Presentation on theme: "Current Issues in School- Based Speech-Language Pathology Shelly Wier, MS, CCC-SLP Easter Seals Outreach Program 501-221-8415."— Presentation transcript:
Current Issues in School- Based Speech-Language Pathology Shelly Wier, MS, CCC-SLP Easter Seals Outreach Program
Current Issues Current Issues Evidence-Based Practice Responsiveness To Intervention SLPs Role in the School Literacy Program Status of the SEAS Goal Project Show and Tell: New products, programs, ideas, and collaborative successes
EBP: What Is It? EBP: What Is It?... the integration of best research evidence with clinical expertise and patient values. - Sackett et al., the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual students by integrating individual clinical expertise with the best available external evidence from systematic research. - adapted from ASHA 2004
EBP: Why Should I Care? You dont want to say Huh? when a parent asks you why you are using a particular technique. Your principal asked you how you were complying with the NCLB requirement to use scientifically-based practices. You dont want to go to a due process hearing without a rationale for what you are doing. You are a conscientious professional and want to make sound decisions about intervention. You know the students you serve dont have time to waste with practices that may be ineffective.
Goal of EBP Goal of EBP Current Best Evidence Clinical Expertise Family/Student Values EBP
PAIRS READ ACTIVITY Read Paragraphs 1-11 Stop at Paragraph 12 then Summarize: Go back and quickly write one concise sentence for each paragraph.
In reality EBP is neither...
Responsiveness To Intervention Prior Knowledge Check A problem-solving framework that may be used to detect academic and behavioral difficulties and guide the use of research-based interventions to provide intensive instruction.
Current Approach TOO MANY STUDENTS MINORITY REPRESENTATIONS WAIT TO FAIL PROCESS WRONG STUDENTS COST OF ASSESSMENT AND SERVICES IDENTIFICATION COMES TOO LATE
Prevention Model New and improved pre-referral intervention (validated interventions and valid progress monitoring) that precedes a comprehensive evaluation.
Prevention AND Identification Children who remain unresponsive to increasingly intensive interventions are eligible for special education. No comprehensive evaluation is necessary.
Why SLPs Should Know About It? You should be informed about whats going on in the general education arena It may be the alternative to regression analysis that your district chooses to implement It has the potential to change the way SLPs are involved with learning problems, especially in literacy It may impact your workload It may begin to change the way we think about students with language impairments
Three-Tier Model Tier 1: High quality instructional and behavioral supports are provided for all students in general education. Tier 2: Students whose performance or rate of progress falls behind their peers receive specialized instruction or remediation in the general education classroom. Tier 3: Comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services.
The SLP and Tier I Help identify appropriate, scientifically- based curriculum, assessment, and instruction in language and literacy Explain the language base of literacy Help identify signs of struggle with language within school-wide progress monitoring systems Consult about appropriate adaptations for struggling students
The SLP and Tier II Consult with and model for the team delivering targeted interventions to help make instruction most beneficial for students with language-learning difficulties.
The SLP and Tier III Provide curriculum-relevant language therapy for students who have not benefited from Tiers I and II Engage other educators in a partnership to provide therapeutic intervention Consult with other special educators to help make their intervention language-sensitive Provide assistance to general educators in making appropriate accommodations
Issues Number of Tiers Movement across Tiers Distinguishing Tier II and Tier III interventions Length of time in Tier II prior to receiving specialized instruction in Tier III Eligibility and identification Reconfiguration of existing resources Older students
Advantages of RTI ASSISTANCE IS PROVIDED IN A TIMELY MANNER DATA INFORMS & IMPROVES INSTRUCTION NON-RESPONDERS ARE NOT GIVEN A LABEL ENSURES THAT POOR PERFORMANCE IS NOT DUE TO POOR INSTRUCTION ASSESSMENT AND INTERVENTION ARE CLOSELY LINKED
RTI and SLI If SLPs are more involved in Tiers I and II, some language impairments may be prevented.
RTI and SLI Use of RTI can circumvent problems we encounter with identification using standardized norm-referenced tests.
RTI and SLI Providing tiers of instruction may help us identify a smaller group of students for intensive therapeutic services.
RTI and SLI Providing tiers of instruction may help us to become involved with a broader population as part of our workload.
What Will It Require? Greater understanding and recognition of the role of language in curriculum and instruction on the part of educators SLPs becoming more of a front and center resource to schools Mechanisms that involve SLPs in all tiers while maintaining a reasonable workload Transition from a caseload to a workload orientation
Lets Chat Role in literacy SEAS Goals Project Show and Tell
Show & Tell Stations Video: Arkansas SLPs EBP: ASHAs 4-Step Process RTI: Reading Interventions Review Self-Study Materials Review New Tests & Materials Bloom & Hicks