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 AssociationJim Hanson
Betsy [email protected]
Bridging PeopleBridging PeopleBridging ParadigmsBridging Paradigms
Bridging PeopleBridging People
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-ORBIDA Board Diversity-Nominating CommitteeNominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
ORBIDA Board DiversityORBIDA Board Diversity
School PsychologistsSchool Psychologists
Speech PathologistsSpeech Pathologists
Professional OrganizationsProfessional Organizations
UniversitiesUniversities
People with Dyslexia!!!People with Dyslexia!!!
ParentsParents
Non-Profits (Boys & Girls Clubs, LDA)Non-Profits (Boys & Girls Clubs, LDA)
Teachers: General and Special Education Teachers: General and Special Education
Financial AdvisorsFinancial Advisors
Why School Why School Psychologists?Psychologists?
Program Design Program Design (From Reading Research to (From Reading Research to School’s “Best Fit” Curricula, Developing School’s “Best Fit” Curricula, Developing Local Norms, District-Level Implementation Local Norms, District-Level Implementation and Evaluation)and Evaluation)
Team Collaboration Team Collaboration (Progress Monitoring, (Progress Monitoring, Student Placements)Student Placements)
Serving Individual Students Serving Individual Students (Assessment (Assessment of of SpecificSpecific Cognitive Processes for Patterns Cognitive Processes for Patterns of Strengths and Weaknesses Relevant to of Strengths and Weaknesses Relevant to Identification of Dyslexia and Linked to Identification of Dyslexia and Linked to Interventions)Interventions)
Why Speech Why Speech Pathologists? Pathologists?
Program Design Program Design (selecting reading curricula)(selecting reading curricula)
Team Collaboration Team Collaboration (universal screenings, (universal screenings, interpreting screening results, elucidating interpreting screening results, elucidating language base of literacy) language base of literacy)
Serving Individual Students Serving Individual Students
““New Roles in Response to Intervention: New Roles in Response to Intervention: Creating Success for Schools and Children” Creating Success for Schools and Children”
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Position Statement on Dyslexia/SLD Dyslexia/SLD IdentificationIdentification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
ORBIDA Position Paper ORBIDA Position Paper
THE DEFINITION AND IDENTIFICATION OF THE DEFINITION AND IDENTIFICATION OF SPECIFIC LEARNING DISABILITIESSPECIFIC LEARNING DISABILITIES
ORBIDA Position Statement adopted by ORBIDA Position Statement adopted by unanimous vote of the Board of Directors on unanimous vote of the Board of Directors on 09/26/200709/26/2007
DefinitionDefinition
Identification ProcessIdentification Process
Multi-tiered ModelMulti-tiered Model
Addresses RTI and PSWAddresses RTI and PSW
Position PaperPosition Paper
Links ORBIDA with school-based Links ORBIDA with school-based providersproviders
Bridges terminologyBridges terminology
Necessary when communicating Necessary when communicating with other organizationswith other organizations
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other Board Members on Other State OrganizationsState Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
Other OrganizationsOther Organizations
Knowledge of Existing Systems and ProgramsKnowledge of Existing Systems and Programs
Influence in State and Local Policy DecisionsInfluence in State and Local Policy Decisions
National and International EffectsNational and International Effects
Effect on School Practices for KidsEffect on School Practices for Kids
Other OrganizationsOther Organizations
Literacy Leadership State Steering Committee (LLSSC)Literacy Leadership State Steering Committee (LLSSC)
State Advisory Council on Special Education State Advisory Council on Special Education
Accommodations PanelAccommodations Panel
Effective Behavioral Supports and Interventions Effective Behavioral Supports and Interventions (EBISS) Advisory Panel(EBISS) Advisory Panel
Scaling Up Project (Evidence-Based Interventions)Scaling Up Project (Evidence-Based Interventions)
Oregon Parent Training and Information Center Oregon Parent Training and Information Center (ORPTI)(ORPTI)
