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TWO REVIEWS FOR SLPs: Response To Intervention Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program.

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Presentation on theme: "TWO REVIEWS FOR SLPs: Response To Intervention Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program."— Presentation transcript:

1 TWO REVIEWS FOR SLPs: Response To Intervention Shelly Wier, MS, CCC-SLP Consultant for School-Based Speech-Language Pathology Easter Seals Outreach Program

2 Response To Intervention Definitions Definitions States Basic Structure States Basic Structure SLPs Role SLPs Role

3 Definitions (2.00) Data-Based Problem Solving and Functional Assessment Data-Based Problem Solving and Functional Assessment Early Intervening Services Early Intervening Services Early Intervening Services Activities Early Intervening Services Activities Response To Intervention Response To Intervention Scientifically Based Research Scientifically Based Research

4 Notes Continued

5 Behavior, Discipline, Climate Curriculum, Instruction, and Assessment Parent and Community Outreach Professional Development, Mentoring Academic Instruction & Intervention SPRINTSPRINT Behavioral Instruction & Intervention Arkansas CTAG Model

6 Multidimensional Model Universal Interventions All students Preventative Proactive Targeted Group Interventions Some students (at risk) Group format High efficiency Rapid response Intensive Interventions Individual students Assessment-based High intensity Longer duration

7 Notes Continued

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9 Problem Solving Model 1. Problem Identification What is the problem? 3. Intervention Design & Implementation What are we going to do about it? 2. Problem Analysis Why is the problem occurring? 4. Response to Intervention Is the intervention working? What do we do now?

10 SHOULD... Directly assess specific skills in standards Directly assess specific skills in standards Assess marker variables that lead to ultimate instructional targets Assess marker variables that lead to ultimate instructional targets Be sensitive to small amounts of growth Be sensitive to small amounts of growth Be brief, repeatable, and easy to use Be brief, repeatable, and easy to use Have a direct relationship to instructional decision-making Have a direct relationship to instructional decision-making Integrated Assessment

11 New Roles for SLPs Program Design Collaboration Serving Individual Students

12 Notes Continued

13 New Assessment Roles Shift from traditional, standardized approaches to a more pragmatic, educationally relevant model Shift from traditional, standardized approaches to a more pragmatic, educationally relevant model Shift from a within child deficit paradigm to a contextual perspective Shift from a within child deficit paradigm to a contextual perspective Greater emphasis on instructional intervention and progress monitoring PRIOR to special education referral Greater emphasis on instructional intervention and progress monitoring PRIOR to special education referral Expansion of the SLPs assessment tool kit Expansion of the SLPs assessment tool kit Additional professional development Additional professional development Expertise in language may be called upon to round out the comprehensive profiles of students having problems Expertise in language may be called upon to round out the comprehensive profiles of students having problems

14 New Intervention Roles Incorporate prevention and identification of at-risk students Incorporate prevention and identification of at-risk students Direct services can be provided to IDEA students, as well as to struggling students, teachers, paraprofessionals, and families Direct services can be provided to IDEA students, as well as to struggling students, teachers, paraprofessionals, and families Increase indirect services in the form of collaboration and consultation Increase indirect services in the form of collaboration and consultation Decrease in time spent on traditional models of intervention (e.g. pull-out therapy) Decrease in time spent on traditional models of intervention (e.g. pull-out therapy) Reallocation of time based on entire workload rather than number of IDEA students served Reallocation of time based on entire workload rather than number of IDEA students served

15 Problems to Avoid Screening vs progress monitoring Screening vs progress monitoring Lack of scientific basis Lack of scientific basis Inconsistent rule-based decision-making Inconsistent rule-based decision-making Frequency of data collection Frequency of data collection Decisions influenced by other factors Decisions influenced by other factors Focusing on levels of performance Focusing on levels of performance Lack of fidelity Lack of fidelity

16 Budgeting (Time & Monies) A few details A few details Allowable activities Allowable activities FAPE FAPE Reporting requirements Reporting requirements Significant disproportionality Significant disproportionality Absent this... Absent this...

17 Notes Continued

18 Lets Talk Your Questions and(hopefully) Some Answers

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21 Thanks for coming. Please complete your workshop evaluation before leaving.


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