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Early Intervening Services for Speech-Language Pathologists

Early Intervening Services for Speech-Language Pathologists. Shelly Wier, MS, CCC-SLP Consultant for School-Based SLP Services Easter Seals Outreach Progam swier@ar.easterseals.com http://arslpedconsultant.com 501-221-8415. Core RTI Principles (NASDSE, 2005).

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Early Intervening Services for Speech-Language Pathologists

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  1. Early Intervening Services for Speech-Language Pathologists Shelly Wier, MS, CCC-SLP Consultant for School-Based SLP Services Easter Seals Outreach Progam swier@ar.easterseals.com http://arslpedconsultant.com 501-221-8415

  2. Core RTI Principles (NASDSE, 2005) • We can effectively teach all children • Intervene early • Use a multi-tier model of service delivery • Use a problem-solving method to make decisions within the multi-tier model • Use research-based, scientifically validated interventions/instruction • Monitor instruction to inform instruction • Use data to make decisions • Use assessment for three different purposes

  3. Essential RTI Components • Multiple tiers of intervention service delivery • A problem-solving method • An integrated data collection and assessment system to inform decisions at each tier of service delivery

  4. Three-Tier Model of Supports Individual students Assessment-based High intensity Of longer duration TIER 3 Intensive, Individual Interventions 5% Some students (at risk) High efficiency Rapid response TIER 2 Targeted Group Interventions 15% All students Preventative Proactive TIER 1 Core Instructional Interventions 80% High Quality Instruction

  5. A Problem-Solving Method Define the Problem Evaluate Analyze Develop a Plan

  6. Integrated Data Collection System • Relevant to state and local standards • Utilizes ‘marker variables’ • Sensitive to small increments of growth • Administered efficiently over short periods • Administered repeatedly • Provides teacher-friendly data • Compares students across skills • Monitors individual progress over time • Directly relevant to development of instructional strategies

  7. Integrated Data Collection System TIER 3 Diagnostic Eligibility for Special Education Reliably distinguish Individual rate of progress Unresponsive/Unmaintainable 5% Measure improvement Rate of learning Choosing practices TIER 2 Progress Monitoring2 times per week 15% Proficient Developing Deficient TIER 1 Proactive Screening3 times per year 80% Assessment of RTI system and treatment fidelity High Quality Instruction

  8. EIS: IDEA Regulations A few details Allowable activities FAPE Reporting requirements Significant disproportionality Absent this . . .

  9. Instructional Intensity (Tier 2) • Small groups (1:1, 1:3, 1:5, 1:10) • 10-12 wks, 3-4 sessions/wk, 30-60 min/session • Scripted, specific intervention • Point system for motivation • Immediate corrective feedback • Mastery before moving on • More time on difficult tasks • More response opportunities • Fewer transitions • Setting goals and self-monitoring

  10. Problems To Plan For (Avoid) • Confusion between ‘screening’ and ‘progress monitoring’ • Lack of scientific basis for interventions (e.g. more of the same) • Inconsistent rule-based decision-making (e.g. flexible cut scores) • Frequency of data collection for progress monitoring • Letting factors other than data to influence decisions • Focusing on levels of performance rather than rate of improvement (slope) • Lack of fidelity measures for interventions

  11. New Roles for SLPs: Assessment • Shift from traditional, standardized approaches to a more pragmatic, educationally relevant model • Shift from a ‘within child’ deficit paradigm to a contextual perspective • Greater emphasis on instructional intervention and progress monitoring PRIOR to special education referral • Expansion of the SLP’s assessment ‘tool kit’ • Additional professional development • Expertise in language may be called upon to ‘round out’ the comprehensive profiles of students having problems

  12. New Roles for SLPs: Intervention • Incorporate prevention and identification of at-risk students • Direct services can be provided to IDEA students, as well as to struggling students, teachers, paraprofessionals, and families • Increase indirect services in the form of collaboration and consultation • Decrease in time spent on traditional models of intervention (e.g. pull-out therapy) • Reallocation of time based on entire workload rather than number of IDEA students served

  13. New Roles for SLPs Program design Collaboration Serving individual students

  14. Tier 2: SLP Intervention Ideas Interventions to address: vocabulary, listening, pre-stuttering Earobics LiPS Program Fast ForWord Sounds and Symbols Speech Improvement Class

  15. Meeting the Challenge Open to change Open to professional development Willing to adapt a workload approach Able to communicate worth

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