Presentation on theme: "Increasing Our Impact: Promising Trends in Training and Practice of Related Services and Specialized Adaptive Physical Education Personnel Emily Kinsler,"— Presentation transcript:
Increasing Our Impact: Promising Trends in Training and Practice of Related Services and Specialized Adaptive Physical Education Personnel Emily Kinsler, CCC-SLP-D Erin Lundblom, PhD CCC-SLP Mark Fugate, PhD Rebecca Lytle, PhD and Robert Arnhold, PhD Juliann Woods, PhD
The Context Personnel in Related Services and Adaptive PE continue to be critical shortages in many states nationwidePersonnel in Related Services and Adaptive PE continue to be critical shortages in many states nationwide Each area has unique expertise to contribute to young children and studentsEach area has unique expertise to contribute to young children and students However, as education embraces new initiatives, the roles/responsibilities of related service and adaptive PE personnel can be challenged by the shifts to find their place as members of the teamHowever, as education embraces new initiatives, the roles/responsibilities of related service and adaptive PE personnel can be challenged by the shifts to find their place as members of the team
Our Goals Presenters will illustrate examples of: 1)Coordinated University and LEA personnel preparation 2)Integrated clinical and academic models 3)Use of data to drive practice 4)Strategies for infusing systems change content into personnel preparation
Format Emily will set the stage for us from an LEA perspectiveEmily will set the stage for us from an LEA perspective Each OSEP funded project will share a brief synopsis of their approach to implementationEach OSEP funded project will share a brief synopsis of their approach to implementation Q & AQ & A Large group idea exchange addressing challengesLarge group idea exchange addressing challenges
CHANGING PRACTICES OF SLPS IN SCHOOL SETTINGS Emily Kinsler, CCC/SLP.D. Howard County, Maryland Public School System
Unique Roles of an SLP Provide appropriate assessment and treatment of students in all educational settings ranging from pre-kindergarten through high school, including transitional programs. 6
Seven Tenets the mindset for all providers PRESUMED COMPETENCE ONLY AS SPECIAL AS NECESSARY QUESTION EVERYTHING PROVIDE ACADEMIC CHALLENGE TO ALL PRACTICE RADICAL AND RELENTLESS ROLE SHARING BURN THE CHAIR SEE INCLUSION AS A PROCESS NOT A PLACE
21 st Century Skills for Service Providers in Public Schools What are we looking for in our Clinical Fellows? What skills and experiences would be beneficial for them in their preparatory programs?
COLLABORATIVE SERVICE DELIVERY: FROM INSTRUCTION TO IMPLEMENTATION Erin E.G. Lundblom, Ph.D. CCC-SLP Associate In Florida State University firstname.lastname@example.org
Mismatch? IDEA encourages new approaches. Need for collaboration and classroom based services to support RTI. Service delivery models have not changed. Primary model continues to be PULL-OUT ASHA survey reports from the 1990s and 2000s Average (Mean) Hours Spent by ASHA-Certified, School-Based SLPs per Week Using Models of Service, 2000, 2006, and 2008 (Not reported 2010) Model of Service200020062008 Classroom-based18.104.22.168 Collaborative consultation22.214.171.124 RTI*2.41.6 Resource room0.70.91.0 Self-contained126.96.36.199 Traditional pull-out21.321.421.9
How do we change practice? Implementation: a specified set of activities designed to put into practice an activity or program Missing link between research and practice. Stages of Implementation Implementation Drivers Competency Training Coaching Organization Purposes and Outcomes of Implementation Paper Process Performance
Fully-accredited part-time master’s degree program online for Florida students seeking speech-language pathology certification. 38 students participated. All received funding from a personnel preparation grant. Course-work and practica occurred “on the job.” Number completing a school based practicum: 14 Number employed in a school setting: 24 A unique advantage exists with practicing SLPs concurrently enrolled in graduate training programs. Learners bring the educational content they are learning to their workplaces (Kazmer & Haythornthwaite, 2001; Kazmer, 2005).
