Implementing the Problem-Solving Model with Diverse Students Rhodes, Chapter 33

Disability or ELL? ELL often display characteristics and behaviors similar but unrelated to disorders and or disabilities. Inattention Slow to start or finish tasks Impulsive Disruptive Disorganized “Mentally Fatigued”

Acculturation W Euphoric Arrival Normal Normal Homesick Relapse Lowest Point

Numbers, numbers, numbers More than 400 different languages in U.S. 77% of ELL are Spanish speakers 1 in 10 students born outside of the U.S. 1 in 5 students have at least 1 parent born outside of U.S.

Problem Solving Model Definition Assumptions A broad-sequenced model that seeks to determine what instructional supports are needed to solve student achievement problems. Assumptions No student characteristic dictates ahead of time what intervention will work. Instead you need to evaluate each student separately during the steps of interventions. Problems are not necessarily within the child.

Steps to Problem Solving Model Step 1: Problem ID Step 2: Problem Analysis Quantifiable problem ID current performance ID desired performance Must include for ELL Language of instruction Student’s language Language demands for task Comparisons ELL to ELL (not general ed) Questions about success/ failure across settings When? Where? With whom? What activities? Background data: Educational History Language History Bilingual/ ESL Program Current Language Proficiency Level of Acculturation Steps to Problem Solving Model

Steps to Problem Solving Model Step 3: Intervention Dev’t & Implementation Step 4: Intervention Evaluation and Follow-up Use data to determine what intervention to use. Select intervention based on: Functional relevance to the problem Contextual fit Likelihood of success. Note: there is a paucity of data concerning effective ELL interventions. Begins with baseline data. Data is collected THROUGHOUT the process. Use to data to decide, “Did it work” If not, why not? If so, why and to what extent? Steps to Problem Solving Model

Multicultural Framework (Ingraham) Domains of consultant learning and dev’t. Domains of consultee learning and dev’t. Cultural variations in the consultation constellation. Contextual and power influences. Hypothesized methods for supporting consultee and client success.

Multicultural Consultation Competencies (Rogers) Understand one’s own and others’ culture. Develop cross-cultural communication and interpersonal skills. Examining the cultural embeddedness of consultation. Using qualitative methodologies. Acquiring culture-specific knowledge. Understanding of and skill in working with interpreters.