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IDEIA, SLD, RTI, and IDEIA, SLD, RTI, and Cognitive AssessmentCognitive Assessment
Jack A. Naglieri, Ph.D.Professor of Psychology
Center for Cognitive Development School Psychology Program Director
George Mason UniversityFairfax, VA 22030
http://[email protected]
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 2
IDEA ReauthorizationIDEA Reauthorization
Topical outline IDEIA and forthcoming regulations
• A look at the Law
Response to intervention• Local comparison groups• Measurement of improvement• Research and reviews
A cognitive approach to assessment• Connecting LD definition with assessment of
“basic psychological processes”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 3
IDEA ReauthorizationIDEA Reauthorization
Topical outline IDEIA and forthcoming regulations
• A look at the Law
Response to intervention• Local comparison groups• Measurement of improvement• Research and reviews
A cognitive approach to assessment• Connecting LD definition with assessment of
“basic psychological processes”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 4
IDEIA 2004 LawIDEIA 2004 Law
Individuals with DisabilitiesEducation Improvement Act of 2004
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 5
IDEA ReauthorizationIDEA Reauthorization
The IDEIA and the No Child Left Behind Act have encouraged a reexamination of how school psychologists function
There have been many meetings of researchers, practitioners, and professional organizations and articles written which discuss how to improve the system, especially for LD diagnosis
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 6
IDEA ReauthorizationIDEA Reauthorization
Reexamination of the role of the school psychologists is
good for the evolution of the field how to improve diagnosis of Specific
Learning Disabilities (SLD) is particularly important
how to reduce over-representation of minority children in special education is also needed
7
IDEIAIDEIA
What are some of the details of the new Law?
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 8
IDEIA 2004 LawIDEIA 2004 Law
RTI may be used AS A PART of the evaluation… but not as sole method
IQ achievement discrepancy no longer required
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 9
IDEIA 2004 LawIDEIA 2004 Law“use a variety of assessment tools”
“not use any single procedure”
“assess cognitive factors”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 10
IDEIA 2004 LawIDEIA 2004 Law
non discriminatory assessments
valid and reliable assessment
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 11
IDEIA Law SummaryIDEIA Law Summary Ability achievement discrepancy is no
longer required (not disallowed) A variety of assessment tools required The use of any single measure or
assessment as the sole criterion for determining SLD is not permitted
Assessments must not be discriminatory on racial or cultural basis
Definition of SLD remains
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 12
IDEIA 2004 LawIDEIA 2004 LawDefinition of SLD
remains the same
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 13
SLD Definition in Both BillsSLD Definition in Both Bills
The definition of SLD has not changed “The term ‘specific learning disability’
means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”
14
Reactions to IDEIAReactions to IDEIA
Anticipation of the Regulations that follow…
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 15
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 16
Align the definition of SLD with the
classification criteria
Replace discrepancy with pattern of strengths and
weaknesses and cognitive abilities
impacting achievement
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 17
19
SLD & Cognitive Processing SLD & Cognitive Processing
Connecting the dots
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 20
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 21
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004) The definition of SLD is
“… a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.”
