Can You Come Take a Look at Johnny?

1. Can You Come Take a Look at Johnny? Responsiveness to Instruction and Related Service Providers

2. Who Are We Talking About? • NCLB, 2001 – pupil services personnel • IDEA 2004 – related services

3. Areas of ExpertiseSpeech-Language Pathologists • phonemic awareness • articulation/ sound production • fluency of speech • voice quality and production • linguistic concepts (beside, first, after, etc.) • language structure syntax, grammatical morphemes, and syllabification • comprehension of oral and written language • pragmatic skills (greeting, requesting information or clarification) • sound/symbol relationships

4. Areas of ExpertisePhysical Therapists • Mobility: Getting where you need to go • Transfers: Moving from place to place • Play: Not only gross motor skills • Community Access • Environmental Modification • Work Skills • Safety • Equipment

5. Areas of ExpertiseOccupational Therapists • personal care • student role skills • processing skills • graphic communication/ work production • play • community integration

6. IDEA Allowance Nothing in the Act or regulations prevents States and LEAs from including related services personnel in the development and delivery of educational and behavioral evaluations, services, and supports for teachers and other school staff to enable them to deliver coordinated, early intervening services. (71 Fed. Reg. at 46627-8)

7. Related Service Providers: Relevant Strengths • history of evidence-based practice • history of collaboration • value of early intervention and prevention (medical model) • highly skilled in: • contextual observation • data collection • progress monitoring (therapeutic model) • customer service

8. RELATED SERVICE PROVIDERS: NATURAL PROBLEM-SOLVERS Therapeutic Process = Problem Solving

9. Related Service Providers: Task Differences

10. RELATED SERVICE PROVIDERS: DYNAMIC ASSESSMENT • using data to create broad view of: • learner • environment • instructional content • instructional methods • focusing on child's potential for learning • determining conditions child needs to benefit from intervention

11. RELATED SERVICE PROVIDERS: INTENSITY OF INTERVENTION • divergence in presentation—not content—from core curriculum • need for systematic, explicit, or scripted approach • frequency and duration • size/homogeneity of group • degree/specificity of instructor expertise Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention. Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it?

12. Related Service Providers: How to Include Them – Tier I • screenings • professional development • school-wide • written resources • in-services • collaboration – preventive • curriculum design • curriculum-based assessments • prevention programming • parent partnership initiatives Consultation between Teachers & Parents

13. Related Service Providers: How to Include Them – Tier II • collaboration - diagnostic • grade-level meetings • environmental modifications • progress monitoring • data analysis • observations & evaluations Consultation with Other Resources

14. Related Service Providers: How to Include Them – Tier III • collaboration – intervening • shared teaching • skills-focused small group instruction • classroom coaching • after-school programming • parent training Consultation with Problem Solving Action Team

15. Related Service Providers: How to Include Them – Tier IV • special education referral • goals for specially designed instruction • direct intervention • least restrictive environment • supplemental aids and services IEP Consideration

16. Related Service Providers: Current NC Data • consultation with teachers • diagnostics • classroom instruction • staff development • screenings & observations • grade level clinics

17. Practice Implications • related service providers • licensure • parent consent • workload • facility with Essential Standards • teachers • awareness of available RSPs • role as client • communication with families • related service administrators • funding • personnel management

18. DPI Related Service Consultants • Perry Flynn, DPI Speech-Language Pathology Consultant, UNC-G; 336-256-2005; pfflynn@uncg.edu • Lauren Holahan, DPI Occupational Therapy Consultant , UNC-CH; 919-843-4466; lauren_holahan@med.unc.edu • Laurie Ray, DPI Physical Therapy Consultant , UNC-CH; 919-636-1827; laurie_ray@med.unc.edu

19. References • AOTA (2007). Principles for the Re-Authorization of the No Child Left Behind Act. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/ • Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/ • Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99. • Gersten, R., and Dimono, J. (2006) RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108. • Gresham, F. Reschly, D., Tilly, D., Fletcher, J., Burns, M., Crist, T., Prasse, D., Vanderwood, M., & Shinn, M. (2004) Comprehensive Evaluation of Learning Disabilities: A Response-to-Intervention Perspective. Newspaper of the National Association of School Psychologists, 32, No. 4. • Johnson, E., Mellard, D. Fuchs, D., & McNight, M. (2006) Response to Intervention (RtI): How to Do It. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/rti_manual/ • Mellard, D. (2004). Understanding Responsiveness to Intervention in Learning Disabilities Determination. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/ • NASDSE (2007). Response to intervention: Policy Considerations & Implementation. NASDSE Publications, PNA-0525.