Title: Get Together With Your School Psychologists and Speech Pathologists: Fighting for Best Practices Together, Not Alone
1Get 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
2Bridging PeopleBridging Paradigms
3Bridging People
4Where 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
5ORBIDA 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
6Why 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)
7Why 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?
8Where 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
9ORBIDA 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
10Position Paper
- Links ORBIDA with school-based providers
- Bridges terminology
- Necessary when communicating with other
organizations
11Where 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
12Other Organizations
- Knowledge of Existing Systems and Programs
- Influence in State and Local Policy Decisions
- National and International Effects
- Effect on School Practices for Kids
13Other 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
14Literacy 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
15Literacy Leadership State Steering Committee
- INSERT BETSYS SLIDE HERE WITH COOL GRAPHIC
16Oregon 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
17Reading 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
18Scaling Up Project
- INSERT BETSYS SLIDE WITH GRAPHIC HERE
19State Influence
- ASK Settlement 2001
- Accommodations Panel
- High School Diploma
- Essential Skills of Reading Graduation
Requirement - Modified Diploma
20Where 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
21Joint ConferencesOregon School Psychologist
Association
- Literacy A Capital Idea!
- 2007 Salem, Oregon
- The Four Rs Reading, wRiting, aRithmetic, and
Research - 2009 Portland, Oregon
22Where 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
23Where 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
24Parent 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
25ORBIDA 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
26Bridging Paradigms
27Dyslexia versus SLDAre they the same animal?
28Comparison of Definitions
- Dyslexia
- Reading Disorder
- Specific Learning Disability
- IDA Board, November 2002?National Institutes of
Health, 2002 - DSM-IV
- OSEP-Federal Definition, IDEIA 2004
29Dyslexia
- 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
30SLD 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
31Similarities
- Neurological in origin (Dyslexia)
- Disorder in one of the basic psychological
processes (SLD)
32Differences
- 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
33Dyslexia Classic Factors
- PHONOLOGICAL
- PHONOLOGICAL (WORKING) MEMORY
- RAPID AUTOMATIC NAMING
- ORTHOGRAPHY
34Other Dyslexia Factors
- Attention
- Language Use Articulation
- Language Use Morphology
- Rapid Automatic Switching
- Organization-Study Skills
35Dyslexia in the Schools
- Insert picture of confused looking person here
36How to Bridge Paradigms Dyslexia to SLD
37IDEIA 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
38O.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,
39The Three Methods
- RTI
- IQ/ACH Discrepancy
- Alternative, research-based methods
40RTI/PBIS-First Method
- INSERT BETSYS TRIANGLE SLIDE HERE
41Psychologists/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
43IQ 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)
44Psychologists/Speech Pathologists Help in the
Third Method
- Program Design
- Team Collaboration
- Serving Individual Students Assessment of
Specific Cognitive Processes and Language
45Third Method PSWSchool Neuropsychology
- Sensory Motor
- Attention
- Language Use
- Visual Spatial
- Memory and Learning
- Executive Functions
- Speed
- Auditory Processing-Phonemic Awareness
46Same Animal-Factors?
- 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
47Remember 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
48Dyslexia/SLD
- Dyslexia in federal law language
- Specific Learning Disability in dyslexia
definition - Neurobiological in origin
- Similar factors
49Why 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
50The Third Method
- Oregon School Psychologists Association (OSPA)
- Technical Assistance Paper
- Learning Disabilities Association
- White Paper
- Flanagan and Fiorello
- The Third Method
51Obstacles 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
52When 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
53Achieving 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
54OTHER 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
55Scientist/Practitioner Feedback Loop
- Science
- Law
- Policy Procedure
- Practice
- Program Evaluation-New Questions
- Science
56Bridges-Paradigms
- Definitions of Dyslexia and SLD
- RTI-Response to Intervention
- PSW-Pattern of Strengths and Weaknesses
57Bridges-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
58What Works
59WEBSITES 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