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
INSERT BETSY’S SLIDE HERE WITH COOL
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
 INSERT BETSY’S SLIDE WITH GRAPHIC HERE
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
 INSERT BETSY’S TRIANGLE SLIDE HERE
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