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Title: Get Together With Your School Psychologists and Speech Pathologists: Fighting for Best Practices Together, Not Alone


1
Get Together With Your School Psychologists and
Speech Pathologists Fighting for Best Practices
Together, Not Alone Oregon Branch of the
International Dyslexia Association Oregon School
Psychologists Association Jim Hanson jabrhanson_at_ya
hoo.com Betsy Ramsey ramruff_at_comcast.net
2
Bridging PeopleBridging Paradigms
3
Bridging People
4
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

5
ORBIDA Board Diversity
  • School Psychologists
  • Speech Pathologists
  • Professional Organizations
  • Universities
  • People with Dyslexia!!!
  • Parents
  • Non-Profits (Boys Girls Clubs, LDA)
  • Teachers General and Special Education
  • Financial Advisors

6
Why School Psychologists?
  • Program Design (From Reading Research to Schools
    Best Fit Curricula, Developing Local Norms,
    District-Level Implementation and Evaluation)
  • Team Collaboration (Progress Monitoring, Student
    Placements)
  • Serving Individual Students (Assessment of
    Specific Cognitive Processes for Patterns of
    Strengths and Weaknesses Relevant to
    Identification of Dyslexia and Linked to
    Interventions)

7
Why Speech Pathologists?
  • Program Design (selecting reading curricula)
  • Team Collaboration (universal screenings,
    interpreting screening results, elucidating
    language base of literacy)
  • Serving Individual Students
  • New Roles in Response to Intervention Creating
    Success for Schools and Children?

8
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

9
ORBIDA Position Paper
  • THE DEFINITION AND IDENTIFICATION OF SPECIFIC
    LEARNING DISABILITIES
  • ORBIDA Position Statement adopted by unanimous
    vote of the Board of Directors on 09/26/2007
  • Definition
  • Identification Process
  • Multi-tiered Model
  • Addresses RTI and PSW

10
Position Paper
  • Links ORBIDA with school-based providers
  • Bridges terminology
  • Necessary when communicating with other
    organizations

11
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

12
Other Organizations
  • Knowledge of Existing Systems and Programs
  • Influence in State and Local Policy Decisions
  • National and International Effects
  • Effect on School Practices for Kids

13
Other Organizations
  • Literacy Leadership State Steering Committee
    (LLSSC)
  • State Advisory Council on Special Education
  • Accommodations Panel
  • Effective Behavioral Supports and Interventions
    (EBISS) Advisory Panel
  • Scaling Up Project (Evidence-Based Interventions)
  • Oregon Parent Training and Information Center
    (ORPTI)
  • IEP Partners Project

14
Literacy Leadership State Steering Committee
  • Governor
  • Chief State School Officer
  • State Legislative Committee Chairs
  • Community Organization - SBRR
  • Directors of State/Federal Program
  • Home School Parent
  • Teacher
  • Family Literacy Service Provider
  • Higher Education - SBRR

15
Literacy Leadership State Steering Committee
  • INSERT BETSYS SLIDE HERE WITH COOL GRAPHIC

16
Oregon Reading First
  • School-wide focus on reading
  • Research-based instructional programs
  • Differentiated instruction
  • Reliable, valid, and frequent assessments
  • Reading instruction-protected time
  • Data based decision making teams
  • Professional development

17
Reading First RESULTS
  • Consistent growth in student achievement
  • Teacher satisfaction
  • Student generalization of skills to other
    subjects
  • Forced behavioral changes on part of school
    staffs
  • Summary of state effectiveness
  • http//oregonreadingfirst.uoregon.edu/downloads/ot
    her/nrfis_orrf_talking_points.pdf

18
Scaling Up Project
  • INSERT BETSYS SLIDE WITH GRAPHIC HERE

19
State Influence
  • ASK Settlement 2001
  • Accommodations Panel
  • High School Diploma
  • Essential Skills of Reading Graduation
    Requirement
  • Modified Diploma

20
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

21
Joint ConferencesOregon School Psychologist
Association
  • Literacy A Capital Idea!
  • 2007 Salem, Oregon
  • The Four Rs Reading, wRiting, aRithmetic, and
    Research
  • 2009 Portland, Oregon

22
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE, School
    Districts)
  • Parent Outreach
  • ORBIDA Lecture Series