Neither the discrepancy model or RTI evaluates basic psychology processes
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 22
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004) The method of RTI is disconnected from
the definition of SLD “Establishing a disorder in the basic
psychology processes is essential for determining SLD”
Practitioners have ignored this approach because of limited availability of good measures of processing
Times have changed
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 23
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004) Processing measures of today are
very different than those of the 1970s
Tests that we specifically developed to measure basic psychological processes should be used Kaufman Assessment Battery for
Children 2nd Edition Cognitive Assessment System
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 24
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004)
Defining intelligence as processing leads to smaller race and ethnic
differences than traditional IQ tests Yields excellent prediction to
achievement Provides sensitivity to the cognitive
disorders seen in many exceptional children
Has demonstrated relationships to intervention
Naglieri, J. A. (2003). Current advances in assessment and intervention for children with learning disabilities. In T. E. Scruggs and M. A. Mastropieri (Eds.) Advances in learning and behavioral disabilities Volume 16: Identification and assessment (pp. 163-190). New York: JAI.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 25
What is Next?What is Next? Current status as of March 2005
Regulations which are interpretations of the law are being written
Input on the regulations was due by Feb 28, 2005
We need to learn about the strengths and weakness of the options RTI – which may be included Assessment of basic psychological
processes – which needs to be assessed
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 26
IDEA ReauthorizationIDEA Reauthorization Topical outline
IDEIA and forthcoming regulations•A look at the Law
Response to intervention•Local comparison groups•Measurement of improvement•Research and reviews
A cognitive approach to assessment• Connecting LD definition with assessment of
“basic psychological processes”
27
Alternatives to ability Alternatives to ability achievement discrepancyachievement discrepancy
Response to Intervention
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 28
IDEA ReauthorizationIDEA Reauthorization
Topical outline IDEA reauthorization The problem of LD identification Response to intervention
• Local comparison groups• Measurement of improvement
A cognitive approach to assessment
30
Response to Intervention Response to Intervention and SLDand SLD
A summary of the method and researchers’ response to
RTI
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 31
Kovaleski & Prasse (2004)Kovaleski & Prasse (2004)
The dual discrepancy format for SLD identification Part 1: Low academic performance Part 2: Poor response to appropriate
instruction
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 32
Kovaleski & Prasse (2004) Part Kovaleski & Prasse (2004) Part 11 Low academic performance
The student must be significantly below same-grade peers • Shinn (2002) notes that a 2.0 grade level
discrepancy is a typical index that identifies a significant academic deficiency
• This is based on a discrepancy from grade-level performance without reference to an assessment of the student’s ability level (i.e., IQ)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 33
Assessing Academic Assessing Academic PerformancePerformance Low academic performance (continued)
BUT… Shinn’s 2.0 grade level discrepancy is also a “wait to fail ” model because you can’t be behind by two years until you are in at least second grade
BUT…The grade equivalent method has many well known psychometric problems
AND…differences in curriculum can influence who is behind
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 34
Kovaleski & Prasse (2004) Part Kovaleski & Prasse (2004) Part 11 Low academic performance
(continued) Advocates argue for RTI as a curriculum-
based measurement (CBM) approach Reading fluency is overemphasized The student’s discrepancy is determined
in relation to classmates by comparing the performance on CBM measures with norms from the student’s school or school district
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 35
Assessing Academic Assessing Academic PerformancePerformance Local Norms
Advantage• Local norms are good at telling where the
child is in relation to the smallest comparison group – the child’s classroom
Disadvantage• Local norms only tell where the child is in
relation to the smallest comparison group – the child’s classroom
• Change the classroom and the score changes• Change the school and the score changes
36
The Problem with Local The Problem with Local NormsNorms
Fairfax County Schools
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 37
Fairfax County ElementaryFairfax County Elementary Reading scores were obtained for all 69
elementary schools in Fairfax County Public Schools
The schools were ranked on reading scores The 10th, 35th, and 59th ranked schools were
selected School based standard scores were
computed Reading score – standard score (mean 100,
SD of 15) were computed and compared across schools
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 38
The same Reading score of 55 yields a standard score of 112 (above average) for a child in Herndon Elementary School but
a score of 92 (average) in Columbia Elementary School and a score of 84 (well
below average) in Flint Hill Elementary School.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 39
Local Norms for Inner City SchoolsLocal Norms for Inner City SchoolsNational mean Local mean
68 78
69 79
72 82
76 86
78 88
80 90
85 95
88 98
92 101
95 105
97 106
99 109
103 113
109 119
115 124
119 128… …
90.3 100.0
Scores based on a national norm group indicate these children are low
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 40
National mean Local mean
68 78
69 79
72 82
76 86
78 88
80 90
85 95
88 98
92 101
95 105
97 106
99 109
103 113
109 119
115 124
119 128… …
90.3 100.0
Local Norms for Inner City Local Norms for Inner City SchoolsSchoolsStandard scores based on a national norm group indicate these children are low
Standard scores based on local mean falsely describe half the children with national scores below 85 as OK
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 41
Local NormsLocal Norms How effective is a local norm?
