How to Use Problem Solving

1. How to Use Problem Solving Lorraine Wizda, M.A. Baltimore City Public Schools Lynne O. Thies, Ph.D., NCSP North Merrick Public Schools, Merrick, NY; St. John's University; Adelphi University

2. Module Overview • Problem Solving Process • Considerations • Case Example • Summary • Review Questions Futures Task Force on Academic Outcomes

3. Problem Solving Process • Identify area of concern • Define problem in observable/measurable terms • Determine baseline • Determine what skills and/or environmental conditions are needed to resolve problem • Design intervention • Implement intervention and track progress through data collection • If data do not show progress, redesign intervention • If data shows progress, continue intervention Futures Task Force on Academic Outcomes

4. Identify Areas of Concern • There is a gap between what is expected and what is occurring • The gap is causing problems with learning and/or behavior • Problem solving can determine instructional and/or environmental modifications to help student meet goals Futures Task Force on Academic Outcomes

5. Define Concern in Measurable Terms • Determine if additional data is needed to do this • Decide how to collect additional data and who will collect • Use collected data to develop definition of problem in observable/measurable terms • Be specific – break concerns into smallest components • Make definition measurable, easy to count, e.g., #of words read, digits correct in math problems or # of times out of seat Futures Task Force on Academic Outcomes

6. Determine Baseline • Based on observable/measurable definition of problem, collect data on current performance • Use at least three data points • State in measurable terms, e.g., student currently identifies 12 of 26 letters correctly or student is currently out of seat 14 times during the 30 minute math period Futures Task Force on Academic Outcomes

7. Determine Skills Needed • What is the expectation/goal for the area of concern? • What skills are needed for the student to meet the expected goal? • Which of these skills have already been mastered? • Which skills need to be mastered or strengthened? Futures Task Force on Academic Outcomes

8. Determine Necessary Environmental Conditions • Are certain environmental conditions needed to attain the goal? • Which of the environmental conditions are already in place? • Based on this information, can identify skills/conditions which will be target of intervention Futures Task Force on Academic Outcomes

9. Design Intervention • How can instruction be modified to support goal attainment? • How can environmental conditions be manipulated to supported goal attainment? • Describe intervention in clear, easily understandable terms. Futures Task Force on Academic Outcomes

10. Set up Progress Monitoring • Determine how data will be collected to determine effectiveness of intervention • Determine who will collect data and when • Determine when and how often data will be reviewed (should be at least weekly) Futures Task Force on Academic Outcomes

11. Implement and Evaluate Intervention • Insure that intervention is implemented with integrity • Monitor data collection regularly • Make decisions based on data collected • If data shows progress, continue intervention • If data does not show progress, redesign intervention Futures Task Force on Academic Outcomes

12. Important Considerations • When working on a problem with behavior, always look at what the student is being asked to do when the behavior occurs. Academic failure fuels inappropriate behavior • Focus interventions on the areas where we have the most control, i.e., instruction and school environmental conditions • Make decisions based on data • Collaborate with teachers to design and implement interventions Futures Task Force on Academic Outcomes

13. Case Example • The following example compares a traditional, and then a problem solving approach to school-based assessment • Problem solving assessment offers instructional solutions that teachers can use to help a student find success. Futures Task Force on Academic Outcomes

14. Student: Jody • Jody lives with both his parents and little sister in a northeastern town. When Jody was an infant and toddler he spent his day at home with his mom. At age 3 he enrolled in a private preschool which focused on allowing students to explore and learn from self-directed inquiry. Jody began Kindergarten in the same town where he attended preschool. The Kindergarten classes were half day sessions and his teacher reported that he made good progress but was very shy and quiet in group settings. During the summer between Kindergarten and first grade, Jody’s family moved to Iowa. Jody enrolled in first grade alongside students who had primarily attended the local district’s full-day kindergarten program. The district used the DIBELS as a measure of all students’ literacy development and Jody participated in Fall DIBELS benchmarks. Futures Task Force on Academic Outcomes

15. Jody’s Grade 1 DIBELS Scores Futures Task Force on Academic Outcomes

16. Traditional Assessment • A traditional school psychology approach to assessment of Jody would likely focus on identifying whether his reading difficulties were related to a learning disability or, perhaps, a specific anxiety. • The assessments could include an IQ test, anxiety assessment (rating scales and interviews), and measures of memory or other cognitive processes Futures Task Force on Academic Outcomes

17. Jody’s Evaluation Report • IQ score is average • Phonological awareness and memory are below average • Internalizing symptoms are elevated • Math is average but reading and writing are below average • A case could be made for the presence of LD Futures Task Force on Academic Outcomes

18. Another Approach • Instead of being evaluated, Jody was provided with specific instruction in the area of reading • This approach was based on the use of problem-solving procedures and development of a hypothesis that Jody needed more reading instruction • The assumption was made that Jody could learn to read if given the right instruction Futures Task Force on Academic Outcomes

