bridging people bridging paradigms

Get Together With Your School Psychologists and Speech Pathologists: Fighting for Best

Practices Together, Not Alone

Oregon Branch of the International Dyslexia Association

Oregon School Psychologists AssociationJim Hanson

jabrhanson@yahoo.com

Betsy Ramseyramruff@comcast.net

Bridging PeopleBridging PeopleBridging ParadigmsBridging Paradigms

Bridging PeopleBridging People

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-ORBIDA Board Diversity-Nominating CommitteeNominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

ORBIDA Board DiversityORBIDA Board Diversity

School PsychologistsSchool Psychologists

Speech PathologistsSpeech Pathologists

Professional OrganizationsProfessional Organizations

UniversitiesUniversities

People with Dyslexia!!!People with Dyslexia!!!

ParentsParents

Non-Profits (Boys & Girls Clubs, LDA)Non-Profits (Boys & Girls Clubs, LDA)

Teachers: General and Special Education Teachers: General and Special Education

Financial AdvisorsFinancial Advisors

Why School Why School Psychologists?Psychologists?

Program Design Program Design (From Reading Research to (From Reading Research to School’s “Best Fit” Curricula, Developing School’s “Best Fit” Curricula, Developing Local Norms, District-Level Implementation Local Norms, District-Level Implementation and Evaluation)and Evaluation)

Team Collaboration Team Collaboration (Progress Monitoring, (Progress Monitoring, Student Placements)Student Placements)

Serving Individual Students Serving Individual Students (Assessment (Assessment of of SpecificSpecific Cognitive Processes for Patterns Cognitive Processes for Patterns of Strengths and Weaknesses Relevant to of Strengths and Weaknesses Relevant to Identification of Dyslexia and Linked to Identification of Dyslexia and Linked to Interventions)Interventions)

Why Speech Why Speech Pathologists? Pathologists?

Program Design Program Design (selecting reading curricula)(selecting reading curricula)

Team Collaboration Team Collaboration (universal screenings, (universal screenings, interpreting screening results, elucidating interpreting screening results, elucidating language base of literacy) language base of literacy)

Serving Individual Students Serving Individual Students

““New Roles in Response to Intervention: New Roles in Response to Intervention: Creating Success for Schools and Children”  Creating Success for Schools and Children” 

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Position Statement on Dyslexia/SLD Dyslexia/SLD IdentificationIdentification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

ORBIDA Position Paper ORBIDA Position Paper

THE DEFINITION AND IDENTIFICATION OF THE DEFINITION AND IDENTIFICATION OF SPECIFIC LEARNING DISABILITIESSPECIFIC LEARNING DISABILITIES

ORBIDA Position Statement adopted by ORBIDA Position Statement adopted by unanimous vote of the Board of Directors on unanimous vote of the Board of Directors on 09/26/200709/26/2007

DefinitionDefinition

Identification ProcessIdentification Process

Multi-tiered ModelMulti-tiered Model

Addresses RTI and PSWAddresses RTI and PSW

Position PaperPosition Paper

Links ORBIDA with school-based Links ORBIDA with school-based providersproviders

Bridges terminologyBridges terminology

Necessary when communicating Necessary when communicating with other organizationswith other organizations

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other Board Members on Other State OrganizationsState Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

Other OrganizationsOther Organizations

Knowledge of Existing Systems and ProgramsKnowledge of Existing Systems and Programs

Influence in State and Local Policy DecisionsInfluence in State and Local Policy Decisions

National and International EffectsNational and International Effects

Effect on School Practices for KidsEffect on School Practices for Kids

Other OrganizationsOther Organizations

Literacy Leadership State Steering Committee (LLSSC)Literacy Leadership State Steering Committee (LLSSC)

State Advisory Council on Special Education State Advisory Council on Special Education

Accommodations PanelAccommodations Panel

Effective Behavioral Supports and Interventions Effective Behavioral Supports and Interventions (EBISS) Advisory Panel(EBISS) Advisory Panel

Scaling Up Project (Evidence-Based Interventions)Scaling Up Project (Evidence-Based Interventions)

Oregon Parent Training and Information Center Oregon Parent Training and Information Center (ORPTI)(ORPTI)

IEP Partners ProjectIEP Partners Project

Literacy Leadership Literacy Leadership State Steering CommitteeState Steering Committee

