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Lecture 5: Exploring Intervention Options

Lecture 5: Exploring Intervention Options. Developed by Gerald D. Nunn, Ph.D., NCSP School Psychology Program Idaho State University. SCPY 6699: Response to Intervention, Fall 2010. Exploring Interventions.

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Lecture 5: Exploring Intervention Options

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  1. Lecture 5:Exploring Intervention Options Developed by Gerald D. Nunn, Ph.D., NCSP School Psychology Program Idaho State University SCPY 6699: Response to Intervention, Fall 2010

  2. Exploring Interventions • After defining the problem, the team must brainstorm intervention solutions having the best probability of success.. • To do so, the team first writes a measurable goal consistent with previous decision-making; • Prioritizes interventions/accommodations to be implemented, and makes a decision • Summarizes what they are going to do Gerald D. Nunn, Ph.D., NCSP

  3. Benefits of Goal Writing • Determines whether the individual is making improvement • Guides decision-making relative to intervention activities • Determines the relative effectiveness of an intervention or instructional program Y Goal Line Baseline X Result Gerald D. Nunn, Ph.D., NCSP

  4. “What is the goal?” The goal is the intended outcome of the intervention; the direction and extent to which the target behavior is to be changed. • it takes into account a student’s present level of performance (PLOP) • precedes & defines the system of monitoring progress Gerald D. Nunn, Ph.D., NCSP

  5. General Characteristics of Acceptable Goals... Meaningful Measurable* Monitorible Make Decisions *This element of the goal is now a part of IDEA 97 Gerald D. Nunn, Ph.D., NCSP

  6. Short Term Objectives/ Benchmarks • Short-term objectives (benchmarks) are based on the conditions, behaviors and criterion defined in the goal. They define increments or periodic checks of progress/changes over time relative to the goal. Gerald D. Nunn, Ph.D., NCSP

  7. Goal Statement should include: • Conditions - time frame, situation/setting, materials used-measurement materials • Student’s Name • Behavior - description of the task to be performed, what the student is expected to do • Criterion - represents an criterion for acceptable performance/behavior (CAP) Gerald D. Nunn, Ph.D., NCSP

  8. Conditions Academic • date by or timeline in which goal is to be achieved • description of the material(s) to be used • description of difficulty level Non-Academic • date by or timeline in which goal is to be achieved • setting in which behavior is to be displayed • stimuli to elicit behavior Gerald D. Nunn, Ph.D., NCSP

  9. Behavior/Performance Behavior/ Performance is the description of the task to be performed. • it may be the targeted behavior or • it may be the replacement behavior Gerald D. Nunn, Ph.D., NCSP

  10. Criterion for Acceptable Performance (CAP) The CAP criterion represents an acceptable level of behavior. • it is used to measure the effectiveness of intervention strategies • sets the standard for evaluation Gerald D. Nunn, Ph.D., NCSP

  11. Selecting a Criterion The criterion needs to: • be different and acceptable for each individual • represent the selected performance standard • represent a reasonable level of performance • reflect the nature of the skill • reflect the nature of the individual • reflect the number of learning opportunities • reflect the nature of environmental, instructional and curricular conditions Gerald D. Nunn, Ph.D., NCSP

  12. Performance Standards • peer performance • criteria for next environment • instructional placement standards • school policy/standards • developmental norms • medical standards • adult expectations (parent, teacher, employer) • local norms • professional judgment Gerald D. Nunn, Ph.D., NCSP

  13. Set SMART Goals Specific Measurable Ambitious Realistic Take into Account the GenEd Curriculum Gerald D. Nunn, Ph.D., NCSP

  14. Sunita’s Goal • Conditions (Time frame, Materials, Setting) • Student Name • Behavior (What we expect) • Criterion (Standard for acceptable performance) Goal: In 9 school weeks, during transition time in the kindergarten classroom, Sunita will begin to get ready for recess within one minute of the teacher’s directions to do so,4 out of 5 recess periods. Gerald D. Nunn, Ph.D., NCSP

  15. Julia’s Goal • Conditions (Time frame, Materials, Setting) • Student Name • Behavior (What we expect) • Criterion (Standard for acceptable performance) Goal: On a weekly basis in history class, Julia will begin to turn in 80% of her assignmentswith at least 75% accuracy. Gerald D. Nunn, Ph.D., NCSP

