problem analysis: diagnostic assessment what do we know and need to know about the problem? what are...
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Problem Analysis: Diagnostic Assessment
What do we know and need to know about the problem?
What are some of the possible causes for the problem and what are some predictions about solutions?
What data are needed to confirm or disconfirm possible causes?
What intervention or instruction matches the identified needs
Structure of PS Model
Problem Validation
Evaluating Outcome
Problem Analysis
Problem Identification
Plan Development
Student Success
Why Analyze Problems?
Placement does not result in problem solutions.
Disability labels lack any utility within problem analysis.
Need to know alterable variables for intervention before change can occur
What is Problem Analysis?
Process of determining alterable variables in order to solve a problem.InstructionCurriculumEnvironment
Link between a quality operational definition (Problem Identification) and a problem solution
Process to collect, summarize, and use diagnostic data and information to test, reject, or verify hypotheses (why the problem is occurring) to develop problem solutions (e.g. interventions). (Christ, 2009). Christ, Theodore J. (2008). Best practices in Problem Analysis.
In A. Thomas and J. Grimes (Eds.), Best Practices in school psychology V (pp. 159-176). Silver Spring, MD: National Association of School Psychologists.
Matching everything known about the problem, with our “best guess” for a solution
Remember, same process for CSIP, SINA, Iowa Prof. Dev. Model, PDSA, etc.
Is what is causing the problem alterable?
Causal Variables Maintaining Variables
Focus on solutions in the present, don’t admire the problems past and draw inefficient attention to unalterable conditions of the past
Non-alterable variable are only important to discuss if they currently significantly impact current variables.
Generating Hypothesis: Why is the Problem Occurring?
Low Inference Preferred method of problem analysis If you can observe it or teach it Skills Passes the stranger test
High Inference Less preferred method of problem analysis. Labels, less alterable
Low-inference approach
Low-inference High-inference
Johnny hits other kids during recess…
because he lacks social skills such as negotiating conflict.
because he has an oppositional personality.
Caroline is unable to read at grade level…
because she doesn’t know vowel sounds and doesn’t efficiently blend sounds when decoding.
because she has deficits in rapid automatic naming, which indicates deficits in recall of verbal information.
ICEL/RIOT
Best practice and approaches of ICEL/RIOT are used to determine the validity of a hypothesis for the purpose of problem analysis
Multi method, multi domain and multi source approach
ICEL
Instruction is how new behaviors or skills are taught.
Curriculum is what behaviors or skills are taught.
Environment is where the behaviors or skills are taught.
Learner is to whom the behavior or skills are taught.
Instruction
selection and use of materials placement of students in materials Progress monitoring Clarity of instructions Communication of expectation & criteria for
success Direct instruction with explanation and cues Sequencing of lesson designs to promote success Variety of practice activities Pace of presentation of new content
Curriculum/Content
Long range direction for instruction Instructional philosophy/approaches Instructional materials Intent Stated outcomes for the course of study Arrangement of the content/instruction General learner criteria as identified in the
school improvement plan, LEA curriculum, benchmarks, and Iowa Core
Environment
Physical arrangement of the room Furniture/equipment Rules Management plans Routines Expectations Peer context Peer and family influence Task pressure (e.g. Timed tests, Results posted, High
stakes testing, SLP-student with selective mutism)
Learner
Within the Student Curriculum and instruction are appropriatePositive environmentStudent performance data
Academic Social/Behavioral
Medical
RIOT
Review information already available.Interviews are conducted with key
individuals who can determine the problem and the relationships between task and settings.
Observe in natural settings where problem is most likely to be observed.
Test are a form of observation with rules to evaluate correctness and or quality.
ASSESSMENT PROCEDURES/DATA SOURCES
DOMAINS R (Review) I (Interview) O (Observe) T (Test)
IInstruction
Permanent products e.g., written pieces, tests, worksheets, projects
Teachers (about their use of effective teaching practices, e.g. checklists)
Effective teaching practicesTeacher exp Student performanceThe discrepancy between setting demands and student performance ectationsAntecedents, conditions, consequences
CCurriculum
Permanent products e.g., books, worksheets, materials, curriculum guides, scope and sequences.District Standards and Benchmarks
Teachers Relevant LEA personnel (regarding philosophy, district implementation and expectations)
Readability of texts
EEnvironment
School Rules Relevant LEA personnel ParentsBehavior management plans e.g., class rules, contingencies, class routines
Interaction patternsEnvironmental analysis
LLearner
District RecordsHealth RecordsError analysis of permanent productsCum. Records (educational history, onset and duration of the concern, teacher perception of concern, pattern of behavior concerns, etc.)
Relevant LEA personnelParentsStudents (What do they think they are supposed to do; how do they perceive the concern?)
Target behaviorsDimensions and nature of the concern
Student performanceThe discrepancy between setting demands and student performance
Activity 1: Review and Generate Diagnostic Questions
Learning Targets Know (awareness level) appropriate diagnostic
questions for literacy, mathematics, behavior, motor, speech/language
Create a comprehensive list of diagnostic questions in all areas
Select an area in which you have knowledge/interest.
Participants will receive and review diagnostic questions for each content area (except EA/EC).
They will generate additional diagnostic questions on chart paper.
Groups will rotate starting with 8 minutes, 7, 6, 5, 4, 3.
Activity 2: Explore Diagnostic Assessment Tools
Learning Targets Know what diagnostic tools are available
(R,I,O,T) to answer diagnostic questions Provide information re: what assessment tools
are used, and at what level they are used Learn about new assessment tools
Part 1: Review Assessment Tools
Look at assessment tools presented in each content area
Teams will pick tools they have used and have a discussion regarding what areas they used it for.
Write the assessment on the data sheet Tally the # of people in your group whom use
that tool
Part 2: Matching Questions & Tools
Think about/discuss the diagnostic questions you just reviewed and how they link to the assessments.
Discussion may focus on how you used the assessment to answer the diagnostic question.
Stages of Concern Survey