Bridging People Bridging Paradigms

1. Get Together With Your School Psychologists and Speech Pathologists: Fighting for Best Practices Together, Not Alone Oregon Branch of the International Dyslexia Association Oregon School Psychologists Association Jim Hanson jabrhanson@yahoo.com Betsy Ramsey ramruff@comcast.net

2. Bridging PeopleBridging Paradigms

3. Bridging People

4. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE) • Parent Outreach • ORBIDA Lecture Series

5. ORBIDA Board Diversity • School Psychologists • Speech Pathologists • Professional Organizations • Universities • People with Dyslexia!!! • Parents • Non-Profits (Boys & Girls Clubs, LDA) • Teachers: General and Special Education • Financial Advisors

6. Why School Psychologists? • Program Design (From Reading Research to School’s “Best Fit” Curricula, Developing Local Norms, District-Level Implementation and Evaluation) • Team Collaboration (Progress Monitoring, Student Placements) • Serving Individual Students (Assessment of SpecificCognitive Processes for Patterns of Strengths and Weaknesses Relevant to Identification of Dyslexia and Linked to Interventions)

7. Why Speech Pathologists? • Program Design (selecting reading curricula) • Team Collaboration (universal screenings, interpreting screening results, elucidating language base of literacy) • Serving Individual Students “New Roles in Response to Intervention: Creating Success for Schools and Children” 

8. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE) • Parent Outreach • ORBIDA Lecture Series

9. ORBIDA Position Paper • THE DEFINITION AND IDENTIFICATION OF SPECIFIC LEARNING DISABILITIES • ORBIDA Position Statement adopted by unanimous vote of the Board of Directors on 09/26/2007 • Definition • Identification Process • Multi-tiered Model • Addresses RTI and PSW

10. Position Paper • Links ORBIDA with school-based providers • Bridges terminology • Necessary when communicating with other organizations

11. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE) • Parent Outreach • ORBIDA Lecture Series

12. Other Organizations • Knowledge of Existing Systems and Programs • Influence in State and Local Policy Decisions • National and International Effects • Effect on School Practices for Kids

13. Other Organizations • Literacy Leadership State Steering Committee (LLSSC) • State Advisory Council on Special Education • Accommodations Panel • Effective Behavioral Supports and Interventions (EBISS) Advisory Panel • Scaling Up Project (Evidence-Based Interventions) • Oregon Parent Training and Information Center (ORPTI) • IEP Partners Project

14. Literacy Leadership State Steering Committee • Governor • Chief State School Officer • State Legislative Committee Chairs • Community Organization - SBRR • Directors of State/Federal Program • Home School Parent • Teacher • Family Literacy Service Provider • Higher Education - SBRR

15. Literacy Leadership State Steering Committee INSERT BETSY’S SLIDE HERE WITH COOL GRAPHIC

16. Oregon Reading First • School-wide focus on reading • Research-based instructional programs • Differentiated instruction • Reliable, valid, and frequent assessments • Reading instruction-protected time • Data based decision making teams • Professional development

17. Reading First RESULTS • Consistent growth in student achievement • Teacher satisfaction • Student generalization of skills to other subjects • Forced behavioral changes on part of school staffs • Summary of state effectiveness http://oregonreadingfirst.uoregon.edu/downloads/other/nrfis_orrf_talking_points.pdf

18. Scaling Up Project • INSERT BETSY’S SLIDE WITH GRAPHIC HERE

19. State Influence • ASK Settlement 2001 • Accommodations Panel • High School Diploma • Essential Skills of Reading Graduation Requirement • Modified Diploma

20. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE) • Parent Outreach • ORBIDA Lecture Series

21. Joint ConferencesOregon School Psychologist Association • “Literacy: A Capital Idea!” 2007 Salem, Oregon • “The Four R’s: Reading, wRiting, aRithmetic, and Research” 2009 Portland, Oregon

22. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE, School Districts) • Parent Outreach • ORBIDA Lecture Series

23. Where Do We Start? • ORBIDA Board Diversity-Nominating Committee • Position Statement on Dyslexia/SLD Identification • Board Members on Other State Organizations • Jointly Sponsored Conferences • ORBIDA Board Members Speaking at Other Organizations’ Conferences (COSA, DOE) • Parent Outreach • ORBIDA Lecture Series

24. Parent Outreach • Oregon Parent Training and Information Center (ORPTI) • Reversals Support Groups • Adult Support Groups with LDA • Family Fun Events • Blosser Center Collaboration • IEP Partners Project • ORBIDA Lecture Series

25. ORBIDA Monthly Lecture Series • Dyslexia 101 • October 12, 2010 at  Thomas Edison High School • Laura Rogan MA Clinical Psychology & M.Ed. School of Psychology • FEE : Member $5 each; Non-member $10 each