  16. Sally’s goal Sally is able to make a transition fromone academic activity to another within a one minute time frame. However, Sally does not begin to get ready for recess after a direction is given within a one minute period. Sally’s median time between the teacher giving the direction and her beginning to get ready for recess was 5 minutes. Her peers were able to begin tasks within 30 seconds of teacher direction. It would be expected that Sally will be able to comply within a one minute period. Gerald D. Nunn, Ph.D., NCSP

  17. Write a Goal for Chris • Chris can follow the cleaning steps accurately and cleans the motel rooms well. However, Chris’s employer expects that he clean each room within 15 minutes. Chris cleans rooms a median time of 24 minutes. Gerald D. Nunn, Ph.D., NCSP

  18. The Next Step:Intervention An Intervention is a written plan based on an individual student’s problem related to goal statement It Includes: • Definition of the behavior • Definition of the problem • Goal • Direct Instruction (Intervention) • Monitoring Progress • Data-Based Decision Making Gerald D. Nunn, Ph.D., NCSP

  19. Interventions are: • Linked to a GOAL- the behavior/performance will change relative to the goal set by the team • Systematic/Planful- the procedures to be applied are specified clearly and completely • Environmentally Focused- the actions taken modify the environment, not only upon the student Gerald D. Nunn, Ph.D., NCSP

  20. Some Examples of Interventions: • using corrective reading • Teaching student how to initiate peer interaction • Instructing in following directions • Using strategies for sentence writing • Teaching strategies for test taking Direct instruction in a specific skill by: Gerald D. Nunn, Ph.D., NCSP

  21. Interventions are not… • Accommodations • Adaptations • Interagency referrals • Special education settings/programs • Assessments, evaluations, screenings • Classroom observations • Advice or consultations • Assisting with instructional methods and materials • Places Gerald D. Nunn, Ph.D., NCSP

  22. Accommodations Accommodations are supports or services provided to help a student access the general curriculum provided (support success). Gerald D. Nunn, Ph.D., NCSP

  23. Adaptations Adaptations are changes made to the content and performance expectations for students. Gerald D. Nunn, Ph.D., NCSP

  24. Interventions Interventions require direction instruction and data collection to the area of concern. Gerald D. Nunn, Ph.D., NCSP

  25. How do we document an Intervention? Use the Intervention Plan (I-Plan) • Use as a document providing a common understanding for team • Use as a guide for implementation • Record and document the intervention • Use as a tool for follow-up, modification, reports of progress Gerald D. Nunn, Ph.D., NCSP

  26. A Team Process for Developing an Intervention* 1. Brainstorm 2. Clarify 3. Advocate 4. Canvass *Garmston & Wellman, 1998

  27. Brainstorm • Record brainstormed ideas on chart paper. • Elicit ideas only. • Discourage criticisms or questions. • Push for between 6-8 ideas. Garmston & Wellman, 1998 Gerald D. Nunn, Ph.D., NCSP

  28. Clarify • Ask if any ideas need to be clarified. • The author provides the clarification. • The facilitator observes the questioner during clarification and stops the clarification when questioner indicates nonverbally or otherwise that he/she understands. Garmston & Wellman, 1998 Gerald D. Nunn, Ph.D., NCSP

  29. Advocate • Participants may advocate for as many items as they wish and as many times as they wish. • Statements of advocacy must be phrased in the positive. • Statements of advocacy must be brief. Garmston & Wellman, 1998 Gerald D. Nunn, Ph.D., NCSP

  30. Canvass • Ask individuals in the group to identify which few (between 2-4) of the ideas they feel are most important. • The ideas they feel are the most important do not need to be placed in rank order. • Take a hand count to determine which ideas are of greatest interest to the group. Garmston & Wellman, 1998 Gerald D. Nunn, Ph.D., NCSP

  31. Activity • Use the Four Steps of the team process for Chris. Gerald D. Nunn, Ph.D., NCSP

  32. Skill Builder • Using the four step process, select a strategy (strategies) for teaching the intervention to use in a case study. • Record the details of the chosen intervention on your group case study I-Plan • Share with other teams. Gerald D. Nunn, Ph.D., NCSP

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