It calibrates a child based on a comparison to the classroom, school, or school district
Is it consistent across classrooms? By definition – NO
Is it consistent across schools? By definition – NO
Is it consistent across districts? By definition – NO
Local norms provide an inconsistent unit of measurement
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 42
Fairfax County ElementaryFairfax County Elementary Conclusions on Local Norms
Local norms are useful to determine how the child compares to the rest of the class and for instructional planning
A wide variety can exist between schools in the same school district
A child may be “failing” in one class but doing “well” in another
Determining SLD on local norms will yield considerable inequities especially for minority groups
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 43
Kovaleski & Prasse (2004) Part Kovaleski & Prasse (2004) Part 22 Poor response to appropriate
instruction The student performs poorly to carefully
planned and precisely delivered instruction The data are developed through ongoing
progress monitoring on a critical academic measure during the course of an individually designed intervention
The use of CBM as an ongoing performance measure (usually through data collected twice per week) is recommended
44
Does an increase in counts Does an increase in counts mean improvement is real?mean improvement is real?
Good news can be relative
45
Rates of ImprovementRates of Improvement
An Achievement Example
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 46
Rates of ImprovementRates of Improvement
Vocabulary Growth Meaning vocabulary growth average
increase is 2,500 words per year (McCormick, 1998)
A child needs to learn about 2,500 words per year to keep up with peers
But a child can learn more words every year and still fall behind
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 47
Rates of Improvement-VocabularyRates of Improvement-Vocabulary
Meaning vocabulary growth average increase is 2,500 words per year (McCormick, 1998)
Normal Standard 50% Standard 100% Standard 167% StandardGrowth Score increase Score increase Score increase Score
n #1 #2 #3K 2,500 100 1,500 76 1,500 76 1,500 761 5,000 100 2,250 67 3,000 76 4,000 882 7,500 100 3,000 64 4,500 76 6,500 923 10,000 100 3,750 63 6,000 76 9,000 944 12,500 100 4,500 62 7,500 76 11,500 955 15,000 100 5,250 61 9,000 76 14,000 966 17,500 100 6,000 61 10,500 76 16,500 977 20,000 100 6,750 60 12,000 76 19,000 978 22,500 100 7,500 60 13,500 76 21,500 979 25,000 100 8,250 60 15,000 76 24,000 98
10 27,500 100 9,000 60 16,500 76 26,500 9811 30,000 100 9,750 60 18,000 76 29,000 9812 32,500 100 10,500 59 19,500 76 31,500 98
sd is 25% of mean % increases are based on initial levels
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 48
Improvement or Deterioration?Improvement or Deterioration?
0
2,000
4,000
6,000
8,000
10,000
12,000
50556065707580859095100
K 2 4 6 8 10 12
StSc50% increase in number of words per year expressed as standard scores in relation to normal growth rate
50% increase in number of words learned per year
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 49
Rates of ImprovementRates of Improvement
Visual examination of changes in rate are only sufficient to demonstrate change from baseline
Changes over time are helpful for instructional decisions
Aim lines based on local norms are misleading
50
Conclusions Regarding Conclusions Regarding Kovaleski & Prasse (2004)Kovaleski & Prasse (2004)
The dual discrepancy format: Low academic performance
and Poor response to instruction
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 51
Conclusions on Dual Conclusions on Dual DiscrepancyDiscrepancy Changes over time do not necessarily
mean the child has reached a level that is consistent with normative expectations
Competency levels can be set so low, and “improvement” defined by such small steps, that apparent improvement may be better described as showing Illusory Validity
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 52
Conclusions on Dual Conclusions on Dual DiscrepancyDiscrepancy RTI may be a reasonable way to find
children who are doing poorly in class
RTI problems Local norms do not provide consistency Increases in performance can be
misleading
53
What do Researchers say What do Researchers say about RTI?about RTI?
Advantages, disadvantages, claims, and inconsistencies
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 54
NRCLD Conference on RTI (Dec NRCLD Conference on RTI (Dec ‘03)‘03)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 55
RTI Conference Vellutino RTI Conference Vellutino (2003)(2003) RTI Advocates have argued that IQ
scores are unrelated to children’s response to intervention Therefore IQ tests are irrelevant
Vellutino especially has made this claim and provided a report of his research
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 56
Full Scale IQ scores (Vellutino)Full Scale IQ scores (Vellutino)
90
92
94
96
98
100
102
104
106
108
Diffi cult to
Remediate
Less Diffi cult
to Remediate
No Longer at
Risk
Average
Controls
Effect Size = .6
FSIQ
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 57
Full Scale IQ scoresFull Scale IQ scores
75
80
85
90
95
100
Not Dually
Discrepant
I nf requently
Dually
Discrepant
Frequetly Dually
Discrepant
Wech
sler
FSIQ
From: Case, Speece,& Molly (2004). Validity of Response to Intervention….School Psychology Review, 32,557-582.
