Why is Problem-Solving Important in School Psychology?

1. Why is Problem-Solving Important in School Psychology? Rachel Brown-Chidsey, Ph.D., NCSP University of Southern Maine

2. Module Overview • Definition of Problem Solving • Purpose of Problem Solving • Benefits of Problem Solving • Case Example • Summary • Review Questions Futures Task Force on Academic Outcomes

3. Definition of Problem Solving • Problem-solving school psychology practices are based on the following definition of a problem: • Problem = the distance between what is expected and what is occurring • Problem-solving is the work of reducing the distance between what is expected and what is occurring Futures Task Force on Academic Outcomes

4. Problem-Solving Steps (Deno, 1995) • Problem identification: Someone thinks there’s a problem • Problem definition: The size of the problem is described in measurable ways and a hypothesis about the cause is developed • Exploring solutions: A possible solution is tried • Monitoring progress: Weekly student progress is measured to see if the solution works • Problem (re)solution: The student meets the learning goal or a new solution is tried Futures Task Force on Academic Outcomes

5. Purpose of Problem Solving • Problem solving activities are designed to achieve three main goals: • Clearly state what is expected of students • Identify how close a student is to meeting the goal(s) • Identify instructional methods best suited to help students meet goal(s) Futures Task Force on Academic Outcomes

6. Establishing Expectations • Having clear expectations for what students should be able to do at each grade level clarifies the learning objectives for students, teachers and parents • Clear expectations provide a more equitable and accessible curriculum because they avoid the presence of a “hidden curriculum”: • Hidden curriculum refers to knowledge and skills students should have already learned or are expected to learn despite it not being stated specifically • Example: expecting all students to say “please” and “thank you” during classroom interactions Futures Task Force on Academic Outcomes

7. Expectations and Standards • Recent initiatives in all 50 U.S. states have resulted in state-level learning standards • These standards provide grade level expectations for all students • Standards can only be achieved if effective instruction is used Futures Task Force on Academic Outcomes

8. Measuring Progress • Student attainment of standards can only be known if sensitive measures of knowledge and skills are used • Problem solving school psychology practices rely on assessment measures that can reliably indicate how close a student is to a learning goal • State exams are not sufficient measures of student progress Futures Task Force on Academic Outcomes

9. Problem Solving Measures • Two major types of problem solving assessments are used: • Benchmark: these are baseline measures of a student’s knowledge and skills in the curriculum being taught • Usually done 3 times/year • Progress Monitoring: These are regular measures of a student’s progress toward learning goal(s) • Usually done weekly Futures Task Force on Academic Outcomes

10. Why is Regular Assessment Necessary for Problem-Solving? • “If you don’t know where you are going, any road will get you there”(George Harrison) • Only by measuring how close a student is to the learning expectations can teachers know how much instruction is needed • Only by measuring student progress regularly can teachers know if the instruction is working Futures Task Force on Academic Outcomes

11. How is Problem Solving Different from Traditional Assessment? • Traditional assessment focuses on finding out whether a student has a disability • This is a deficit focused model • Problem solving assessment focuses on finding out what kind of instruction a student needs to be successful in school and life • This is a success focused model Futures Task Force on Academic Outcomes

12. Benefits of Problem Solving • Focuses on student’s skills and strengths instead of weaknesses and deficits • Points directly to the type of instruction needed • Provides a baseline measure of student knowledge and skills which makes monitoring progress easy Futures Task Force on Academic Outcomes

13. Summary • Problem solving school psychology practices are beneficial to students because they • Focus on student success and not deficits • Link directly to instruction for students • Include measurable indicators of student progress • Prevent over-identification of learning disabilities Futures Task Force on Academic Outcomes

14. Resources • Brown-Chidsey, R. (Ed.). (2005). Assessment for intervention: A problem-solving approach. New York: Guilford Press. Deno, S. (1995). The school psychologist as problem solver. In J. Grimes & A. Thoms (Eds.), Best practices in school psychology III (pp. 471-484). Silver Spring, MD: National Association of School Psychologists. • National Association of School Psychologists. (2007). NASP position statement on identification of students with specific learning disabilities. Retrieved 20 September 2007 from http://www.nasponline.org/about_nasp/positionpapers/SLDPosition_2007.pdf Futures Task Force on Academic Outcomes

15. Review Questions • The following slides include review questions about the information contained in this module • Click to advance to the next slide • After reading the slide and questions, click again to see the correct answer Futures Task Force on Academic Outcomes

16. A) What is the definition of a problem? • A discrepancy of 15 points or more • The difference between what is expected and what is occurring • Identified only through the use of published norm-referenced testing • None of the above Futures Task Force on Academic Outcomes

17. A) Answer: #2 The difference between what is expected and what is occurring Futures Task Force on Academic Outcomes

18. B) What are the 5 stages of problem solving? • Identification, definition, exploring solutions, monitoring solutions, solution • Definition, monitoring solutions, identification, referral • Benchmarking, progress monitoring, exploring solutions, defining, identification • None of the above Futures Task Force on Academic Outcomes

19. B) Answer: #1 Identification, definition, exploring solutions, monitoring solutions, solution Futures Task Force on Academic Outcomes

20. C) What are 2 advantages of problem solving practices? • The opportunity to use advanced and extended testing procedures • It is success focused and leads to instructional change • It provides data on how long a problem has been observed • None of the above Futures Task Force on Academic Outcomes

21. C) Answer: # 2 It is success focused and leads to instructional change Futures Task Force on Academic Outcomes

22. D) True or False? • Problem solving school psychology is compatible with the 2007 NASP position statement on the identification of students with specific learning disabilities Futures Task Force on Academic Outcomes

23. D) Answer: True Problem solving school psychology is very compatible with the 2007 NASP position statement on the identification of students with specific learning disabilities Futures Task Force on Academic Outcomes

24. E) Problem solving school psychology is: • A deficit-focused method • A discrepancy-based method • A success-based method • None of the above Futures Task Force on Academic Outcomes

25. E) Answer: #3 A success-based method Futures Task Force on Academic Outcomes

26. For More Information… • To learn more about problem solving, view the module entitled “Problem Solving Process.” Futures Task Force on Academic Outcomes