TWO REVIEWS FOR TWO REVIEWS FOR SLPs:SLPs:

Response To Response To InterventionIntervention

Shelly Wier, MS, CCC-SLPShelly Wier, MS, CCC-SLPConsultant for School-Based Speech-Language Consultant for School-Based Speech-Language

PathologyPathologyEaster Seals Outreach ProgramEaster Seals Outreach Program

swier@ar.easterseals.comswier@ar.easterseals.comhttp://arslpedconsultanthttp://arslpedconsultant

501-221-8415501-221-8415

Response To InterventionResponse To Intervention

DefinitionsDefinitions

State’s Basic State’s Basic StructureStructure

SLP’s RoleSLP’s Role

Definitions (2.00)Definitions (2.00)

Data-Based Problem Solving Data-Based Problem Solving

and Functional Assessmentand Functional Assessment Early Intervening ServicesEarly Intervening Services

Early Intervening Services Early Intervening Services

Activities Activities

Response To InterventionResponse To Intervention

Scientifically Based ResearchScientifically Based Research

Behavior, Discipline, Climate

Curriculum, Instruction, and Assessment

Parent and Community Outreach

Professional Development, Mentoring

Academic Instruction & Intervention

SPRINT

Behavioral Instruction & Intervention

Arkansas CTAG ModelArkansas CTAG Model

Multidimensional ModelMultidimensional ModelUniversal Universal InterventionsInterventions• All students• Preventative• ProactiveTargeted Group InterventionsTargeted Group Interventions• Some students (at risk)• Group format • High efficiency• Rapid response

Intensive Intensive InterventionsInterventions• Individual students• Assessment-based• High intensity• Longer duration

Problem Solving ModelProblem Solving Model1. 1. Problem Problem

IdentificationIdentification

What is the problem?

3. 3. Intervention Design & Intervention Design & ImplementationImplementation

What are we going to do about it?

2. 2. Problem Problem AnalysisAnalysis

Why is the problem occurring?

4. 4. Response toResponse to InterventionIntervention

Is the intervention working? What do we do

now?

SHOULD . . .SHOULD . . .• Directly assess specific skills in Directly assess specific skills in

standardsstandards• Assess “marker variables” that lead to Assess “marker variables” that lead to

ultimate instructional targetsultimate instructional targets• Be sensitive to small amounts of growthBe sensitive to small amounts of growth• Be brief, repeatable, and easy to useBe brief, repeatable, and easy to use• Have a direct relationship to Have a direct relationship to

instructional decision-makinginstructional decision-making

Integrated AssessmentIntegrated Assessment

New Roles for SLPsNew Roles for SLPs

Program DesignProgram Design

CollaborationCollaboration

Serving Individual StudentsServing Individual Students

New Assessment RolesNew Assessment Roles Shift from traditional, standardized Shift from traditional, standardized

approaches to a more pragmatic, approaches to a more pragmatic, educationally relevant modeleducationally relevant model

Shift from a ‘within child’ deficit paradigm to Shift from a ‘within child’ deficit paradigm to a contextual perspectivea contextual perspective

Greater emphasis on instructional Greater emphasis on instructional intervention and progress monitoring PRIOR intervention and progress monitoring PRIOR to special education referralto special education referral

Expansion of the SLP’s assessment ‘tool kit’Expansion of the SLP’s assessment ‘tool kit’ Additional professional developmentAdditional professional development Expertise in language may be called upon to Expertise in language may be called upon to

‘round out’ the comprehensive profiles of ‘round out’ the comprehensive profiles of students having problemsstudents having problems

New Intervention RolesNew Intervention Roles Incorporate prevention and identification of Incorporate prevention and identification of

at-risk studentsat-risk students Direct services can be provided to IDEA Direct services can be provided to IDEA

students, as well as to struggling students, students, as well as to struggling students, teachers, paraprofessionals, and familiesteachers, paraprofessionals, and families

Increase indirect services in the form of Increase indirect services in the form of collaboration and consultationcollaboration and consultation

Decrease in time spent on traditional models Decrease in time spent on traditional models of intervention (e.g. pull-out therapy)of intervention (e.g. pull-out therapy)

Reallocation of time based on entire Reallocation of time based on entire workload rather than number of IDEA workload rather than number of IDEA students servedstudents served

Problems to AvoidProblems to Avoid

Screening vs progress monitoringScreening vs progress monitoring Lack of scientific basis Lack of scientific basis Inconsistent rule-based decision-Inconsistent rule-based decision-

makingmaking Frequency of data collection Frequency of data collection Decisions influenced by other factors Decisions influenced by other factors Focusing on levels of performance Focusing on levels of performance Lack of fidelityLack of fidelity

Budgeting (Time & Monies)Budgeting (Time & Monies)

A few detailsA few details

Allowable activitiesAllowable activities

FAPEFAPE

Reporting requirementsReporting requirements

Significant Significant

disproportionalitydisproportionality

Absent this . . .Absent this . . .

Let’s TalkLet’s Talk

Your QuestionsYour Questions

andand

(hopefully)(hopefully)

Some AnswersSome Answers

Thanks for coming.Thanks for coming.

Please complete your Please complete your workshop evaluation workshop evaluation

before leaving.before leaving.