IEP Partners ProjectIEP Partners Project
Literacy Leadership Literacy Leadership State Steering CommitteeState Steering Committee
GovernorGovernor
Chief State School Chief State School OfficerOfficer
State Legislative State Legislative Committee ChairsCommittee Chairs
Community Community Organization - SBRROrganization - SBRR
Directors of Directors of State/Federal ProgramState/Federal Program
Home School ParentHome School Parent
TeacherTeacher
Family Literacy Service Family Literacy Service ProviderProvider
Higher Education - Higher Education - SBRRSBRR
Literacy Leadership Literacy Leadership State Steering CommitteeState Steering Committee
INSERT BETSY’S SLIDE HERE WITH COOL INSERT BETSY’S SLIDE HERE WITH COOL GRAPHICGRAPHIC
Oregon Reading FirstOregon Reading First
School-wide focus on readingSchool-wide focus on reading
Research-based instructional programsResearch-based instructional programs
Differentiated instructionDifferentiated instruction
Reliable, valid, and frequent assessmentsReliable, valid, and frequent assessments
Reading instruction-protected timeReading instruction-protected time
Data based decision making teamsData based decision making teams
Professional developmentProfessional development
Reading First Reading First RESULTSRESULTS
Consistent growth in student achievementConsistent growth in student achievement
Teacher satisfactionTeacher satisfaction
Student generalization of skills to other Student generalization of skills to other subjectssubjects
Forced behavioral changes on part of school Forced behavioral changes on part of school staffsstaffs
Summary of state effectiveness Summary of state effectiveness
http://oregonreadingfirst.uoregon.edu/http://oregonreadingfirst.uoregon.edu/downloads/other/nrfis_orrf_talking_points.pdfdownloads/other/nrfis_orrf_talking_points.pdf
Scaling Up ProjectScaling Up Project
INSERT BETSY’S SLIDE WITH GRAPHIC HEREINSERT BETSY’S SLIDE WITH GRAPHIC HERE
State InfluenceState Influence
ASK Settlement 2001ASK Settlement 2001
Accommodations PanelAccommodations Panel
High School DiplomaHigh School Diploma
Essential Skills of Reading Graduation Essential Skills of Reading Graduation RequirementRequirement
Modified DiplomaModified Diploma
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored Jointly Sponsored ConferencesConferences
ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
Joint ConferencesJoint ConferencesOregon School Psychologist AssociationOregon School Psychologist Association
““Literacy: A Capital Idea!”Literacy: A Capital Idea!”
2007 Salem, Oregon2007 Salem, Oregon
““The Four R’s: Reading, The Four R’s: Reading, wRiting, aRithmetic, and wRiting, aRithmetic, and Research”Research”
2009 Portland, Oregon2009 Portland, Oregon
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members ORBIDA Board Members Speaking at Other Speaking at Other Organizations’ Conferences Organizations’ Conferences (COSA, DOE, School Districts)(COSA, DOE, School Districts)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
Where Do We Start? Where Do We Start?
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members Speaking at Other ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Organizations’ Conferences (COSA, DOE)
Parent OutreachParent OutreachORBIDA Lecture SeriesORBIDA Lecture Series
Parent OutreachParent Outreach
Oregon Parent Training and Information Oregon Parent Training and Information Center (ORPTI)Center (ORPTI)
Reversals Support GroupsReversals Support Groups
Adult Support Groups with LDAAdult Support Groups with LDA
Family Fun EventsFamily Fun Events
Blosser Center CollaborationBlosser Center Collaboration
IEP Partners ProjectIEP Partners Project
ORBIDA Lecture SeriesORBIDA Lecture Series
ORBIDA ORBIDA Monthly Lecture SeriesMonthly Lecture Series
Dyslexia 101Dyslexia 101
October 12, 2010 at Thomas Edison October 12, 2010 at Thomas Edison High SchoolHigh School
Laura Rogan MA Clinical Psychology & Laura Rogan MA Clinical Psychology & M.Ed. School of PsychologyM.Ed. School of Psychology
FEE : Member $5 each; Non-member $10 FEE : Member $5 each; Non-member $10 each each
Bridging ParadigmsBridging Paradigms
Dyslexia versus SLD:Dyslexia versus SLD:Are they the same Are they the same
animal?animal?
