Transcript Slide 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
[email protected]
Betsy Ramsey
[email protected]
Bridging People
Bridging Paradigms
Bridging People
Where Do We Start?
ORBIDA Board DiversityNominating 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
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
Why School Psychologists?
Program Design (From Reading Research to
School’s “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)
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”
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
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
Position Paper
Links ORBIDA with school-based
providers
Bridges terminology
Necessary when communicating with
other organizations
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
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
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
Literacy Leadership
State Steering Committee
Governor
Home School Parent
Chief State School Officer
Teacher
State Legislative
Committee Chairs
Family Literacy Service
Provider
Community Organization SBRR
Higher Education - SBRR
Directors of State/Federal
Program
Literacy Leadership
State Steering Committee
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GRAPHIC
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
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/o
ther/nrfis_orrf_talking_points.pdf
Scaling Up Project
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State Influence
ASK Settlement 2001
Accommodations Panel
High School Diploma
Essential Skills of Reading Graduation Requirement
Modified Diploma
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
Joint Conferences
Oregon School Psychologist Association
“Literacy: A Capital Idea!”
2007 Salem, Oregon
“The Four R’s: Reading, wRiting,
aRithmetic, and Research”
2009 Portland, Oregon
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
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
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
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
Bridging Paradigms
Dyslexia versus SLD:
Are they the same animal?
Comparison of Definitions
Dyslexia
IDA Board, November
2002 National Institutes of
Health, 2002
Reading Disorder
DSM-IV
Specific Learning Disability
OSEP-Federal Definition,
IDEIA 2004
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
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.
include such conditions as perceptual
disabilities, brain injury, dyslexia, and
Such terms
developmental aphasia”
Similarities
Neurological in origin (Dyslexia)
Disorder in one of the basic psychological processes
(SLD)
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
Dyslexia: Classic Factors
PHONOLOGICAL
PHONOLOGICAL (WORKING) MEMORY
RAPID AUTOMATIC NAMING
ORTHOGRAPHY
Other Dyslexia Factors
Attention
Language Use: Articulation
Language Use: Morphology
Rapid Automatic Switching
Organization-Study Skills
Dyslexia in the Schools
Insert picture of confused looking person here
How to Bridge Paradigms
Dyslexia to SLD
Insert bridge picture
IDEIA 2004-Identification
States may allow the use of
intervention
response to
States may no longer require the use of a
discrepancy
severe
alternative,
research-based methods of SLD
States may allow the use of
identification
O.D.E. FORMS
(SPECIFIC LEARNING DISABILITY)
1. Does not make sufficient progress to meet age or Oregon gradelevel standards when using a process based on the child’s
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,
The Three Methods
Method
Use?
1. RTI
1: YES
2. IQ/ACH
Discrepancy
2: NO
3. Alternative,
research-based
methods
3: YES
RTI/PBIS-First Method
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Psychologists/Speech Pathologists:
Help in the First Method
Program Design (From Reading
Research to School’s “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
Second Method
Full Scale IQ/Achievement Discrepancy
Does not address definition
Wait to fail
Overreliance on standard scores
Meaninglessness of category to intervention
Not consistently applied
IQ: Not Full Scale
Full Scale IQ explains only 1020% of specific areas of
achievement
Specific cognitive abilities
(processes) explain 50-70% of
specific areas of achievement
(Flanagan, Ortiz & Alfonzo, 2007)
Psychologists/Speech Pathologists:
Help in the Third Method
Program Design
Team Collaboration
Serving Individual Students
Assessment of Specific
Cognitive Processes and
Language
Third Method: PSW
School Neuropsychology
Sensory Motor
Attention
Language Use
Visual Spatial
Memory and Learning
Executive Functions
Speed
Auditory Processing-Phonemic Awareness
Same Animal-Factors?
Neuropsychology
Dyslexia
Sensory Motor
Orthography
Attention
Attention
Language Use: Articulation
Language Use: Morphology
Memory
Rapid Automatic Switching
Executive Functions
Organization-Study Skills
Speed
Rapid Automatic Naming
(Phonemic Awareness)
Phonological Awareness
Language Use
Visual Spatial
Memory and Learning
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”
Dyslexia/SLD
“Dyslexia” in federal law language
“Specific Learning Disability” in dyslexia definition
Neurobiological in origin
Similar factors
Why Neuropsychology?
Answers the Questions: WHY ISN’T 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
The Third Method
Oregon School Psychologists Association (OSPA)
Technical Assistance Paper
Learning Disabilities Association
White Paper
Flanagan and Fiorello
“The Third Method”
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
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
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
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
Scientist/Practitioner
Feedback Loop
Science
Law
Policy & Procedure
Practice
Program Evaluation-New Questions
Science
Bridges-Paradigms
Coming Together
Definitions of Dyslexia and SLD
RTI-Response to Intervention
PSW-Pattern of Strengths and Weaknesses
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
What Works
Insert Hot Tub Photo
WEBSITES OREGON
READING
http://oregonreadingfirst.uoregon.edu/
http://www.ttsd.k12.or.us/district/studentservices/orrti
http://www.ode.state.or.us/
www.orbida.org
www.ospawildapricot.org