Problem Analysis: Diagnostic Assessment

1. Problem Analysis: Diagnostic Assessment What do we know and need to know about the problem? What are some of the possible causes for the problem and what are some predictions about solutions? What data are needed to confirm or disconfirm possible causes? What intervention or instruction matches the identified needs

2. Structure of PS Model Problem Identification Evaluating Outcome Problem Validation Student Success Plan Development Problem Analysis

3. Why Analyze Problems? • Placement does not result in problem solutions. • Disability labels lack any utility within problem analysis. • Need to know alterable variables for intervention before change can occur

4. What is Problem Analysis? • Process of determining alterable variables in order to solve a problem. • Instruction • Curriculum • Environment • Link between a quality operational definition (Problem Identification) and a problem solution

5. Process to collect, summarize, and use diagnostic data and information to test, reject, or verify hypotheses (why the problem is occurring) to develop problem solutions (e.g. interventions). (Christ, 2009). • Christ, Theodore J. (2008). Best practices in Problem Analysis. In A. Thomas and J. Grimes (Eds.), Best Practices in school psychology V (pp. 159-176). Silver Spring, MD: National Association of School Psychologists.

6. Matching everything known about the problem, with our “best guess” for a solution • Remember, same process for CSIP, SINA, Iowa Prof. Dev. Model, PDSA, etc.

7. Is what is causing the problem alterable? • Causal Variables • Maintaining Variables • Focus on solutions in the present, don’t admire the problems past and draw inefficient attention to unalterable conditions of the past • Non-alterable variable are only important to discuss if they currently significantly impact current variables.

8. Generating Hypothesis: Why is the Problem Occurring? • Low Inference • Preferred method of problem analysis • If you can observe it or teach it • Skills • Passes the stranger test • High Inference • Less preferred method of problem analysis. • Labels, less alterable

9. Low-inference approach

10. ICEL/RIOT Best practice and approaches of ICEL/RIOT are used to determine the validity of a hypothesis for the purpose of problem analysis Multi method, multi domain and multi source approach

11. ICEL • Instruction is how new behaviors or skills are taught. • Curriculum is what behaviors or skills are taught. • Environment is where the behaviors or skills are taught. • Learner is to whom the behavior or skills are taught.

12. Instruction • selection and use of materials • placement of students in materials • Progress monitoring • Clarity of instructions • Communication of expectation & criteria for success • Direct instruction with explanation and cues • Sequencing of lesson designs to promote success • Variety of practice activities • Pace of presentation of new content

13. Curriculum/Content • Long range direction for instruction • Instructional philosophy/approaches • Instructional materials • Intent • Stated outcomes for the course of study • Arrangement of the content/instruction • General learner criteria as identified in the school improvement plan, LEA curriculum, benchmarks, and Iowa Core

14. Environment • Physical arrangement of the room • Furniture/equipment • Rules • Management plans • Routines • Expectations • Peer context • Peer and family influence • Task pressure (e.g. Timed tests, Results posted, High stakes testing, SLP-student with selective mutism)

15. Learner • Within the Student • Curriculum and instruction are appropriate • Positive environment • Student performance data • Academic • Social/Behavioral • Medical

16. RIOT • Review information already available. • Interviews are conducted with key individuals who can determine the problem and the relationships between task and settings. • Observe in natural settings where problem is most likely to be observed. • Test are a form of observation with rules to evaluate correctness and or quality.

18. Activity 1: Review and Generate Diagnostic Questions • Learning Targets • Know (awareness level) appropriate diagnostic questions for literacy, mathematics, behavior, motor, speech/language • Create a comprehensive list of diagnostic questions in all areas

19. Select an area in which you have knowledge/interest. • Participants will receive and review diagnostic questions for each content area (except EA/EC). • They will generate additional diagnostic questions on chart paper. • Groups will rotate starting with 8 minutes, 7, 6, 5, 4, 3.

20. Activity 2: Explore Diagnostic Assessment Tools • Learning Targets • Know what diagnostic tools are available (R,I,O,T) to answer diagnostic questions • Provide information re: what assessment tools are used, and at what level they are used • Learn about new assessment tools

21. Part 1: Review Assessment Tools • Look at assessment tools presented in each content area • Teams will pick tools they have used and have a discussion regarding what areas they used it for. • Write the assessment on the data sheet • Tally the # of people in your group whom use that tool

22. Part 2: Matching Questions & Tools • Think about/discuss the diagnostic questions you just reviewed and how they link to the assessments.  • Discussion may focus on how you used the assessment to answer the diagnostic question.

23. Stages of Concern Survey