23
Where Do We Start?
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

24
Parent Outreach
  • Oregon Parent Training and Information Center
    (ORPTI)
  • Reversals Support Groups
  • Adult Support Groups with LDA
  • Family Fun Events
  • Blosser Center Collaboration
  • IEP Partners Project
  • ORBIDA Lecture Series

25
ORBIDA Monthly Lecture Series
  • Dyslexia 101
  • October 12, 2010 at  Thomas Edison High School
  • Laura Rogan MA Clinical Psychology M.Ed. School
    of Psychology
  • FEE Member 5 each Non-member 10 each

26
Bridging Paradigms
27
Dyslexia versus SLDAre they the same animal?
28
Comparison of Definitions
  • Dyslexia
  • Reading Disorder
  • Specific Learning Disability
  • IDA Board, November 2002?National Institutes of
    Health, 2002
  • DSM-IV
  • OSEP-Federal Definition, IDEIA 2004

29
Dyslexia
  • Dyslexia is a specific learning disability
  • Neurobiological
  • Spelling and decoding
  • Based on phonological deficit in an otherwise
    normal cognitive ability profile
  • Can result in deficits in reading comprehension

30
SLD Federal Definition
  • A disorder in one or more of the basic
    psychological processes
  • involved in understanding or using language,
    spoken or written
  • listen, think, speak, read, write, spell, or do
    mathematical calculations.
  • Such terms include such conditions as perceptual
    disabilities, brain injury, dyslexia, and
    developmental aphasia

31
Similarities
  • Neurological in origin (Dyslexia)
  • Disorder in one of the basic psychological
    processes (SLD)

32
Differences
  • Some researchers use the term dyslexia in a
    narrow sense to refer to difficulty with accurate
    and fluent single word identification, or
    decoding. To avoid confusion, NASP advises school
    psychologists to use the term reading
    disability, rather than dyslexia
  • NASP Position Statement Identification of
    Students With Specific Learning Disabilities,,
    2007

33
Dyslexia Classic Factors
  • PHONOLOGICAL
  • PHONOLOGICAL (WORKING) MEMORY
  • RAPID AUTOMATIC NAMING
  • ORTHOGRAPHY

34
Other Dyslexia Factors
  • Attention
  • Language Use Articulation
  • Language Use Morphology
  • Rapid Automatic Switching
  • Organization-Study Skills

35
Dyslexia in the Schools
  • Insert picture of confused looking person here

36
How to Bridge Paradigms Dyslexia to SLD
  • Insert bridge picture

37
IDEIA 2004-Identification
  • States may allow the use of response to
    intervention
  • States may no longer require the use of a severe
    discrepancy
  • States may allow the use of alternative,
    research-based methods of SLD identification

38
O.D.E. FORMS(SPECIFIC LEARNING DISABILITY)
  • 1. Does not make sufficient progress to meet age
    or Oregon grade-level standards when using a
    process based on the childs response to
    scientific, research-based instruction
  • and/or
  • 2. Demonstrates a significant discrepancy
    between his or her academic achievement, relative
    to age, (including progress toward state-approved
    grade level standards), and his or her
    intellectual development.
  • and/or
  • 3. Exhibits a pattern of strengths and
    weaknesses in performance, achievement, or both,
    relative to age, Oregon grade-level standards, or
    intellectual development, that is determined to
    be relevant to the identification of a specific
    learning disability,

39
The Three Methods
  • Method
  • Use?
  • RTI
  • IQ/ACH Discrepancy
  • Alternative, research-based methods
  • 1 YES
  • 2 NO
  • 3 YES

40
RTI/PBIS-First Method
  • INSERT BETSYS TRIANGLE SLIDE HERE

41
Psychologists/Speech Pathologists Help in the
First Method
  • Program Design (From Reading Research to Schools
    Best Fit Curricula, Developing Local Norms,
    District-Level Implementation and Evaluation)
  • Team Collaboration (Progress Monitoring, Student
    Placements, universal screenings, interpreting
    screening results, elucidating language base of
    literacy)
  • Serving Individual Students

42
Second MethodFull Scale IQ/Achievement
Discrepancy
  • Does not address definition
  • Wait to fail
  • Overreliance on standard scores
  • Meaninglessness of category to intervention
  • Not consistently applied

43
IQ Not Full Scale
  • Full Scale IQ explains only 10-20 of specific
    areas of achievement
  • Specific cognitive abilities (processes) explain
    50-70 of specific areas of achievement
  • (Flanagan, Ortiz Alfonzo, 2007)

