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

2. 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”

3. Acculturation W Euphoric Arrival Normal Normal Homesick Relapse
Lowest Point

4. 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.

5. 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.

6. 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

7. 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

8. 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.

9. 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.