PATTERNS OF STRENGTH AND WEAKNESS IN SLD IDENTIFICATION AND INTERVENTION

EUGENE 4J SCHOOL DISTRICTEUGENE, OREGON

MARCH 29, 2012 PEARSON WEBINAR

READING-RELATED PROCESSES

Justin Potts, MS NCSPKaren Apgar, MA/CAGS NCSP

The process uses multiple measures on a principle of convergent validity to establish the “pattern”

“OSPA recommends a hybrid model – RTI combined with pattern of strengths and weaknesses. See e.g. Eugene School District model, posted…So do many experts in the area of SLD.”

as referenced in Suzy Harris (attorney), June 2009 COSA (p.8)

WHAT IS PROGRESS MONITORING?

• Benchmarks and progress monitoring• Intervention

• Key indicators of lack of progress• Slope < aimline (aimline at 30%ile by end of year)

• Performance below 30%ile

Sec. 300.309(b) requires that the evaluation team consider data that demonstrate that prior to, or as part of the referral process, the child received appropriate instruction in regular education settings and that data-based documentation of repeated assessments of achievement during instruction was provided to the child's parents. (IDEA)

“Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress that is directly linked to instruction.” (OAR 581-015-2170 & 34 CFR 300.304)

INSTRUCTIONAL INTERVENTION & PROGRESS MONITORING

• Decision rule:• <20th Percentile on

screening assessments

Decision rule:6 weeks/3 data points

Trendline/Aimline analysis

Decision rule:12 weeks/6 data points

Trendline/Aimline analysisChange targeted &/or Referral for Evaluation

WHAT IS PROGRESS MONITORING…

Tier 3 (change): 30 min, 5x per week, 3:1 group. Phonics for reading 1

THEORETICAL FOUNDATIONS

• The Eugene 4J Model is “agnostic” with regard to the model of cognitive processes (i.e. Wechsler, Luria, CHC, etc.)

http://www.iqscorner.com/2009/05/cattell-horn-carroll-chc-theory-of.html

WALKTHROUGH CASE

• 2nd grade• Basic Reading Skills• Has been progress monitored• More than one intervention

Progress Monitoring

WORKING HYPOTHESIS

Guiding Statement:

Basic reading skills deficits, also known as word-level reading disability or dyslexia, theoretically should represent approximately 80% of the students with Specific Learning Disabilities. This is defined by a weakness in decoding skills at the single word and phoneme level.

Due to the cognitive demands created by poor decoding skills, multiple academic domains may be affected. It may occur in conjunction with difficulty in reading fluency and comprehension tasks, as well as spelling and written expression. Core basic psychological processes hypothesized to have a strong relationship with basic reading skills include phonemic awareness, automaticity or rapid naming facility, and working memory.

WALKTHROUGH CASE

• Evaluation Planning

WALKTHROUGH CASE

WALKTHROUGH (ASSESSMENT TOOLS)

• Reading• Also Math, Writing, Language, (any other area of potential

strength)• Memory, Attention, Processing, and Language use

• Also Visual, Sensori-motor, Mental Control, (any other area of strength)

• Always gather enough information to attempt to find a strength and a weakness.

WALKTHROUGH (RESULTS)

ScaleStandard

ScorePercentile

Rank

95% Confidence

IntervalQualitativeDescription

Sequential (Gsm) 71 3 63-83 Below AverageSimultaneous (Gv)* 111 77 100-120 AverageLearning (Glr) 89 23 81-97 AveragePlanning (Gf) 111 77 99-121 AverageKnowledge (Gc) 92 30 84-100 AverageFluid-Crystallized Index (FCI) 92 30 86-98 AverageMental Processing Index (MPI) 93 32 87-99 AverageNonverbal Index (NVI) 111 77 104-118 Average

ScaleStandard

ScorePercentile

Rank

95% Confidence

IntervalQualitativeDescription

Normative & Personal Weakness

Normative & Personal Strength

Infrequent (occurs rarely)

Sequential (Gsm) 71 3 63-83 Below Average

<5%

Simultaneous (Gv)* 111 77 100-120 AverageLearning (Glr) 89 23 81-97 AveragePlanning (Gf) 111 77 99-121 Average

<10%Knowledge (Gc) 92 30 84-100 Average

Scale Index Scores Summary*Note: the Simultaneous Index was non-interpretable due to significant subtest variation within the index.

WALKTHROUGH (RESULTS)

Conclusions? Low phonological awareness (blending, Ellison) and phonological memory (digits, nonword repetition)

WALKTHROUGH (RESULTS)

FINAL THOUGHTS

• Many routes to similar conclusions• Improved diagnostic and intervention specificity• Relative contribution of any specific cognitive

process is developmental• Working memory is a (very) diffuse process• Interventions can target and utilize a student’s

strengths, not just train to a weakness

Materials and Bibliography available at: pswpro.wordpress.com