CAN YOU COME TAKE A LOOK AT JOHNNY?

Responsiveness to Instructionand Related Service Providers

WHO ARE WE TALKING ABOUT?

NCLB, 2001 – pupil services personnel

IDEA 2004 – related services

AREAS OF EXPERTISESPEECH-LANGUAGE PATHOLOGISTS

phonemic awareness articulation/ sound production fluency of speech voice quality and production linguistic concepts (beside, first, after, etc.) language structure syntax, grammatical

morphemes, and syllabification comprehension of oral and written language pragmatic skills (greeting, requesting

information or clarification) sound/symbol relationships

AREAS OF EXPERTISEPHYSICAL THERAPISTS

Mobility: Getting where you need to go Transfers: Moving from place to place Play: Not only gross motor skills Community Access Environmental Modification Work Skills Safety Equipment

AREAS OF EXPERTISEOCCUPATIONAL THERAPISTS

personal care student role skills processing skills graphic

communication/ work production

play community

integration

IDEA ALLOWANCE

Nothing in the Act or regulations prevents States and LEAs from including related services personnel in the development and delivery of educational and behavioral evaluations, services, and supports for teachers and other school staff to enable them to deliver coordinated, early intervening services.

(71 Fed. Reg. at 46627-8)

RELATED SERVICE PROVIDERS: RELEVANT STRENGTHS

history of evidence-based practice history of collaboration value of early intervention and

prevention (medical model)

highly skilled in:• contextual observation• data collection• progress monitoring (therapeutic model)

• customer service

RELATED SERVICE PROVIDERS: NATURAL PROBLEM-SOLVERS

Therapeutic Process = Problem Solving

RELATED SERVICE PROVIDERS: TASK DIFFERENCES

Historic Method RtI

Global ability & achievement testing Specific, direct measures of classroom skills

National norm comparisons Regional, district, school, classroom norm comparisons

Assess in 1-2 sittings/snapshots Data collected over time; dynamic

Assess hypothetical constructs with presumed relationship to performance (e.g. visual perception; motor control)

Assess specific skills/performance

Parent/Teacher input supplemental Parent/Teacher input central

Assessments minimally related to curriculum

Assessments directly related to curriculum

Limited relationship between assessment & intervention

Direct link between assessment & intervention

NASDSE (2007).

RELATED SERVICE PROVIDERS: DYNAMIC ASSESSMENT

using data to create broad view of:learnerenvironmentinstructional contentinstructional methods

focusing on child's potential for learningdetermining conditions child needs to

benefit from intervention

RELATED SERVICE PROVIDERS: INTENSITY OF INTERVENTIONdivergence in presentation—not

content—from core curriculum

need for systematic, explicit, or scripted approach

frequency and duration

size/homogeneity of group

degree/specificity of instructor expertise

Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention.

Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it?

RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER I

screeningsprofessional development • school-wide• written resources• in-services

collaboration – preventive• curriculum design• curriculum-based assessments• prevention programming• parent partnership initiatives

Consultation between Teachers& Parents

collaboration - diagnostic• grade-level meetings• environmental modifications• progress monitoring• data analysis

observations & evaluations

RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER II

Consultation with OtherResources

collaboration – intervening• shared teaching• skills-focused small group instruction• classroom coaching• after-school programming

parent training

RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER III

Consultation with

Problem Solving Action Team

special education referral goals for specially designed instructiondirect intervention least restrictive environmentsupplemental aids and services

RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER IV

IEP Consideration

RELATED SERVICE PROVIDERS: CURRENT NC DATA

consultation with teachersdiagnosticsclassroom instructionstaff developmentscreenings & observationsgrade level clinics

PRACTICE IMPLICATIONS

related service providers• licensure• parent consent• workload• facility with Essential Standards

teachers• awareness of available RSPs• role as client• communication with families

related service administrators • funding• personnel management

DPI RELATED SERVICE CONSULTANTS

Perry Flynn, DPI Speech-Language Pathology Consultant, UNC-G; 336-256-2005; pfflynn@uncg.edu

Lauren Holahan, DPI Occupational Therapy Consultant , UNC-CH; 919-843-4466; lauren_holahan@med.unc.edu

Laurie Ray, DPI Physical Therapy Consultant , UNC-CH; 919-636-1827; laurie_ray@med.unc.edu

REFERENCES AOTA (2007). Principles for the Re-Authorization of the No Child Left Behind

Act. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/

Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/

Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.

Gersten, R., and Dimono, J. (2006) RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.

Gresham, F. Reschly, D., Tilly, D., Fletcher, J., Burns, M., Crist, T., Prasse, D., Vanderwood, M., & Shinn, M. (2004) Comprehensive Evaluation of Learning Disabilities: A Response-to-Intervention Perspective. Newspaper of the National Association of School Psychologists, 32, No. 4.

Johnson, E., Mellard, D. Fuchs, D., & McNight, M. (2006) Response to Intervention (RtI): How to Do It. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/rti_manual/

Mellard, D. (2004). Understanding Responsiveness to Intervention in Learning Disabilities Determination. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/

NASDSE (2007). Response to intervention: Policy Considerations & Implementation. NASDSE Publications, PNA-0525.