Effect size =
1.0
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 58
RTI Conference - VaughnRTI Conference - Vaughn Sharon Vaughn described a study of the 3 Tier
model Reading fluency was measured From K to 3rd grade, 20% of the children did not benefit
from intervention – they are considered SLD School psychologist were not included at any level
It took THREE YEARS to identify these children Wait to fail !
The study identified 20% of the sample That is a large percentage of the sample
Conclusion: the hope that RTI offers faster identification of LD and reduces the numbers of children found was not achieved
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 59
RTI Conference - GerberRTI Conference - Gerber
Michael Gerber- The costs of RTI He estimated that the cost for TRI for
grades K-3 for the first year of a national scale implementation was $2,033,228,291
The 2003 Federal Appropriations for NCLB (Title II, Part A) is $1,780,825,000
The cost is $252,403,291 more than the allocation!
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 60
RTI Conference - KavaleRTI Conference - Kavale Success is not well defined in the RTI
model Increases in rate of learning alone are not
sufficient There are not clear definitions or cut
scores to indicate failure to respond to intervention
RTI is a good first step SLD is more than just reading failure but
RTI has been limited to reading fluency
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 61
RTI Conference - KavaleRTI Conference - Kavale The definition of LD has been ignored There is no connection between the
definition of SLD and the method of RTI RTI is not sufficient for identification of LD “a formal evaluation is absolutely
necessary” or inappropriate conclusions may be reached because reading failure can be caused by depression, emotional / behavioral disorders, anxiety disorders, ADHD, etc.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 62
RTI ConferenceRTI Conference - Scruggs (2003) - Scruggs (2003)
RTI reading interventions should be used in general education to assure high-quality instruction and provide alternatives to special education placement
LD identification should be accomplished on the basis of strict adherence to criteria for identification which as commonly known, has not been followed in many parts of the country
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 63
RTI Conference - Mastropieri RTI Conference - Mastropieri The RTI model is too focused on
reading decoding and ignores other areas such as reading comprehension, math, science, etc.
Implementation of RTI at middle and high school levels seems unlikely This is particularly important given the
number of students who are currently identified at the middle and early high school level
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 64
RTI Conference - MastropieriRTI Conference - Mastropieri The RTI movement is an attempt to
change regular education Earlier attempts to change regular
education emanating from special education have failed
RTI is too limited to meet the diverse needs of SLD children
SLD is more than reading decoding or reading fluency
Too much emphasis on phonics
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 65
RTI Conference - Mastropieri RTI Conference - Mastropieri
She asked “Where is the solid research base providing scientific evidence for optimal instructional methods and materials across all grade levels and all curriculum levels?
The reading methods are described as “scientifically based” but where is the science?
66
Research on RTIResearch on RTI
Fuchs, D., Mock, D., Morgan, P, & Young, C. (2003). Responsiveness-to-intervention:
Definitions, evidence, and implications fro the learning Disabilities Construct. Learning
Disabilities Research & Practice, 18, 157-171.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 67
Fuchs, et al., (2003)Fuchs, et al., (2003) Ohio’s Intervention Based Assessment
IBA combines a behavioral problem-solving approach with collaborative consultation• Behavioral definition of the problem• Baseline data are collected• Behavioral definition of the problem• Goals are set• Intervention plan implemented• Compare student to baseline
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 68
Fuchs, et al., (2003)Fuchs, et al., (2003)
Telzrow,et al., 2000 evaluated the IBA program 329 schools were involved “The present study suggests that
reliable implementation of problem solving approaches in schools remains elusive”
They did not find evidence of reliable and consistent implementation
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 69
Fuchs, et al., (2003)Fuchs, et al., (2003)
Pennsylvania’s Instructional Support Teams (IST) Collaborative problem solving that
provides prereferral intervention like Ohio
Composition of team is a little different IST uses curriculum-based assessment
• Baseline, a goal is set, intervention planned• 50 day limit
– If no success, multidisciplinary evaluation possible
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 70
Fuchs, et al., (2003)Fuchs, et al., (2003)
Pennsylvania’s Instructional Support Teams (IST) Kovaleski et al., (1999) studied the
impact of IST and found the students showed better progress than students in non-IST schools
But, according to Fuchs “time on task and task completion and comprehension are only indirect academic measures” (p. 162)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 71
Fuchs, et al., (2003)Fuchs, et al., (2003)
Heartland (Iowa) and Minneapolis four level model
1. Teacher and parents try to fix problem2. Teacher and Building Assistance Team
select, implement, & monitor intervention
3. Behavioral problem solving used to refine or redesign the intervention
4. Special educational assistance is considered
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 72
Fuchs, et al., (2003)Fuchs, et al., (2003) “Although the Minneapolis Public
Schools (2001) report that, “The problem-solving model has undergone considerable evaluation” we found few published or unpublished evaluations; none in peer-reviewed journals.
