two reviews for slps: response to intervention shelly wier, ms, ccc-slp consultant for school-based...
TRANSCRIPT
TWO REVIEWS FOR TWO REVIEWS FOR SLPs:SLPs:
Response To Response To InterventionIntervention
Shelly Wier, MS, CCC-SLPShelly Wier, MS, CCC-SLPConsultant for School-Based Speech-Language Consultant for School-Based Speech-Language
PathologyPathologyEaster Seals Outreach ProgramEaster Seals Outreach Program
[email protected]@ar.easterseals.comhttp://arslpedconsultanthttp://arslpedconsultant
501-221-8415501-221-8415
Response To InterventionResponse To Intervention
DefinitionsDefinitions
State’s Basic State’s Basic StructureStructure
SLP’s RoleSLP’s Role
Definitions (2.00)Definitions (2.00)
Data-Based Problem Solving Data-Based Problem Solving
and Functional Assessmentand Functional Assessment Early Intervening ServicesEarly Intervening Services
Early Intervening Services Early Intervening Services
Activities Activities
Response To InterventionResponse To Intervention
Scientifically Based ResearchScientifically Based Research
Behavior, Discipline, Climate
Curriculum, Instruction, and Assessment
Parent and Community Outreach
Professional Development, Mentoring
Academic Instruction & Intervention
SPRINT
Behavioral Instruction & Intervention
Arkansas CTAG ModelArkansas CTAG Model
Multidimensional ModelMultidimensional ModelUniversal Universal InterventionsInterventions• All students• Preventative• ProactiveTargeted Group InterventionsTargeted Group Interventions• Some students (at risk)• Group format • High efficiency• Rapid response
Intensive Intensive InterventionsInterventions• Individual students• Assessment-based• High intensity• Longer duration
Problem Solving ModelProblem Solving Model1. 1. Problem Problem
IdentificationIdentification
What is the problem?
3. 3. Intervention Design & Intervention Design & ImplementationImplementation
What are we going to do about it?
2. 2. Problem Problem AnalysisAnalysis
Why is the problem occurring?
4. 4. Response toResponse to InterventionIntervention
Is the intervention working? What do we do
now?
SHOULD . . .SHOULD . . .• Directly assess specific skills in Directly assess specific skills in
standardsstandards• Assess “marker variables” that lead to Assess “marker variables” that lead to
ultimate instructional targetsultimate instructional targets• Be sensitive to small amounts of growthBe sensitive to small amounts of growth• Be brief, repeatable, and easy to useBe brief, repeatable, and easy to use• Have a direct relationship to Have a direct relationship to
instructional decision-makinginstructional decision-making
Integrated AssessmentIntegrated Assessment
New Roles for SLPsNew Roles for SLPs
Program DesignProgram Design
CollaborationCollaboration
Serving Individual StudentsServing Individual Students
New Assessment RolesNew Assessment Roles Shift from traditional, standardized Shift from traditional, standardized
approaches to a more pragmatic, approaches to a more pragmatic, educationally relevant modeleducationally relevant model
Shift from a ‘within child’ deficit paradigm to Shift from a ‘within child’ deficit paradigm to a contextual perspectivea contextual perspective
Greater emphasis on instructional Greater emphasis on instructional intervention and progress monitoring PRIOR intervention and progress monitoring PRIOR to special education referralto special education referral
Expansion of the SLP’s assessment ‘tool kit’Expansion of the SLP’s assessment ‘tool kit’ Additional professional developmentAdditional professional development Expertise in language may be called upon to Expertise in language may be called upon to
‘round out’ the comprehensive profiles of ‘round out’ the comprehensive profiles of students having problemsstudents having problems
New Intervention RolesNew Intervention Roles Incorporate prevention and identification of Incorporate prevention and identification of
at-risk studentsat-risk students Direct services can be provided to IDEA Direct services can be provided to IDEA
students, as well as to struggling students, students, as well as to struggling students, teachers, paraprofessionals, and familiesteachers, paraprofessionals, and families
Increase indirect services in the form of Increase indirect services in the form of collaboration and consultationcollaboration and consultation
Decrease in time spent on traditional models Decrease in time spent on traditional models of intervention (e.g. pull-out therapy)of intervention (e.g. pull-out therapy)
Reallocation of time based on entire Reallocation of time based on entire workload rather than number of IDEA workload rather than number of IDEA students servedstudents served
Problems to AvoidProblems to Avoid
Screening vs progress monitoringScreening vs progress monitoring Lack of scientific basis Lack of scientific basis Inconsistent rule-based decision-Inconsistent rule-based decision-
makingmaking Frequency of data collection Frequency of data collection Decisions influenced by other factors Decisions influenced by other factors Focusing on levels of performance Focusing on levels of performance Lack of fidelityLack of fidelity
Budgeting (Time & Monies)Budgeting (Time & Monies)
A few detailsA few details
Allowable activitiesAllowable activities
FAPEFAPE
Reporting requirementsReporting requirements
Significant Significant
disproportionalitydisproportionality
Absent this . . .Absent this . . .
Let’s TalkLet’s Talk
Your QuestionsYour Questions
andand
(hopefully)(hopefully)
Some AnswersSome Answers
Thanks for coming.Thanks for coming.
Please complete your Please complete your workshop evaluation workshop evaluation
before leaving.before leaving.