19. Problem-Solving Steps • Problem identification: Jody’s teacher reports that Jody’s has reading problems • Problem definition: Jody’s DIBELS scores are compared to national and local norms • Exploring solutions: It is hypothesized that Jody needs additional specific reading instruction and this is provided daily • Monitoring progress: Jody’s progress is measured weekly • Problem solution: Jody meets the winter DIBELS benchmarks! Futures Task Force on Academic Outcomes

20. Jody’s Reading Instruction • Jody’s DIBELS scores showed that when compared to other first graders, his scores reflected considerable risk of his not learning how to read. • Jody was placed in daily 30 minute reading lessons with 3 other students who had low DIBELS scores. • The intervention included use of the evidence-based reading instruction program Early Reading Intervention (ERI) by Kame’enui and Simmons (2002). • Jody’s progress in learning to read was monitored using the nonsense word fluency DIBELS measure. • Jody’s progress data showed that he began to develop the word attack skills necessary for reading. Futures Task Force on Academic Outcomes

21. Jody’s Graph Futures Task Force on Academic Outcomes

22. Next Steps for Jody • Jody’s initial progress was quite strong • It may be he would make the same progress with fewer ERI sessions per week • It was decided to reduce his program to 2 days per week • Data were still collected on his progress Futures Task Force on Academic Outcomes

23. Jody’s Ongoing Progress Futures Task Force on Academic Outcomes

24. Jody’s Grade 1 DIBELS Scores Futures Task Force on Academic Outcomes

25. Reviewing Jody’s Progress • Was the intervention successful? Yes! • The intervention used to help Jody learn to read worked and by the end of the year his DIBELS scores improved • There’s no evidence to suggest Jody has a learning disability • Jody’s end of year NWF score suggests he may need ongoing classroom supports to keep him on track Futures Task Force on Academic Outcomes

26. What is the School Psychologist’s Role in Problem Solving? • Issues to review • Current practice • Readiness for change • Need for paradigm shift Futures Task Force on Academic Outcomes

27. CURRENT PRACTICES • The role of the building “team” – test and place? Backdoor for “services”? True IST or problem-solving approach? • Role of the school psychologist – function tied primarily to special education? Viewed as integral member of the problem-solving team? Futures Task Force on Academic Outcomes

28. CURRENT PRACTICES • Administrative support – status quo (get all of the “special ed” students out of general ed) vs. for progress (supports differentiated instruction and tiered intervention model) • School district’s priorities - (top level scores on state NCLB exam; students going to Ivy League colleges vs. meeting the needs of all students) Futures Task Force on Academic Outcomes

29. READINESS FOR CHANGE School Psychologist as change –agent What’s needed: • Knowledge of the problem-solving process • Knowledge of related skills (CBM, progress monitoring/graphing, research-validated interventions, etc.) • Time availability • Staff availability and receptivity • Administrative support Futures Task Force on Academic Outcomes

30. NEED FOR PARADIGM SHIFT “Medical model” in place and “test and place” is a priority? • School psychologist must be willing to shift the focus of the job from assessment to prevention and intervention • As leaders in research and measurement, school psychologists are the ones who should be leading the “charge” Futures Task Force on Academic Outcomes

31. Summary • Problem solving starts with identifying if there is a problem • Baseline data show the student’s starting point • Interventions are used to improve students’ skills • Progress data indicate if an intervention is working Futures Task Force on Academic Outcomes

32. 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

33. A) What is the first step in problem solving? • Make a referral to special education • Collect baseline data • Identify the area of concern • Implement intervention Futures Task Force on Academic Outcomes

34. A) Answer: #3 Identify the area of concern Futures Task Force on Academic Outcomes

35. B) How many baseline data points are needed? • At least 3 data points • 10 or more data points • 5 data points • Only 1 data point Futures Task Force on Academic Outcomes

36. B) Answer: #1 At least 3 data points Futures Task Force on Academic Outcomes

37. C) How should interventions be described? • Interventions do not need to be described • In complex detail • As briefly as possible • Interventions should be described in clear, easily understandable terms Futures Task Force on Academic Outcomes

38. C) Answer: # 4 Interventions should be described in clear, easily understandable terms Futures Task Force on Academic Outcomes

39. D) How often should progress be monitored? • Every 6 months • Weekly • Every other week • Monthly Futures Task Force on Academic Outcomes

40. D) Answer: #2 Progress should be monitored weekly Futures Task Force on Academic Outcomes

41. E) When designing interventions it is important to: • Use only methods the teacher has already tried • Develop the intervention without teacher input • Collaborate with the teacher(s) • Create complex and thorough interventions Futures Task Force on Academic Outcomes

42. E) Answer: #3 Collaborate with the teacher(s) Futures Task Force on Academic Outcomes

43. For More Information… • To learn more about selecting interventions, view the module entitled “Research-Based Academic Interventions.” Futures Task Force on Academic Outcomes