“it’s never too early”
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S. Marino 4-6 Luglio 2011 EDA Summer School
“It’s never too early”
A policy of screening in primary school
Roberta PengeA.I.D.
S. Marino 15-18 Luglio 2010 EDA Summer School
Secondary Prevention of SLD
SLD are still detected too often after the 3rd school year
➔ increased severity and ➔ increased effect on general learning.➔ increased secondary problems
✔ psychopathology, ✔ social maladjustment✔ cognitive impoverishing✔ POOR GENERAL OUTCOME
S. Marino 15-18 Luglio 2010 EDA Summer School
Secondary Prevention of SLD A definite diagnosis of SLD can be made at the
end of the second school year: Completed theaching course Reduction of interindividual variability
Pedagogic and rehabilitative interventions show their maximum efficacy within the third school year;
There is a general agreement about criteria for diagnostic suspect of SLD (in Italian language) at the end of the first school year Monitoring them for a diagnostic confirmation
S. Marino 4-6 Luglio 2011 EDA Summer School
How to improve early diagnosis of SLD?
Pediatricians, Teachers and Parents Sensibilization
Screening projects
S. Marino 15-18 Luglio 2010 EDA Summer School
Screenings aimed to prevention and early diagnosis
Built on the research-action models Made by the school with clinical supervision
Aimed to detect at risk areas Aimed to detect at risk groups
Followed by specific teaching activities Only “resistent” subjects will be sent to clinicians
for a diagnostic procedure
S. Marino 15-18 Luglio 2010 EDA Summer School
Precedent italian experiences:Screening projects had shown efficacy on:
Teachers sensibility to LDTechers teaching strategies
School based intervention within screening projects had shown efficacy on reducing at risk populationBut not below 4%
Screening projects had not proved their sensibility and specificity
S. Marino 4-6 Luglio 2011 EDA Summer School
It’s never too early
S. Marino 15-18 Luglio 2010 EDA Summer School
Objectives 1
To follow reading and writing acquisition in 8000 children
in different Italian regions
From the first to the third school year
Offering to teachers the opportunity to deep their formation about learning processes an written language teaching
S. Marino 15-18 Luglio 2010 EDA Summer School
Objectives 2
Detecting SLD at risk children and monitoring them for three years
Verifying in a retrospective way the sensitivity and the specificity of the instruments at the different steps
Offering to the Ministry of Education with a scientific based tool to extend its application to the entire school system
S. Marino 15-18 Luglio 2010 EDA Summer School
Attended Results
o Monitoring of reading and writing acquisition in Italian children;
o Early detection, diagnosis and intervention of SLD children -> reduction of the severity of the disturbances;
o Constuction and validation of a simple and faithful instrument able to correctly detect SLD children (false positives and false negatives reduction).
o Increasing of knowledge about SLD in the teachers
S. Marino 15-18 Luglio 2010 EDA Summer School
Projet phases May 2010 September 2010 December 2010
May 2011
September 2011 December 2011
May 2012 September 2012
First Screening Teachers formation Monitoring of at risk children
Teachers Formation and second screening
Teachers Formation Monitoring of at risk children
Teacher Formation and third screening
Final meeting
S. Marino 15-18 Luglio 2010 EDA Summer School
Instuments: Writing task (word
dictation)
Teachers Inventory on Reading and Writing competences
Results of the two tests will be compared each other
In the overall sample And comparing
different regions/school/classes
S. Marino 15-18 Luglio 2010 EDA Summer School
Data will be collected and analysed in anonimous way;
Teachers will receive pedagogic directions constructed on the base of the “profile” of their class/school;
Only if persistent difficulties will be detected (children at risk at least two times) parents will be alerted and invited to start a diagnostic process
S. Marino 15-18 Luglio 2010 EDA Summer School
15 “poli”
Cagliari
Cuneo, Torino, Biella
Savona
Ragusa
Agrigento
Vibo Valentia
Bari,Foggia
Avellino,Benevento
Napoli,Salerno
CampobassoTeramo
Chieti
Fermo,Macerata
Pisa,Livorno
Roma
Bergamo, Cremona
S. Marino 15-18 Luglio 2010 EDA Summer School
Subjects
8397
8574
8777
9455Ipotheticalsample
Real sample
Screeningsample
Typically developingsample
?No parental consensus
(0,4-1%)
Schools refusal
(3)
Diagnosis H (93)
Diagnosis DS-Em
(170)
Bilinguism
(1151)
S. Marino 15-18 Luglio 2010 EDA Summer School
Screening data Data about parents,home spoken language, presence of
known disturbances Tasks
Word dictation 16–23 words numbers and calculation (II grade)
Teachers Inventory Reading writing Comprehension Graphia
Scores distribution in the mother languge italian typically developing group has been used to define two cut off points (delay, inadequate)
S. Marino 15-18 Luglio 2010 EDA Summer School
Monitoring selection
All children with very low skills (inadequate) in at least one of: Reading speedness or correctness (teachers’
inventory) Writing correctness (teachers’ inventory)Writing correctness (dictation)
S. Marino 15-18 Luglio 2010 EDA Summer School
Children chosen fo monitoring step (950 sbj)
0
50
100
150
200
250
300
let scr det scrdet lescr ledet lescde
S. Marino 15-18 Luglio 2010 EDA Summer School
Monitored subjects
702
824
126
950Initial sample
“absent” poli
“present” poli
Monitored
No consensus
(1,4%)
Absent/trasferred
(6,2%)
Diagnosis(2,2%)
Other
(3,1%)
S. Marino 15-18 Luglio 2010 EDA Summer School
Monitoring TasksText reading (2 minuts)
SpeedCorrectness
Word writingCorrectness
Tasks standardized on italian population; Cut off are taken from normative data (sufficient;
attention requested; intervention required)
S. Marino 15-18 Luglio 2010 EDA Summer School
Scores distribution
8%
19%
4%9%
10%
6%
19%
73%19%
6%
adeg RA vel cor det veldet velcor cordet velcordet
Indadeqaute skills: 31% one task; 25% two tasks; 19% three tasks
S. Marino 15-18 Luglio 2010 EDA Summer School
Relationship among skills at the end of the first year and those at the middle
of the second year
The presence of inadequate skills on at least two parameters is a better indicator of the stability of inadequateness
The collection of observational data from teachers seems to increase the attendibility of the objective data
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