GovernorGovernor

Chief State School Chief State School OfficerOfficer

State Legislative State Legislative Committee ChairsCommittee Chairs

Community Community Organization - SBRROrganization - SBRR

Directors of Directors of State/Federal ProgramState/Federal Program

Home School ParentHome School Parent

TeacherTeacher

Family Literacy Service Family Literacy Service ProviderProvider

Higher Education - Higher Education - SBRRSBRR

Literacy Leadership Literacy Leadership State Steering CommitteeState Steering Committee

INSERT BETSY’S SLIDE HERE WITH COOL INSERT BETSY’S SLIDE HERE WITH COOL GRAPHICGRAPHIC

Oregon Reading FirstOregon Reading First

School-wide focus on readingSchool-wide focus on reading

Research-based instructional programsResearch-based instructional programs

Differentiated instructionDifferentiated instruction

Reliable, valid, and frequent assessmentsReliable, valid, and frequent assessments

Reading instruction-protected timeReading instruction-protected time

Data based decision making teamsData based decision making teams

Professional developmentProfessional development

Reading First Reading First RESULTSRESULTS

Consistent growth in student achievementConsistent growth in student achievement

Teacher satisfactionTeacher satisfaction

Student generalization of skills to other Student generalization of skills to other subjectssubjects

Forced behavioral changes on part of school Forced behavioral changes on part of school staffsstaffs

Summary of state effectiveness Summary of state effectiveness

http://oregonreadingfirst.uoregon.edu/http://oregonreadingfirst.uoregon.edu/downloads/other/nrfis_orrf_talking_points.pdfdownloads/other/nrfis_orrf_talking_points.pdf

Scaling Up ProjectScaling Up Project

INSERT BETSY’S SLIDE WITH GRAPHIC HEREINSERT BETSY’S SLIDE WITH GRAPHIC HERE

State InfluenceState Influence

ASK Settlement 2001ASK Settlement 2001

Accommodations PanelAccommodations Panel

High School DiplomaHigh School Diploma

Essential Skills of Reading Graduation Essential Skills of Reading Graduation RequirementRequirement

Modified DiplomaModified Diploma

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored Jointly Sponsored ConferencesConferences

ORBIDA Board Members Speaking at Other Organizations’ ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Conferences (COSA, DOE)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

Joint ConferencesJoint ConferencesOregon School Psychologist AssociationOregon School Psychologist Association

““Literacy: A Capital Idea!”Literacy: A Capital Idea!”

2007 Salem, Oregon2007 Salem, Oregon

““The Four R’s: Reading, The Four R’s: Reading, wRiting, aRithmetic, and wRiting, aRithmetic, and Research”Research”

2009 Portland, Oregon2009 Portland, Oregon

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members ORBIDA Board Members Speaking at Other Speaking at Other Organizations’ Conferences Organizations’ Conferences (COSA, DOE, School Districts)(COSA, DOE, School Districts)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

Where Do We Start? Where Do We Start?

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members Speaking at Other ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Organizations’ Conferences (COSA, DOE)

Parent OutreachParent OutreachORBIDA Lecture SeriesORBIDA Lecture Series

Parent OutreachParent Outreach

Oregon Parent Training and Information Oregon Parent Training and Information Center (ORPTI)Center (ORPTI)

Reversals Support GroupsReversals Support Groups

Adult Support Groups with LDAAdult Support Groups with LDA

Family Fun EventsFamily Fun Events

Blosser Center CollaborationBlosser Center Collaboration

IEP Partners ProjectIEP Partners Project

ORBIDA Lecture SeriesORBIDA Lecture Series

ORBIDA ORBIDA Monthly Lecture SeriesMonthly Lecture Series

Dyslexia 101Dyslexia 101

October 12, 2010 at  Thomas Edison October 12, 2010 at  Thomas Edison High SchoolHigh School

Laura Rogan MA Clinical Psychology & Laura Rogan MA Clinical Psychology & M.Ed. School of PsychologyM.Ed. School of Psychology

FEE : Member $5 each; Non-member $10 FEE : Member $5 each; Non-member $10 each each

Bridging ParadigmsBridging Paradigms

Dyslexia versus SLD:Dyslexia versus SLD:Are they the same Are they the same

animal?animal?

