jody meets the winter DIBELS
  benchmarks!

20
Jodys Reading Instruction

• Jodys DIBELS scores showed that when compared to
  other first graders, his scores reflected
  considerable risk of his not learning how to
  read.
• Jody was placed in daily 30 minute reading
  lessons with 3 other students who had low DIBELS
  scores.
• The intervention included use of the
  evidence-based reading instruction program Early
  Reading Intervention (ERI) by Kameenui and
  Simmons (2002).
• Jodys progress in learning to read was monitored
  using the nonsense word fluency DIBELS measure.
• Jodys progress data showed that he began to
  develop the word attack skills necessary for
  reading.

21
Jodys Graph
22
Next Steps for Jody

• Jodys initial progress was quite strong
• It may be he would make the same progress with
  fewer ERI sessions per week
• It was decided to reduce his program to 2 days
  per week
• Data were still collected on his progress

23
Jodys Ongoing Progress
24
Jodys Grade 1 DIBELS Scores
25
Reviewing Jodys Progress

• Was the intervention successful? Yes!
• The intervention used to help Jody learn to read
  worked and by the end of the year his DIBELS
  scores improved
• Theres no evidence to suggest Jody has a
  learning disability
• Jodys end of year NWF score suggests he may need
  ongoing classroom supports to keep him on track

26
What is the School Psychologists Role in Problem
Solving?

• Issues to review
• Current practice
• Readiness for change
• Need for paradigm shift

27
CURRENT PRACTICES

• The role of the building team test and place?
  Backdoor for services? True IST or
  problem-solving approach?
• Role of the school psychologist function tied
  primarily to special education? Viewed as
  integral member of the problem-solving team?

28
CURRENT PRACTICES

• Administrative support status quo (get all of
  the special ed students out of general ed) vs.
  for progress (supports differentiated instruction
  and tiered intervention model)
• School districts priorities - (top level scores
  on state NCLB exam students going to Ivy League
  colleges vs. meeting the needs of all students)

29
READINESS FOR CHANGE

• School Psychologist as change agent
• Whats needed
• Knowledge of the problem-solving process
• Knowledge of related skills (CBM, progress
  monitoring/graphing, research-validated
  interventions, etc.)
• Time availability
• Staff availability and receptivity
• Administrative support

30
NEED FOR PARADIGM SHIFT

• Medical model in place and test and place is
  a priority?
• School psychologist must be willing to shift the
  focus of the job from assessment to prevention
  and intervention
• As leaders in research and measurement, school
  psychologists are the ones who should be leading
  the charge

31
Summary

• Problem solving starts with identifying if there
  is a problem
• Baseline data show the students starting point
• Interventions are used to improve students
  skills
• Progress data indicate if an intervention is
  working

32
Review Questions

• The following slides include review questions
  about the information contained in this module
• Click to advance to the next slide
• After reading the slide and questions, click
  again to see the correct answer

33
A) What is the first step in problem solving?

• Make a referral to special education
• Collect baseline data
• Identify the area of concern
• Implement intervention

34
A) Answer 3

• Identify the area of concern

35
B) How many baseline data points are needed?

• At least 3 data points
• 10 or more data points
• 5 data points
• Only 1 data point

36
B) Answer 1

• At least 3 data points

37
C) How should interventions be described?

• Interventions do not need to be described
• In complex detail
• As briefly as possible
• Interventions should be described in clear,
  easily understandable terms

38
C) Answer 4

• Interventions should be described in clear,
  easily understandable terms

39
D) How often should progress be monitored?

• Every 6 months
• Weekly
• Every other week
• Monthly

40
D) Answer 2

• Progress should be monitored weekly

41
E) When designing interventions it is important
to

• Use only methods the teacher has already tried
• Develop the intervention without teacher input
• Collaborate with the teacher(s)
• Create complex and thorough interventions

42
E) Answer 3

• Collaborate with the teacher(s)

43
For More Information

• To learn more about selecting interventions, view
  the module entitled Research-Based Academic
  Interventions.