44
Psychologists/Speech Pathologists Help in the
Third Method
  • Program Design
  • Team Collaboration
  • Serving Individual Students Assessment of
    Specific Cognitive Processes and Language

45
Third Method PSWSchool Neuropsychology
  • Sensory Motor
  • Attention
  • Language Use
  • Visual Spatial
  • Memory and Learning
  • Executive Functions
  • Speed
  • Auditory Processing-Phonemic Awareness

46
Same Animal-Factors?
  • Neuropsychology
  • Dyslexia
  • Sensory Motor
  • Attention
  • Language Use
  • Visual Spatial
  • Memory and Learning
  • Executive Functions
  • Speed
  • (Phonemic Awareness)
  • Orthography
  • Attention
  • Language Use Articulation
  • Language Use Morphology
  • Memory
  • Rapid Automatic Switching
  • Organization-Study Skills
  • Rapid Automatic Naming
  • Phonological Awareness

47
Remember the Definition
  • A disorder in one or more of the basic
    psychological processes involved in understanding
    or using language, spoken or written, which
    manifests itself in the imperfect ability to
    listen, think, speak, read, write, spell, or do
    mathematical calculations. Such terms include
    such conditions as perceptual disabilities, brain
    injury, dyslexia, and developmental aphasia

48
Dyslexia/SLD
  • Dyslexia in federal law language
  • Specific Learning Disability in dyslexia
    definition
  • Neurobiological in origin
  • Similar factors

49
Why Neuropsychology?
  •  
  • Answers the Questions WHY ISNT MY CHILD
    READING?
  • IQ/ACH RTI alone do not answer the question why
  • Addresses SLD definition
  • Research-based constructs
  • Comprehensive evaluation
  • Differential diagnosis
  • Guides interventions
  • Court cases

50
The Third Method
  • Oregon School Psychologists Association (OSPA)
  • Technical Assistance Paper
  • Learning Disabilities Association
  • White Paper
  • Flanagan and Fiorello
  • The Third Method

51
Obstacles to Change
  • Science to Service Gap
  • What is known is not what is adopted to help
    students
  • Implementation Gap
  • What is adopted is not used fully and effectively
    in practice

52
When Used Alone, Do Not Result In Uses of
Innovations As Intended
  • Diffusion/ Dissemination of information
  • Training
  • Passing laws/ mandates/ regulations
  • Providing funding/ incentives
  • Organization change/ reorganization

53
Achieving Student Benefits
Longitudinal Studies of a Variety of
Comprehensive School Reforms
Good Intentions Actual Supports Years 1-3 Outcomes
Every Teacher and Support Person Trained Fewer than 50 of the teachers and support people received some training Fewer than 10 of the schools used the CSR as intended
Every Teacher and Support Person Continually Helped Fewer than 25 of the teachers and support people received help Vast majority of students did not benefit
Aladjem Borman, 2006 Vernez, Karam, Mariano,
DeMartini, 2006
54
OTHER CHALLENGES
  • Limited continued national funding-personnel,
    time
  • Elected education officials
  • Leadership-district, school, team
  • Labor relations-unions
  • Local control site-based decision making
  • Adequate intervention
  • Inadequate pre-service preparation
  • Continued need for training and coaching
  • Fidelity to intervention and identification
    procedures
  • Sustainability

55
Scientist/Practitioner Feedback Loop
  • Science
  • Law
  • Policy Procedure
  • Practice
  • Program Evaluation-New Questions
  • Science

56
Bridges-Paradigms
  • Coming Together
  • Definitions of Dyslexia and SLD
  • RTI-Response to Intervention
  • PSW-Pattern of Strengths and Weaknesses

57
Bridges-People
  • ORBIDA Board Diversity-Nominating Committee
  • Position Statement on Dyslexia/SLD Identification
  • Board Members on Other State Organizations
  • Jointly Sponsored Conferences
  • ORBIDA Board Members Speaking at Other
    Organizations Conferences (COSA, DOE)
  • Parent Outreach
  • ORBIDA Lecture Series

58
What Works
  • Insert Hot Tub Photo

59
WEBSITES OREGON READING
  • http//oregonreadingfirst.uoregon.edu/
  • http//www.ttsd.k12.or.us/district/student-service
    s/orrti
  • http//www.ode.state.or.us/
  • www.orbida.org
  • www.ospawildapricot.org
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