The report described school wide reading gains…but no data were presented
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 73
Fuchs, et al., (2003)Fuchs, et al., (2003)
CONCLUSION #1 Evaluations of collaborative problem
solving “have generally failed to produce persuasive evidence that classroom-based interventions (1) are implemented with fidelity and (2) strengthen student’s academic achievement or improve classroom behavior” (p. 163)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 74
Fuchs, et al., (2003)Fuchs, et al., (2003)
CONCLUSIONS #2 & 3 There is insufficient evidence of the
effectiveness of RTI approaches in Ohio and Pennsylvania… and especially in versions used in Heartland and Minneapolis (p. 166)
“More troubling…is that these largely untested procedures are the basis of…RTI…which is being considered as a replacement for IQ-achievement discrepancy”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 75
Fuchs, et al., (2003)Fuchs, et al., (2003)
CONCLUSION #4 The absence of evidence weakens the
assumption that RTI provides feasible, timely, and effective interventions (p. 166).
Proponents of RTI as an alternative means of LD identification must sill prove that their problem-solving approach is worthy of the descriptor “scientifically based” (p. 167)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 76
RTI – Pros and ConsRTI – Pros and Cons RTI may be a reasonable way to find
children who are doing poorly in class RTI problems
Local norms do not provide consistency Increases in performance can be
misleading There is no evidence that RTI is effective
for SLD identification RTI is inconsistent with the definition of
SLD RTI is not well supported by research
77
Information from NASPInformation from NASP
www.nasponline.org
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 78
IDEA Reauthorization & RTIIDEA Reauthorization & RTI Other issues…
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 79
IDEA Reauthorization & LDIDEA Reauthorization & LD
Assessment is defined as a process of gathering information from a variety of sources, using a variety of methods that best address the reason for evaluation.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 80
IDEA Reauthorization & LDIDEA Reauthorization & LD
Select assessment methods that include multiple sources of information…procedures…and settings
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 81
IDEA Reauthorization & LDIDEA Reauthorization & LD
Not limited to any single methodology or theoretical framework
Comprehensive and address educational, cognitive, and mental health needs
Multidimensional
NASP endorses assessment practices that are:
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 82
IDEA Reauthorization & LDIDEA Reauthorization & LDAll approaches to assessment are used in ways consistent with their scientific base…
This includes norm and performance based, standardized and functional assessments; intelligence, cognitive processing, social-emotional, academic skills, etc
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 83
IDEA and Cognitive IDEA and Cognitive AssessmentAssessment Topical outline
IDEA reauthorization The problem of LD identification Response to intervention
• Local comparison groups• Measurement of improvement
A cognitive approach to assessment• Connecting LD definition with assessment of
“basic psychological processes”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 84
IDEA and Cognitive IDEA and Cognitive AssessmentAssessment How do we connect the definition of LD
with methods to assess it? Measure “basic psychological processes”
using well validated standardized tests built on current views of processing
Two options to measure processing Planning, Attention, Simultaneous,
Successive (PASS) theory and CAS (Naglieri & Das, 1997)
The K-ABC II (Kaufman & Kaufman, 2004)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 85
Hale, Naglieri, Kaufman, & Kavale Hale, Naglieri, Kaufman, & Kavale (2004)(2004)
Measuring processing has advantages: smaller race and ethnic differences than
traditional IQ tests excellent prediction to achievement sensitivity to the cognitive disorders
seen in many exceptional children Connection to interventionNaglieri, J. A. (2003). Current advances in assessment and
intervention for children with learning disabilities. In T. E. Scruggs and M. A. Mastropieri (Eds.) Advances in learning and behavioral disabilities Volume 16: Identification and assessment (pp. 163-190). New York: JAI.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 87
Naglieri, Kaufman, Kavale, Naglieri, Kaufman, Kavale, HaleHale specific learning disability “means a
disorder in one or more of the basic psychological processes ...” (§ 602(30)(A))
The law provides that, as part of the evaluation procedures in Sec. 614 of IDEIA, the local education agency shall use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors… (§ 614(b)(2)(C)).