DL graduate student demographics Number completing both questionnaires38 (73.1%) Number completing a school based practicum14 (36.8%) Number employed in a school setting24 (63.2%) Years of related experience in the field 0-1 years14 (36.8%) 2-4 years20 (52.6%) 5-10 years4 (10.5%) School settingElementary35 (92.1%) Middle School3 (7.9%) Caseload Size1-204 (10.5%) 20-406 (15.8%) 40-507 (18.4%) 50-606 (15.8%) >6015 (39.5%)
“How to…” facilitate change Semester 1 – coursework with practicum 4 online learning modules Evidence-based practice Collaboration and service delivery Problem-solving and response to intervention Embedding communicative skills in the curriculum Each module = two course weeks Approximately equal in time requirements (i.e. 6 hours weekly; 12 total hours) Structure based upon the R2D2 model proposed by Bonk and Zhang (2006). Reading/listening (4 hours) Reflecting/writing (4 hours) Displaying (2 hours) and Doing (2 hours)
“How to…” facilitate change Semester 2 – practicum with coursework A classroom-based intervention to meet the individualized communicative needs of a student. Identified a student with communication needs. Children’s Communication Checklist-2 (CCC-2; Bishop, 2006) Classroom observation Teacher input Developed 2 communicative goals based on Common Core Standards. Created an intervention plan for classroom implementation. Features of the action research project. Multiple baseline design Generalization probes Fidelity checklist Social validity measure
What we learned… 1.Content knowledge improved. 2.Graduate students applied course content during the course. 2 communicative goals aligned with the Common Core Standards were identified for implementation by 29 graduate student (71%). 35 graduate students (85%) provided intervention for a minimum of 1 communicative goal aligned with the Common Core Standards. 34 of 41 projects(83%) were implemented in the classroom. 38 of 41 projects(92%) maintained a fidelity protocol. 33 of 41 projects(92%) had positive outcome measures of social validity
What the students learned… The mean ratings from an initial to final questionnaire were higher for each of the following items indicating that differences were captured on the questionnaire following application of the course content. M October 2010 M April 2011 dftpd I am familiar with the Common Core Standards. 3.534.03373.24.003**.46 I examine curriculum materials when designing interventions. 3.473.87372.66.012*.39 I am able to write instructional objectives. 3.614.00372.75.009**.46 I know how to plan lessons. 3.894.21372.09.04*.26 I know how to plan for different academic levels. 3.684.08362.85.007**.45 I can embed communicative goals in the classroom. 3.764.13372.89.006**.41 I can implement communicative goals in the classroom. 3.824.13372.51.016*.39
Figure 2: Mean weekly hours reported by graduate students across service delivery models. How many hours do you spend in collaboration with teachers per week? October 2010 1.22 January 2012 2.64 Changes in practice?
Performance Implementation Graduate Students discussion discussion of student needs Talk to them about students that we have in common. discussion of therapeutic intervention Discuss lesson plans, child progress, and goals for the week. School Personnel discussion discussion of student needs We meet together about student concerns as needed. c. discussion of therapeutic intervention Discussion regarding needs and interventions. Describe how you collaborate.
What’s next for SLP personnel preparation… Curriculum modifications Provide instruction on collaboration and fundamental skills. Practicum modifications Provision of intervention within the classroom
Training School Psychologists to Participate in Multi-Tiered Educational Systems Mark Fugate Ph.D. Division of Counseling and School Psychology Alfred University
Similarity and Variability in School Psychology Training NASP approved school psychology training programs must provide training across 10/11 domains of practice (http://www.nasponline.org/standards/2010standards1_Graduate_Preparation.pdf). All school psychology students receive some level of training in skills necessary to successfully participate in multi-tiered service delivery. However, the emphasis on skill development across the domains is quite variable among individual training programs
RtI Grant & Schools Alfred University Partner School District Partner School District Partner School District Partner School District Partner School District OSEP Personnel Preparation Grant: Training School Psychologists to Facilitate Response to Intervention in Schools Provides Pre- Service Training for 12 School Psychologists Implementing RtI in 5 partner schools
Elements of the RTI Model Student Skills RTI PhaseRTI TierRTI ActivitiesCore Competencies Reading Mathematics Social & Behavioral Ongoing Support Phase Tier 3: More Restrictive Environment Individually Focused Intvn. Frequent (Weekly) Progress Monitor Effective instruction & Intervention Screening; Progress Monitoring; Program Evaluation; & FBA Collaborative Problem Solving & Consultation Targeted Intervention Phase Tier 3: Intensive Intervention Standard Protocol Intvn. Monthly Prg. Mon. Tier 2: Strategic Intervention Benchmark Phase Tier 1: Core Instruction Universal Screening Evidence-based Core Curriculum
Key Components of Training Effective Instruction/Modification – Identifying elements of effective instruction; Evidence- based academic interventions; Evidence-based behavioral interventions Data-Based Decision Making – Screening, Diagnostic, and Progressing Monitoring Assessments; Functional Academic Assessment; Functional Behavior Assessment; Using Data for Individual Decisions and Program Evaluation Consultation & Collaboration – General Processes and Specific Strategies for Administrators, Teacher, and Related Services