Comparison of Comparison of DefinitionsDefinitions

DyslexiaDyslexia

Reading DisorderReading Disorder

Specific Learning Specific Learning DisabilityDisability

IDA Board, November IDA Board, November 2002National Institutes 2002National Institutes of Health, 2002of Health, 2002

DSM-IVDSM-IV

OSEP-Federal Definition, OSEP-Federal Definition, IDEIA 2004IDEIA 2004

DyslexiaDyslexia

““Dyslexia is a specific Dyslexia is a specific learning disability”learning disability”

Neurobiological Neurobiological

Spelling and decodingSpelling and decoding

Based on phonological deficit in an “otherwise Based on phonological deficit in an “otherwise normal cognitive ability profile” normal cognitive ability profile”

Can result in deficits in reading Can result in deficits in reading comprehensioncomprehension

SLD Federal DefinitionSLD Federal Definition

““A disorder in one or more of the basic A disorder in one or more of the basic psychological processespsychological processes

involved in understanding or using language, involved in understanding or using language, spoken or writtenspoken or written

listen, think, speak, read, write, spell, or do listen, think, speak, read, write, spell, or do mathematical calculations.mathematical calculations.

Such terms Such terms includeinclude such conditions as such conditions as perceptual disabilities, brain injury, perceptual disabilities, brain injury,

dyslexia, dyslexia, and developmental aphasia”and developmental aphasia”

SimilaritiesSimilarities

Neurological in origin (Dyslexia)Neurological in origin (Dyslexia)

Disorder in one of the basic psychological Disorder in one of the basic psychological processes (SLD)processes (SLD)

DifferencesDifferences

Some researchers use the term dyslexia in a Some researchers use the term dyslexia in a narrow sense to refer to difficulty with narrow sense to refer to difficulty with accurate and fluent single word accurate and fluent single word identification, or decoding. To avoid identification, or decoding. To avoid confusion, NASP advises school confusion, NASP advises school psychologists to use the term “reading psychologists to use the term “reading disability,” rather than dyslexiadisability,” rather than dyslexia

NASP Position Statement: Identification of NASP Position Statement: Identification of Students With Specific Learning Students With Specific Learning Disabilities,, 2007Disabilities,, 2007

Dyslexia: Classic Dyslexia: Classic FactorsFactors

PHONOLOGICAL PHONOLOGICAL

PHONOLOGICAL PHONOLOGICAL (WORKING) (WORKING) MEMORY MEMORY

RAPID AUTOMATIC NAMINGRAPID AUTOMATIC NAMING

ORTHOGRAPHY ORTHOGRAPHY

Other Dyslexia FactorsOther Dyslexia Factors

AttentionAttention

Language Use: ArticulationLanguage Use: Articulation

Language Use: MorphologyLanguage Use: Morphology

Rapid Automatic SwitchingRapid Automatic Switching

Organization-Study SkillsOrganization-Study Skills

Dyslexia in the SchoolsDyslexia in the Schools

Insert picture of confused looking person hereInsert picture of confused looking person here

How to Bridge How to Bridge Paradigms Paradigms

Dyslexia to SLDDyslexia to SLD Insert bridge pictureInsert bridge picture

IDEIA 2004-IDEIA 2004-IdentificationIdentification

States may allow the use of States may allow the use of response response to interventionto intervention

States may no longer require the use of a States may no longer require the use of a

severe discrepancysevere discrepancy States may allow the use of States may allow the use of

alternative, research-alternative, research-based methods based methods of SLD of SLD identificationidentification

O.D.E. FORMSO.D.E. FORMS(SPECIFIC LEARNING (SPECIFIC LEARNING

DISABILITY) DISABILITY)

1.1. Does not make sufficient progress to meet age or Does not make sufficient progress to meet age or Oregon grade-level standards when using a process Oregon grade-level standards when using a process based on the child’s response to scientific, research-based on the child’s response to scientific, research-based instruction; based instruction;

and/or and/or

2. 2. Demonstrates a significant discrepancy between his or Demonstrates a significant discrepancy between his or her academic achievement, relative to age, (including her academic achievement, relative to age, (including progress toward state-approved grade level standards), progress toward state-approved grade level standards), and his or her intellectual development. and his or her intellectual development.

and/orand/or

3. 3. Exhibits a pattern of strengths and weaknesses in Exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, performance, achievement, or both, relative to age, Oregon grade-level standards, or intellectual Oregon grade-level standards, or intellectual development, that is determined to be relevant to the development, that is determined to be relevant to the identification of a specific learning disability, identification of a specific learning disability,

The Three MethodsThe Three Methods

MethodMethod

1.1. RTIRTI

2.2. IQ/ACH IQ/ACH DiscrepancyDiscrepancy

3.3. Alternative, Alternative, research-based research-based methods methods

Use?Use?

