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
