Problem Analysis: Diagnostic Assessment

What do we know and need to know about the problem?

What are some of the possible causes for the problem and what are some predictions about solutions?

What data are needed to confirm or disconfirm possible causes?

What intervention or instruction matches the identified needs

Structure of PS Model

Problem Validation

Evaluating Outcome

Problem Analysis

Problem Identification

Plan Development

Student Success

Why Analyze Problems?

Placement does not result in problem solutions.

Disability labels lack any utility within problem analysis.

Need to know alterable variables for intervention before change can occur

What is Problem Analysis?

Process of determining alterable variables in order to solve a problem.InstructionCurriculumEnvironment

Link between a quality operational definition (Problem Identification) and a problem solution

Process to collect, summarize, and use diagnostic data and information to test, reject, or verify hypotheses (why the problem is occurring) to develop problem solutions (e.g. interventions). (Christ, 2009). Christ, Theodore J. (2008). Best practices in Problem Analysis.

In A. Thomas and J. Grimes (Eds.), Best Practices in school psychology V (pp. 159-176). Silver Spring, MD: National Association of School Psychologists.

Matching everything known about the problem, with our “best guess” for a solution

Remember, same process for CSIP, SINA, Iowa Prof. Dev. Model, PDSA, etc.

Is what is causing the problem alterable?

Causal Variables Maintaining Variables

Focus on solutions in the present, don’t admire the problems past and draw inefficient attention to unalterable conditions of the past

Non-alterable variable are only important to discuss if they currently significantly impact current variables.

Generating Hypothesis: Why is the Problem Occurring?

Low Inference Preferred method of problem analysis If you can observe it or teach it Skills Passes the stranger test

High Inference Less preferred method of problem analysis. Labels, less alterable

Low-inference approach

Low-inference High-inference

Johnny hits other kids during recess…

because he lacks social skills such as negotiating conflict.

because he has an oppositional personality.

Caroline is unable to read at grade level…

because she doesn’t know vowel sounds and doesn’t efficiently blend sounds when decoding.

because she has deficits in rapid automatic naming, which indicates deficits in recall of verbal information.

ICEL/RIOT

Best practice and approaches of ICEL/RIOT are used to determine the validity of a hypothesis for the purpose of problem analysis

Multi method, multi domain and multi source approach

ICEL

Instruction is how new behaviors or skills are taught.

Curriculum is what behaviors or skills are taught.

Environment is where the behaviors or skills are taught.

Learner is to whom the behavior or skills are taught.

Instruction

selection and use of materials placement of students in materials Progress monitoring Clarity of instructions Communication of expectation & criteria for

success Direct instruction with explanation and cues Sequencing of lesson designs to promote success Variety of practice activities Pace of presentation of new content

Curriculum/Content

Long range direction for instruction Instructional philosophy/approaches Instructional materials Intent Stated outcomes for the course of study Arrangement of the content/instruction General learner criteria as identified in the

school improvement plan, LEA curriculum, benchmarks, and Iowa Core

Environment

Physical arrangement of the room Furniture/equipment Rules Management plans Routines Expectations Peer context Peer and family influence Task pressure (e.g. Timed tests, Results posted, High

stakes testing, SLP-student with selective mutism)

Learner

Within the Student Curriculum and instruction are appropriatePositive environmentStudent performance data

Academic Social/Behavioral

Medical

RIOT

Review information already available.Interviews are conducted with key

individuals who can determine the problem and the relationships between task and settings.

Observe in natural settings where problem is most likely to be observed.

Test are a form of observation with rules to evaluate correctness and or quality.

ASSESSMENT PROCEDURES/DATA SOURCES

DOMAINS R (Review) I (Interview) O (Observe) T (Test)

IInstruction

Permanent products e.g., written pieces, tests, worksheets, projects

Teachers (about their use of effective teaching practices, e.g. checklists)

Effective teaching practicesTeacher exp Student performanceThe discrepancy between setting demands and student performance ectationsAntecedents, conditions, consequences

CCurriculum

Permanent products e.g., books, worksheets, materials, curriculum guides, scope and sequences.District Standards and Benchmarks

Teachers Relevant LEA personnel (regarding philosophy, district implementation and expectations)

Readability of texts

EEnvironment

School Rules Relevant LEA personnel ParentsBehavior management plans e.g., class rules, contingencies, class routines

Interaction patternsEnvironmental analysis

LLearner

District RecordsHealth RecordsError analysis of permanent productsCum. Records (educational history, onset and duration of the concern, teacher perception of concern, pattern of behavior concerns, etc.)

Relevant LEA personnelParentsStudents (What do they think they are supposed to do; how do they perceive the concern?)

Target behaviorsDimensions and nature of the concern

Student performanceThe discrepancy between setting demands and student performance

Activity 1: Review and Generate Diagnostic Questions

Learning Targets Know (awareness level) appropriate diagnostic

questions for literacy, mathematics, behavior, motor, speech/language

Create a comprehensive list of diagnostic questions in all areas

Select an area in which you have knowledge/interest.

Participants will receive and review diagnostic questions for each content area (except EA/EC).

They will generate additional diagnostic questions on chart paper.

Groups will rotate starting with 8 minutes, 7, 6, 5, 4, 3.

Activity 2: Explore Diagnostic Assessment Tools

Learning Targets Know what diagnostic tools are available

(R,I,O,T) to answer diagnostic questions Provide information re: what assessment tools

are used, and at what level they are used Learn about new assessment tools

Part 1: Review Assessment Tools

Look at assessment tools presented in each content area

Teams will pick tools they have used and have a discussion regarding what areas they used it for.

Write the assessment on the data sheet Tally the # of people in your group whom use

that tool

Part 2: Matching Questions & Tools

Think about/discuss the diagnostic questions you just reviewed and how they link to the assessments. 

Discussion may focus on how you used the assessment to answer the diagnostic question.

Stages of Concern Survey