Transcript Using RTI to Diagnose SLD - Troy University Spectrum

RTI: Academics
A NEW APPROACH TO IDENTIFYING
LEARNING DISABILITIES
Review of One SLD Diagnostic Model
 Often referred to as: Discrepancy Model
 How it is done:
 Teacher referred child for assessment
 Psychologist performed assessment (IQ and Achievement test)
 Psychologist subtracted the achievement score from the IQ
score
 Psychologist determined if any significant discrepancy b/w IQ
and achievement
 Eligibility team meets and decides if a disability exists.
 Child is either placed or not placed in special education
Report back to the law.
 When determining whether a pupil has a specific
learning disability, the public agency may use a
process that determines if the pupil responds to
scientific, research-based intervention as part of
the evaluation procedures described in subsection
6.
 Other assessments in subsection 6: IQ, ACH,
Social/ Emotional, Ed. hx, Dev. hx, Med. hx,
Observation, Current status
Review of a Newer SLD Diagnostic Model
 Often referred to as: RtI (Response to Intervention)
 How it is done:
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School provides a common educational experience with common
interventions for all children (Tier I).
Teacher referred child for additional intervention when Tier I is not
enough (Tier II).
A team (often including a school psychologist, a school counselor, a
lead teacher, and the referring teacher) confers to provide guidance.
Baseline data is collected on the child.
A “research based” intervention is administered with frequent data
collection or “progress monitoring.”
The team reconvenes to determine if the child has responded to the
Tier II intervention.
Either the child has improved, further services are provided at the
general education level, or the child goes into special education.
Why is someone referred?
 Local norms (teacher compares child to
others in class or in school)
 Socio-cultural differences
 Contextual factors (e.g., Teacher/Child fit,
frequent absences, abuse, etc.)
Problems with Discrepancy
 No direct link b/w
assessment and
intervention
 Not consistent from state
to state
 What is an
“educationally significant
discrepancy”?
 How discrepancy is
diagnosed (not
standardized)
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Deviation from grade
Expectancy formulas
(deviation from grade taking
into account IQ
Simple Standard-score
differences
Standard regression analysis
(account for measurement
error)
What is RTI?
 Discrepancy is not
between IQ and ACH
 Discrepancy is
between preintervetion scores
and postintervention scores.
RTI Considers…
 Did child have adequate opportunity to learn?
 Is this child’s skills falling w/in what would
would be expected in his/her classroom?
 The difference b/w acquisition (can’t do it) vs.
motivation (won’t do it).
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Can do this by performing an assessment w/out
reward and later providing it with reward and
seeing if there is a significant difference.
Interventions
 Data supports interventions that use a
combination of direct instruction and strategy.
 Given the various effective interventions available,
practitioners may have to decide what is best for
this child, in this school, at this time.
 Length will depend on student’s responsiveness to
intervention (individual to each child.
Change in Treatment
Special Ed.: IEP Determination
Tertiary: Selected Intervention
Secondary: Consultation
Primary: Whole Class
RTI: Assumptions
 Intensity of intervention is matched to the degree
of unresponsiveness.
 Change in intensity is based on inadequate
response to empirically supported interventions.
 Decisions regarding movement are made from
empirical data from multiple sources
 Get more data at each stage.
 SPED should only be an option once it has been
determined that child has an inadequate response
to intervention.
Requirements for RTI Dx
 Availability of
measures to
evaluate
growth.
 Availability of
research based
intervention.
 Ability of the
person
providing the
intervention.
 Ability of the
person making
the decision as
to the child’s
responsiveness.
Ways to Measure Response
 Measure pretest/posttest scores and calculate
statistics
ANCOVA using control and treatment groups.
 ANOVA using repeated measure design.
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 Growth curve analysis (GCA) using hierarchical
linear models
Determine common growth curves for a class of students
or an intervention group
 Determine an individual’s growth curve
 Compare the individual growth curve to the group’s
growth curve
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RTI Models of Diagnosis
 Dual-Discepancy
Model (CBM-DD)
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Fuchs and Fuchs
 Functional
Assessment Model
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Applied Behavioral
Analysis groups
Dual-Discrepancy Model (CBM-DD)
 Student performs
below classroom
peers.
 Student shows a
learning rate below
that of peers.
Two-Stage Process for CBM-DD
 Problem Identification
 Is student’s achievement
sufficiently deficient to
justify more testing?
 Screen by giving 3-5 CBMs
on different days (look at
median score)
 Compare CBM data for that
child w/local norm data OR
with another child in the
class with average skills.
 Prob. Certification
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Does the child’s problems
warrant SPED?
After giving 3-5 CBMs if
the child is scoring
between 25th-75th
percentile, then they are
average.
3 Phase Process for LD Eligibility: Phase I
 Document that the child is receiving adequate
classroom instruction.
 Do this by providing weekly CBM for all students
for 6 weeks.
 Look to see if any child:
A. Has a 1 SD difference b/w his/her scores and rest of
class
 B. Has a 1 SD difference b/w his/her slope of
improvement (growth)
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3 Phase Process for LD Eligibility: Phase II
 Assessment team member and general education
teacher design an intervention for the child.
 CBM data are collected to judge the effectiveness of
the intervention.
 Teacher provides at least 2 interventions if first
doesn’t work.
 If both don’t work, go to Phase III.
3 Phase Process for LD Eligibility: Phase III
 Design and implementation of extended
intervention plan
 Provide an ~8 week IEP and then meet again. The
team may:
Decide to keep IEP on long-term.
 Consider a more intensive intervention.
 Consider a less intensive intervention.
 Ask for more data
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Functional Assessment Model
 Understand
academic failure
related to child’s
environment.
 Analyze the factors
that explain poor
performance and
intervene
accordingly
Functional Assess. Model
5 Reasons Kids Fail
 “Won’t do it”
 Lack of practice and feedback
 Not enough help doing it
 Has not had to do it before (instructional demands
do not promote mastery)
 It is too hard (poor match b/w child and instruction).
RTI Assignment
 The set-up:
 8 y.o. boy is performing poorly in reading comprehension compared
to others in class.
 The data:
 Test based on the first 100 words on the “Fry List”
 Baseline scores are: 5, 7, 12. Class average=30; SD =4
 An intervention is put in place (direct instruction).
 During the intervention, his scores are: 12, 18, 20.
 Following the intervention, his scores are: 12, 12, 14.
 Answer the following:
 Did the teacher correctly refer the child?
 Did the teacher use the correct tool for assessment?
 Did the teacher use a researched based intervention?
 Did the child respond to the intervention?
 Does the child need special education?