1: YES1: YES

2: NO2: NO

3: YES3: YES

RTI/PBIS-First MethodRTI/PBIS-First Method

INSERT BETSY’S TRIANGLE SLIDE HEREINSERT BETSY’S TRIANGLE SLIDE HERE

Psychologists/Speech Psychologists/Speech Pathologists: Pathologists:

Help in the First MethodHelp in the First Method

PProgram Design rogram Design (From Reading (From Reading Research to School’s “Best Fit” Curricula, Research to School’s “Best Fit” Curricula, Developing Local Norms, District-Level Developing Local Norms, District-Level Implementation and Evaluation)Implementation and Evaluation)

Team Collaboration Team Collaboration (Progress Monitoring, Student (Progress Monitoring, Student Placements, universal screenings, Placements, universal screenings, interpreting screening results, interpreting screening results, elucidating language base of literacy)elucidating language base of literacy)

Serving Individual StudentsServing Individual Students

Second MethodSecond MethodFull Scale IQ/Achievement Full Scale IQ/Achievement

DiscrepancyDiscrepancy

Does not address definitionDoes not address definition

Wait to failWait to fail

Overreliance on standard scoresOverreliance on standard scores

Meaninglessness of category to interventionMeaninglessness of category to intervention

Not consistently appliedNot consistently applied

IQ: Not Full ScaleIQ: Not Full Scale

Full Scale IQ explains only Full Scale IQ explains only 10-20% of specific areas of 10-20% of specific areas of achievementachievement

Specific cognitive abilities Specific cognitive abilities (processes) explain 50-70% (processes) explain 50-70% of specific areas of of specific areas of achievement achievement

(Flanagan, Ortiz & Alfonzo, 2007)(Flanagan, Ortiz & Alfonzo, 2007)

Psychologists/Speech Psychologists/Speech Pathologists: Pathologists:

Help in the Third MethodHelp in the Third Method

Program DesignProgram Design

Team CollaborationTeam Collaboration

Serving Individual Serving Individual Students Students Assessment of Assessment of Specific Cognitive Specific Cognitive Processes and Processes and Language Language

Third Method: PSWThird Method: PSWSchool School

NeuropsychologyNeuropsychology Sensory MotorSensory Motor

AttentionAttention

Language UseLanguage Use

Visual Spatial Visual Spatial

Memory and LearningMemory and Learning

Executive FunctionsExecutive Functions

Speed Speed

Auditory Processing-Phonemic AwarenessAuditory Processing-Phonemic Awareness

Same Animal-Factors?Same Animal-Factors?

NeuropsychologyNeuropsychology Sensory MotorSensory Motor

AttentionAttention

Language UseLanguage Use

Visual Spatial Visual Spatial

Memory and LearningMemory and Learning

Executive FunctionsExecutive Functions

Speed Speed

(Phonemic Awareness)(Phonemic Awareness)

DyslexiaDyslexia OrthographyOrthography

AttentionAttention

Language Use: ArticulationLanguage Use: Articulation

Language Use: MorphologyLanguage Use: Morphology

MemoryMemory

Rapid Automatic SwitchingRapid Automatic Switching

Organization-Study SkillsOrganization-Study Skills

Rapid Automatic NamingRapid Automatic Naming

Phonological AwarenessPhonological Awareness

Remember the Remember the DefinitionDefinition

““A disorder in one or A disorder in one or more of the basic more of the basic psychological processes psychological processes involved in understanding or using language, involved in understanding or using language, spoken or written, which manifests itself in the spoken or written, which manifests itself in the imperfect ability to listen, think, speak, read, write, imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such terms spell, or do mathematical calculations. Such terms

include include such conditions as perceptual such conditions as perceptual

disabilities, brain injury, disabilities, brain injury, dyslexia, dyslexia, and and developmental aphasia”developmental aphasia”

Dyslexia/SLDDyslexia/SLD

““Dyslexia” in federal law languageDyslexia” in federal law language

““Specific Learning Disability” in dyslexia Specific Learning Disability” in dyslexia definitiondefinition

Neurobiological in originNeurobiological in origin

Similar factorsSimilar factors

Why Neuropsychology?Why Neuropsychology?