Comparison of Comparison of DefinitionsDefinitions
DyslexiaDyslexia
Reading DisorderReading Disorder
Specific Learning Specific Learning DisabilityDisability
IDA Board, November IDA Board, November 2002National Institutes 2002National Institutes of Health, 2002of Health, 2002
DSM-IVDSM-IV
OSEP-Federal Definition, OSEP-Federal Definition, IDEIA 2004IDEIA 2004
DyslexiaDyslexia
““Dyslexia is a specific Dyslexia is a specific learning disability”learning disability”
Neurobiological Neurobiological
Spelling and decodingSpelling and decoding
Based on phonological deficit in an “otherwise Based on phonological deficit in an “otherwise normal cognitive ability profile” normal cognitive ability profile”
Can result in deficits in reading Can result in deficits in reading comprehensioncomprehension
SLD Federal DefinitionSLD Federal Definition
““A disorder in one or more of the basic A disorder in one or more of the basic psychological processespsychological processes
involved in understanding or using language, involved in understanding or using language, spoken or writtenspoken or written
listen, think, speak, read, write, spell, or do listen, think, speak, read, write, spell, or do mathematical calculations.mathematical calculations.
Such terms Such terms includeinclude such conditions as such conditions as perceptual disabilities, brain injury, perceptual disabilities, brain injury,
dyslexia, dyslexia, and developmental aphasia”and developmental aphasia”
SimilaritiesSimilarities
Neurological in origin (Dyslexia)Neurological in origin (Dyslexia)
Disorder in one of the basic psychological Disorder in one of the basic psychological processes (SLD)processes (SLD)
DifferencesDifferences
Some researchers use the term dyslexia in a Some researchers use the term dyslexia in a narrow sense to refer to difficulty with narrow sense to refer to difficulty with accurate and fluent single word accurate and fluent single word identification, or decoding. To avoid identification, or decoding. To avoid confusion, NASP advises school confusion, NASP advises school psychologists to use the term “reading psychologists to use the term “reading disability,” rather than dyslexiadisability,” rather than dyslexia
NASP Position Statement: Identification of NASP Position Statement: Identification of Students With Specific Learning Students With Specific Learning Disabilities,, 2007Disabilities,, 2007
Dyslexia: Classic Dyslexia: Classic FactorsFactors
PHONOLOGICAL PHONOLOGICAL
PHONOLOGICAL PHONOLOGICAL (WORKING) (WORKING) MEMORY MEMORY
RAPID AUTOMATIC NAMINGRAPID AUTOMATIC NAMING
ORTHOGRAPHY ORTHOGRAPHY
Other Dyslexia FactorsOther Dyslexia Factors
AttentionAttention
Language Use: ArticulationLanguage Use: Articulation
Language Use: MorphologyLanguage Use: Morphology
Rapid Automatic SwitchingRapid Automatic Switching
Organization-Study SkillsOrganization-Study Skills
Dyslexia in the SchoolsDyslexia in the Schools
Insert picture of confused looking person hereInsert picture of confused looking person here
How to Bridge How to Bridge Paradigms Paradigms
Dyslexia to SLDDyslexia to SLD Insert bridge pictureInsert bridge picture
IDEIA 2004-IDEIA 2004-IdentificationIdentification
States may allow the use of States may allow the use of response response to interventionto intervention
States may no longer require the use of a States may no longer require the use of a
severe discrepancysevere discrepancy States may allow the use of States may allow the use of
alternative, research-alternative, research-based methods based methods of SLD of SLD identificationidentification
O.D.E. FORMSO.D.E. FORMS(SPECIFIC LEARNING (SPECIFIC LEARNING
DISABILITY) DISABILITY)
1.1. Does not make sufficient progress to meet age or Does not make sufficient progress to meet age or Oregon grade-level standards when using a process Oregon grade-level standards when using a process based on the child’s response to scientific, research-based on the child’s response to scientific, research-based instruction; based instruction;
and/or and/or
2. 2. Demonstrates a significant discrepancy between his or Demonstrates a significant discrepancy between his or her academic achievement, relative to age, (including her academic achievement, relative to age, (including progress toward state-approved grade level standards), progress toward state-approved grade level standards), and his or her intellectual development. and his or her intellectual development.
and/orand/or
3. 3. Exhibits a pattern of strengths and weaknesses in Exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, performance, achievement, or both, relative to age, Oregon grade-level standards, or intellectual Oregon grade-level standards, or intellectual development, that is determined to be relevant to the development, that is determined to be relevant to the identification of a specific learning disability, identification of a specific learning disability,
The Three MethodsThe Three Methods
MethodMethod
1.1. RTIRTI
2.2. IQ/ACH IQ/ACH DiscrepancyDiscrepancy
3.3. Alternative, Alternative, research-based research-based methods methods
Use?Use?