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 88
Naglieri, Kaufman, Kavale, Naglieri, Kaufman, Kavale, HaleHale The regulations should provide that a
comprehensive evaluation of these “basic psychology processes” must be part of the methods used to determine whether the child is learning disabled. In so doing, the definition of SLD and the procedures used to determine eligibility would be united.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 89
Naglieri, Kaufman, Kavale, Naglieri, Kaufman, Kavale, HaleHale We also strongly support section §
614(b)(3)(A)(iii) of the law which states that assessment of these basic psychological processes must be conducted using well validated, reliable, norm-referenced cognitive measures that are not discriminatory on racial or cultural basis.
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 90
Naglieri, Kaufman, Kavale, Naglieri, Kaufman, Kavale, HaleHale we support the use of a response to
intervention method at the pre-referral stage.
We further support the fact that Congress has recognized (Sec. 614(b)(6)(B)) that the use of the RTI must include cognitive assessment conducted using well validated, reliable, norm referenced measures in accordance with paragraphs (2) and (3) of Sec. 614(b).
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 91
IDEIA 2004 LawIDEIA 2004 Law
“assess cognitive factors”
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 92
Naglieri, Kaufman, Kavale, Naglieri, Kaufman, Kavale, HaleHale We hope that the regulations will not
favor the use of any particular methodology for eligibility determinations because, for example, we are not aware of any studies that show RTI can be conducted in a manner that is valid and reliable across state and local educational authorities nor that this method is nondiscriminatory.
93
IDEIA, SLD, RTI, and IDEIA, SLD, RTI, and Cognitive AssessmentCognitive Assessment
Conclusions and Closing Thoughts
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 94
SummarySummary School Psychology is a field that is diverse
and diversity is our strength There are many tools that we can use, and
this variety allows us to be more effective We should use methods that …
are consistent with the definition of SLD are consistent with the non discriminatory
requirement are an alternative to IQ achievement
discrepancy are related to instructional interventions
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 95
SummarySummary IDEIA law, CEC position, Roundtable
Consensus Report, and NASP documents all say use more than one methodology
The most defensible way to identify SLD is through a comprehensive evaluation conducted by a school psychologist that includes basic psychological processes (SLD definition) in addition to other data (e.g., RTI, achievement test data, measures of emotional status, etc.)
Jack A. Naglieri, Ph.D. George Mason Univ, Fairfax, VA 22030. [email protected] 96
ReferencesReferencesHale, B., Naglieri, J. A., Kaufman, A. S. & Kavale, K. A. (2004). Specific
learning disability classification in the new Individuals with Disabilities Education Act: The danger of good ideas. The School Psychologist, 58, 6-13.
Kavale, K. A., Kaufman, A. S., Naglieri, J A., & Hale, J. B. Changing procedures for identifying learning disabilities: The danger of poorly supported ideas. The School Psychologist, 59, 16-25.
Naglieri, J. A. (2003). Current advances in assessment and intervention for children with learning disabilities. In T. E. Scruggs and M. A. Mastropieri (Eds.) Advances in learning and behavioral disabilities Volume 16: Identification and assessment (pp. 163-190). New York: JAI.
Naglieri, J. A. (2002). Best practices in interventions for school psychologists: A cognitive approach to problem solving. In A. Thomas & J. Grimmes (Eds.). Best practices in school psychology (4th Ed)(pp. 1373-1392). Bethesda, MD: NASP.