The Role of Practica and Internship It is not enough to teach skills in isolation Students need to learn to apply skills within the socio-political matrix of real world educational settings Practica and internships need to: – be of sufficient length and intensity – provide structured/prescribed learning opportunities – provide appropriate levels of supervision and feedback – occur in educational sites that support best practices
The AU School Psychology Practica/Internship Model All AU School Psychology Students – Students participate in off campus field experiences and class related practica during each of the 4 semesters of training prior to internship – Field placement site supervisors are typically AU grads who have had substantial positive influence on school culture and practices – Students meet as a group with AU faculty at least 1 hour per week for group supervision – AU field experience visit training sites a minimum of once per semester – Site supervisors come to campus annually
The AU School Psychology Practica/Internship Model RTI Grant AU School Psychology Students – Have additional elective coursework (1 st year) and practica (2 nd year) focusing on advanced learning and application of key RTI elements – 2 nd Year practica occur in a partner school committed to RTI implementation with direct supervision from AU faculty – 3 rd year internships occur in the remaining RTI partner schools. – In addition to typical school psychology internship activities, RTI grant students spend a minimum of 20% of their time working within the school to improve RTI implementation
Building School System Support While we have more control over the choice of field placement sites during on campus training, influencing the quality of 3 rd year internship sites is a challenge All AU internship sites – Students have substantial flexibility in choosing sites – All internship sites need to be approved by AU internship coordinator – Use of portfolio to structure internship activities – AU intern supervisors make a minimum of one site visit to ensure quality of internship experience
Building School System Support/Change RTI grant partner school internship sites – Meet the typical AU internship site requirements Additional steps to facilitate quality RTI implementation in the partner school districts – Work with broad-based RTI teams – Establish best practices framework – Teams evaluate the quality of RTI implementation (RIMS) – Teams set annual implementation goals and action plans – RTI grant faculty assist schools in implementing plans – Evaluation and planning process occurs annually
Personnel Preparation Programs Developing Highly Qualified Practitioners Rebecca Lytle, University of California – Chico Robert Arnhold, Slippery Rock University of PA ADAPTED PHYSICAL EDUCATION
Objectives Clarify definitions of Special Education and Physical Education. Describe the coordinated multi-tiered school-based approach for service delivery of adapted physical education. Describe adapted physical education personnel preparation and evidence-based practices for students with disabilities. Multidisciplinary practice of APE with Related Services. Building highly qualified capacity of scholars in adapted physical education.
Physical Education defined in Special Education The term ‘special education’ means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including – (A) instruction conducted in the classroom, in the home, in hospitals, and institutions, and in other settings; and (B) instruction in physical education. 20 U.S.C. 1401(29)
Definition of Physical Education Services 34CFR 300.108 Physical Education: (a) General. Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE.
Coordinated, Multi-tiered Service Delivery Model Assessment of students with disabilities by highly qualified APE personnel; Partner with related service personnel; Educational placement through continuum of physical education services; Considering needs of LEAs.
The Need for Highly Qualified Adapted Physical Education Specialists Increased incidence of overweight/obesity among students with disabilities. Increased secondary health risks, reduced quality of life. Lack of highly qualified APE specialists in the schools.
Goals and Outcomes of APE in the Schools Prepare highly qualified APE specialists to work in multidisciplinary service delivery model. Prepare highly qualified APE specialists to increase physical activity and health outcomes of students with disabilities.
Communicating the Need to LEA Personnel Translating the role of APE personnel to the cognitive, health, and wellness of students with disabilities. Development of transition skills including independence, health, fitness, social, communication, job-skills, and quality of life to students with disabilities.
Evidence-based Practices in Adapted Physical Education Service Delivery APE teaches and implements Universal Design for Learning (UDL) principles; APE is beginning to implement Response to Intervention (RTI) strategies.
Criteria for Highly Qualified APE Personnel 17 states with certification Adapted Physical Education National Standards Examination leading to Certified Adapted Physical Education Specialist (CAPE). Many state report general physical education teachers as highly qualified because of lack of certification. Needs to be addressed.
Cross-disciplinary Coordination APE works collaboratively with: Physical therapists Occupational therapists Speech/language therapists Transportation Psychology, and other related service personnel