1: YES1: YES
2: NO2: NO
3: YES3: YES
RTI/PBIS-First MethodRTI/PBIS-First Method
INSERT BETSY’S TRIANGLE SLIDE HEREINSERT BETSY’S TRIANGLE SLIDE HERE
Psychologists/Speech Psychologists/Speech Pathologists: Pathologists:
Help in the First MethodHelp in the First Method
PProgram Design rogram Design (From Reading (From Reading Research to School’s “Best Fit” Curricula, Research to School’s “Best Fit” Curricula, Developing Local Norms, District-Level Developing Local Norms, District-Level Implementation and Evaluation)Implementation and Evaluation)
Team Collaboration Team Collaboration (Progress Monitoring, Student (Progress Monitoring, Student Placements, universal screenings, Placements, universal screenings, interpreting screening results, interpreting screening results, elucidating language base of literacy)elucidating language base of literacy)
Serving Individual StudentsServing Individual Students
Second MethodSecond MethodFull Scale IQ/Achievement Full Scale IQ/Achievement
DiscrepancyDiscrepancy
Does not address definitionDoes not address definition
Wait to failWait to fail
Overreliance on standard scoresOverreliance on standard scores
Meaninglessness of category to interventionMeaninglessness of category to intervention
Not consistently appliedNot consistently applied
IQ: Not Full ScaleIQ: Not Full Scale
Full Scale IQ explains only Full Scale IQ explains only 10-20% of specific areas of 10-20% of specific areas of achievementachievement
Specific cognitive abilities Specific cognitive abilities (processes) explain 50-70% (processes) explain 50-70% of specific areas of of specific areas of achievement achievement
(Flanagan, Ortiz & Alfonzo, 2007)(Flanagan, Ortiz & Alfonzo, 2007)
Psychologists/Speech Psychologists/Speech Pathologists: Pathologists:
Help in the Third MethodHelp in the Third Method
Program DesignProgram Design
Team CollaborationTeam Collaboration
Serving Individual Serving Individual Students Students Assessment of Assessment of Specific Cognitive Specific Cognitive Processes and Processes and Language Language
Third Method: PSWThird Method: PSWSchool School
NeuropsychologyNeuropsychology Sensory MotorSensory Motor
AttentionAttention
Language UseLanguage Use
Visual Spatial Visual Spatial
Memory and LearningMemory and Learning
Executive FunctionsExecutive Functions
Speed Speed
Auditory Processing-Phonemic AwarenessAuditory Processing-Phonemic Awareness
Same Animal-Factors?Same Animal-Factors?
NeuropsychologyNeuropsychology Sensory MotorSensory Motor
AttentionAttention
Language UseLanguage Use
Visual Spatial Visual Spatial
Memory and LearningMemory and Learning
Executive FunctionsExecutive Functions
Speed Speed
(Phonemic Awareness)(Phonemic Awareness)
DyslexiaDyslexia OrthographyOrthography
AttentionAttention
Language Use: ArticulationLanguage Use: Articulation
Language Use: MorphologyLanguage Use: Morphology
MemoryMemory
Rapid Automatic SwitchingRapid Automatic Switching
Organization-Study SkillsOrganization-Study Skills
Rapid Automatic NamingRapid Automatic Naming
Phonological AwarenessPhonological Awareness
Remember the Remember the DefinitionDefinition
““A disorder in one or A disorder in one or more of the basic more of the basic psychological processes psychological processes involved in understanding or using language, involved in understanding or using language, spoken or written, which manifests itself in the spoken or written, which manifests itself in the imperfect ability to listen, think, speak, read, write, imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such terms spell, or do mathematical calculations. Such terms
include include such conditions as perceptual such conditions as perceptual
disabilities, brain injury, disabilities, brain injury, dyslexia, dyslexia, and and developmental aphasia”developmental aphasia”
Dyslexia/SLDDyslexia/SLD
““Dyslexia” in federal law languageDyslexia” in federal law language
““Specific Learning Disability” in dyslexia Specific Learning Disability” in dyslexia definitiondefinition
Neurobiological in originNeurobiological in origin
Similar factorsSimilar factors
Why Neuropsychology?Why Neuropsychology?
