1. Intervention Appropriate Interventions for ELLs Positive Behavioral Supports (PBS) Response to Intervention (RTI)

2. Interventions Indirect ◦ Individual Consultation ◦ Group Consultation ◦ Classroom Consultation ◦ Systems Consultation Direct: ◦ Individual Counseling ◦ Group Counseling ◦ Family Counseling ◦ Direct Instruction

3. INDIRECT INTERVENTIONS Positive Behavioral Supports

4. Systems Consultation Tier I

5. Information Needed Service Providers: ◦ ESL or Bilingual Teacher ◦ General Education Teacher ◦ Special Education Teacher What they need to know: ◦ How 2nd languages are acquired ◦ How culture impacts learning ◦ How SES impacts learning ◦ Cultural and linguistic learning styles

6. Systems Consultation Typical problems: ◦ School is experiencing bullying problems. ◦ Student academics are low throughout the county. ◦ District SPED has overrepresentation of diverse students. Common solutions: ◦ Consultant researches effective techniques for bully- prevention programs and teaches them to the school. ◦ Consultant works with district to help make curriculum, special program, or textbook decisions. ◦ Consultant works with lawyers and/ or state DOE to ensure that the district complies with requirements.

7. Group Consultation Tier II

8. Group Consultation Typical problems: ◦ Group of children throughout the school in different classrooms experiencing the same problems. ◦ Entire ELL classroom of children are experiencing the same problems. Common solutions: ◦ Observe and evaluate the current methods/ techniques used. ◦ Research the best types of programs to deal with this specific problem. ◦ Share the results of the research and observations. ◦ Work together to come up with solutions.

9. Individual Consultation Tier III

10. Individual Consultation Typical problems: ◦ Child is experiencing academic difficulties. ◦ Child is experiencing social/emotional/behavioral problems. Common solutions: ◦ SST/CST/SIPT works with all teachers involved  All teachers are given additional skills to help the child. ◦ Parent is given additional skills to help the child. ◦ Parent & teachers work together to help the child.

11. Steps to Consultation w/ Diverse Consultee (Gibbs, 1980) Appraisal: Consultee determines the trustworthiness of the consultant. Investigation: Challenge the consultant to determine if they qualified to work with them. Involvement: Consultee will open up if they trust you to develop a relationship. Commitment: Consultee commits to consultant but not process. Engagement: Commit to the process if they believe in interpersonal skills of consultant.

12. Points to Consider: Client is Diverse Must identify consultant’s knowledge of cultural sensitivity. Must aid consultee in developing cultural sensitivity and knowledge about different cultural groups. Must aid consultee in developing understanding of system in which client works and lives. Work with teacher/consultee to improve development of curriculum and multicultural education. (Duncan, 1995)

13. Breakdown: Improving Cultural Competence Self-awareness: know your own bias and the impact of this on therapy/ consultation. Assessment of client: Understand the system and knowledge of the client Pre-therapy: Make client aware of what is and what will happen. Hypothesizing: What are the problems? Credibility and giving: Client / Consultee must believe in the treatment. Discomfort/ Resistance: Therapists/ Consultant feelings of why is this not working? Client’s/ Consultee’s Perspective: Know your client and conultee

14. References Kalyanpur, M. & Harry, B. (1999). Culture in Special Education. Baltimore, MD: Paul H. Brooks Publishing Company. Linan-Thompson, S., Cirino, P. T., & Vaughn, S. (2007). Learning Disability Quarterly, 30, 185-197. Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems Journal of Learning Disabilities, 39 (5), 390-398 Paneque, O., & Barbetta, P. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30 (1), 171-193 Shanahan, T., & Beck, 1. (2006). Effective literacy teaching for English language learners. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 415-488). Mahwah, NJ: Lawrence Eribaum Associates. Xu, Y., & Drame, E. (2007). Culturally appropriate context: Unlocking the potential of Response to Intervention for English language learners. Early Childhood Education Journal, 35, 305-311