26. Bridging Paradigms

27. Dyslexia versus SLD:Are they the same animal?

28. Comparison of Definitions • Dyslexia • Reading Disorder • Specific Learning Disability • IDA Board, November 2002
National Institutes of Health, 2002 • DSM-IV • OSEP-Federal Definition, IDEIA 2004

29. Dyslexia • “Dyslexia is a specific learning disability” • Neurobiological • Spelling and decoding • Based on phonological deficit in an “otherwise normal cognitive ability profile” • Can result in deficits in reading comprehension

30. SLD Federal Definition • “A disorder in one or more of the basic psychological processes • involved in understanding or using language, spoken or written • listen, think, speak, read, write, spell, or do mathematical calculations. • Such terms include such conditions as perceptual disabilities, brain injury, dyslexia, and developmental aphasia”

31. Similarities • Neurological in origin (Dyslexia) • Disorder in one of the basic psychological processes (SLD)

32. Differences • Some researchers use the term dyslexia in a narrow sense to refer to difficulty with accurate and fluent single word identification, or decoding. To avoid confusion, NASP advises school psychologists to use the term “reading disability,” rather than dyslexia • NASP Position Statement: Identification of Students With Specific Learning Disabilities,, 2007

33. Dyslexia: Classic Factors • PHONOLOGICAL • PHONOLOGICAL (WORKING) MEMORY • RAPID AUTOMATIC NAMING • ORTHOGRAPHY

34. Other Dyslexia Factors • Attention • Language Use: Articulation • Language Use: Morphology • Rapid Automatic Switching • Organization-Study Skills

35. Dyslexia in the Schools • Insert picture of confused looking person here

36. How to Bridge Paradigms Dyslexia to SLD • Insert bridge picture

37. IDEIA 2004-Identification • States may allow the use of response to intervention • States may no longer require the use of a severe discrepancy • States may allow the use of alternative, research-based methods of SLD identification

38. O.D.E. FORMS(SPECIFIC LEARNING DISABILITY) 1. Does not make sufficient progress to meet age or Oregon grade-level standards when using a process based on the child’s response to scientific, research-based instruction; • and/or 2. Demonstrates a significant discrepancy between his or her academic achievement, relative to age, (including progress toward state-approved grade level standards), and his or her intellectual development. • and/or 3. Exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, Oregon grade-level standards, or intellectual development, that is determined to be relevant to the identification of a specific learning disability,

39. The Three Methods Method Use? 1: YES 2: NO 3: YES • RTI • IQ/ACH Discrepancy • Alternative, research-based methods

40. RTI/PBIS-First Method • INSERT BETSY’S TRIANGLE SLIDE HERE

41. Psychologists/Speech Pathologists: Help in the First Method • Program Design (From Reading Research to School’s “Best Fit” Curricula, Developing Local Norms, District-Level Implementation and Evaluation) • Team Collaboration (Progress Monitoring, Student Placements, universal screenings, interpreting screening results, elucidating language base of literacy) • Serving Individual Students

42. Second MethodFull Scale IQ/Achievement Discrepancy • Does not address definition • Wait to fail • Overreliance on standard scores • Meaninglessness of category to intervention • Not consistently applied

43. IQ: Not Full Scale • Full Scale IQ explains only 10-20% of specific areas of achievement • Specific cognitive abilities (processes) explain 50-70% of specific areas of achievement • (Flanagan, Ortiz & Alfonzo, 2007)

44. Psychologists/Speech Pathologists: Help in the Third Method • Program Design • Team Collaboration • Serving Individual Students Assessment of Specific Cognitive Processes and Language

45. Third Method: PSWSchool Neuropsychology • Sensory Motor • Attention • Language Use • Visual Spatial • Memory and Learning • Executive Functions • Speed • Auditory Processing-Phonemic Awareness

46. Same Animal-Factors? Neuropsychology Dyslexia Orthography Attention Language Use: Articulation Language Use: Morphology Memory Rapid Automatic Switching Organization-Study Skills Rapid Automatic Naming Phonological Awareness • Sensory Motor • Attention • Language Use • Visual Spatial • Memory and Learning • Executive Functions • Speed • (Phonemic Awareness)

47. Remember the Definition • “A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which manifests itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such terms include such conditions as perceptual disabilities, brain injury, dyslexia, and developmental aphasia”

48. Dyslexia/SLD • “Dyslexia” in federal law language • “Specific Learning Disability” in dyslexia definition • Neurobiological in origin • Similar factors

49. Why Neuropsychology? • Answers the Questions: WHY ISN’T MY CHILD READING? • IQ/ACH & RTI alone do not answer the question why • Addresses SLD definition • Research-based constructs • “Comprehensive” evaluation • Differential diagnosis • Guides interventions • Court cases

50. The Third Method • Oregon School Psychologists Association (OSPA) Technical Assistance Paper • Learning Disabilities Association White Paper • Flanagan and Fiorello “The Third Method”