Answers the Questions: WHY ISN’T MY CHILD READING?Answers the Questions: WHY ISN’T MY CHILD READING?
IQ/ACH & RTI alone do not answer the question whyIQ/ACH & RTI alone do not answer the question why
Addresses SLD definitionAddresses SLD definition
Research-based constructsResearch-based constructs
““Comprehensive” evaluationComprehensive” evaluation
Differential diagnosisDifferential diagnosis
Guides interventionsGuides interventions
Court casesCourt cases
The Third MethodThe Third Method
Oregon School Psychologists Association Oregon School Psychologists Association (OSPA)(OSPA)
Technical Assistance PaperTechnical Assistance Paper
Learning Disabilities Association Learning Disabilities Association
White PaperWhite Paper
Flanagan and Fiorello Flanagan and Fiorello
““The Third Method” The Third Method”
Obstacles to ChangeObstacles to Change
Science to Service GapScience to Service GapWhat is known is What is known is notnot what is what is
adopted to help studentsadopted to help students
Implementation GapImplementation GapWhat is adopted is not used What is adopted is not used
fully and effectively in fully and effectively in practicepractice
When Used When Used Alone, Alone, Do Not Result In Do Not Result In Uses of Innovations As Intended:Uses of Innovations As Intended:
Diffusion/ Dissemination of informationDiffusion/ Dissemination of information
Training Training
Passing laws/ mandates/ regulationsPassing laws/ mandates/ regulations
Providing funding/ incentivesProviding funding/ incentives
Organization change/ reorganizationOrganization change/ reorganization
Achieving Student BenefitsAchieving Student Benefits
Good Intentions
Actual SupportsYears 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
Longitudinal Studies of a Variety of Comprehensive School Reforms
OTHER CHALLENGESOTHER CHALLENGES
• Limited continued national funding-personnel, time Limited continued national funding-personnel, time
• Elected education officialsElected education officials
• Leadership-district, school, teamLeadership-district, school, team
• Labor relations-unionsLabor relations-unions
• Local control – site-based decision makingLocal control – site-based decision making
• Adequate interventionAdequate intervention
• Inadequate pre-service preparationInadequate pre-service preparation
• Continued need for training and coachingContinued need for training and coaching
• Fidelity to intervention and identification Fidelity to intervention and identification proceduresprocedures
• SustainabilitySustainability
Scientist/Practitioner Scientist/Practitioner Feedback LoopFeedback Loop
ScienceScience
LawLaw
Policy & ProcedurePolicy & Procedure
PracticePractice
Program Evaluation-New QuestionsProgram Evaluation-New Questions
ScienceScience
Bridges-ParadigmsBridges-Paradigms
Definitions of Dyslexia and SLDDefinitions of Dyslexia and SLD
RTI-Response to InterventionRTI-Response to Intervention
PSW-Pattern of Strengths and WeaknessesPSW-Pattern of Strengths and Weaknesses
Coming TogetherComing Together
Bridges-PeopleBridges-People
ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee
Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification
Board Members on Other State OrganizationsBoard Members on Other State Organizations
Jointly Sponsored ConferencesJointly Sponsored Conferences
ORBIDA Board Members Speaking at Other ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Organizations’ Conferences (COSA, DOE)
Parent OutreachParent Outreach
ORBIDA Lecture SeriesORBIDA Lecture Series
What WorksWhat Works
Insert Hot Tub PhotoInsert Hot Tub Photo
WEBSITES OREGON WEBSITES OREGON READINGREADING
http://oregonreadingfirst.uoregon.edu/http://oregonreadingfirst.uoregon.edu/
http://www.ttsd.k12.or.us/district/student-http://www.ttsd.k12.or.us/district/student-services/orrtiservices/orrti
http://www.ode.state.or.us/ http://www.ode.state.or.us/
www.orbida.orgwww.orbida.org
www.ospawildapricot.orgwww.ospawildapricot.org