Answers the Questions: WHY ISN’T MY CHILD READING?Answers the Questions: WHY ISN’T MY CHILD READING?

IQ/ACH & RTI alone do not answer the question whyIQ/ACH & RTI alone do not answer the question why

Addresses SLD definitionAddresses SLD definition

Research-based constructsResearch-based constructs

““Comprehensive” evaluationComprehensive” evaluation

Differential diagnosisDifferential diagnosis

Guides interventionsGuides interventions

Court casesCourt cases

The Third MethodThe Third Method

Oregon School Psychologists Association Oregon School Psychologists Association (OSPA)(OSPA)

Technical Assistance PaperTechnical Assistance Paper

Learning Disabilities Association Learning Disabilities Association

White PaperWhite Paper

Flanagan and Fiorello Flanagan and Fiorello

““The Third Method” The Third Method”

Obstacles to ChangeObstacles to Change

Science to Service GapScience to Service GapWhat is known is What is known is notnot what is what is

adopted to help studentsadopted to help students

Implementation GapImplementation GapWhat is adopted is not used What is adopted is not used

fully and effectively in fully and effectively in practicepractice

When Used When Used Alone, Alone, Do Not Result In Do Not Result In Uses of Innovations As Intended:Uses of Innovations As Intended:

Diffusion/ Dissemination of informationDiffusion/ Dissemination of information

Training Training

Passing laws/ mandates/ regulationsPassing laws/ mandates/ regulations

Providing funding/ incentivesProviding funding/ incentives

Organization change/ reorganizationOrganization change/ reorganization

Achieving Student BenefitsAchieving Student Benefits

Good Intentions

Actual SupportsYears 1-3

Outcomes

Every Teacher and Support Person Trained

Fewer than 50% of the teachers and support people received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher and Support Person Continually Helped

Fewer than 25% of the teachers and support people received help

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms

OTHER CHALLENGESOTHER CHALLENGES

• Limited continued national funding-personnel, time Limited continued national funding-personnel, time

• Elected education officialsElected education officials

• Leadership-district, school, teamLeadership-district, school, team

• Labor relations-unionsLabor relations-unions

• Local control – site-based decision makingLocal control – site-based decision making

• Adequate interventionAdequate intervention

• Inadequate pre-service preparationInadequate pre-service preparation

• Continued need for training and coachingContinued need for training and coaching

• Fidelity to intervention and identification Fidelity to intervention and identification proceduresprocedures

• SustainabilitySustainability

Scientist/Practitioner Scientist/Practitioner Feedback LoopFeedback Loop

ScienceScience

LawLaw

Policy & ProcedurePolicy & Procedure

PracticePractice

Program Evaluation-New QuestionsProgram Evaluation-New Questions

ScienceScience

Bridges-ParadigmsBridges-Paradigms

Definitions of Dyslexia and SLDDefinitions of Dyslexia and SLD

RTI-Response to InterventionRTI-Response to Intervention

PSW-Pattern of Strengths and WeaknessesPSW-Pattern of Strengths and Weaknesses

Coming TogetherComing Together

Bridges-PeopleBridges-People

ORBIDA Board Diversity-Nominating CommitteeORBIDA Board Diversity-Nominating Committee

Position Statement on Dyslexia/SLD IdentificationPosition Statement on Dyslexia/SLD Identification

Board Members on Other State OrganizationsBoard Members on Other State Organizations

Jointly Sponsored ConferencesJointly Sponsored Conferences

ORBIDA Board Members Speaking at Other ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE)Organizations’ Conferences (COSA, DOE)

Parent OutreachParent Outreach

ORBIDA Lecture SeriesORBIDA Lecture Series

What WorksWhat Works

Insert Hot Tub PhotoInsert Hot Tub Photo

WEBSITES OREGON WEBSITES OREGON READINGREADING

http://oregonreadingfirst.uoregon.edu/http://oregonreadingfirst.uoregon.edu/

http://www.ttsd.k12.or.us/district/student-http://www.ttsd.k12.or.us/district/student-services/orrtiservices/orrti

http://www.ode.state.or.us/ http://www.ode.state.or.us/

www.orbida.orgwww.orbida.org

www.ospawildapricot.orgwww.ospawildapricot.org