Title: How to Use Problem Solving
1How 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
2Module Overview
- Problem Solving Process
- Considerations
- Case Example
- Summary
- Review Questions
3Problem 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
4Identify 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
5Define 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
6Determine 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
7Determine 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?
8Determine 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
9Design 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.
10Set 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)
11Implement 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
12Important 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
13Case 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.
14Student 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, Jodys
family moved to Iowa. Jody enrolled in first
grade alongside students who had primarily
attended the local districts full-day
kindergarten program. The district used the
DIBELS as a measure of all students literacy
development and Jody participated in Fall DIBELS
benchmarks.
15Jodys Grade 1 DIBELS Scores
16Traditional 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
17Jodys 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
18Another 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
19Problem-Solving Steps
- Problem identification Jodys teacher reports
that Jodys has reading problems - Problem definition Jodys 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 Jodys progress is measured
weekly - Problem solution Jody meets the winter DIBELS
benchmarks!
20Jodys Reading Instruction
- Jodys 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 Kameenui and
Simmons (2002). - Jodys progress in learning to read was monitored
using the nonsense word fluency DIBELS measure. - Jodys progress data showed that he began to
develop the word attack skills necessary for
reading.
21Jodys Graph
22Next Steps for Jody
- Jodys 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
23Jodys Ongoing Progress
24Jodys Grade 1 DIBELS Scores
25Reviewing Jodys 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 - Theres no evidence to suggest Jody has a
learning disability - Jodys end of year NWF score suggests he may need
ongoing classroom supports to keep him on track
26What is the School Psychologists Role in Problem
Solving?
- Issues to review
- Current practice
- Readiness for change
- Need for paradigm shift
27CURRENT 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?
28CURRENT 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 districts priorities - (top level scores
on state NCLB exam students going to Ivy League
colleges vs. meeting the needs of all students)
29READINESS FOR CHANGE
- School Psychologist as change agent
- Whats 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
30NEED 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
31Summary
- Problem solving starts with identifying if there
is a problem - Baseline data show the students starting point
- Interventions are used to improve students
skills - Progress data indicate if an intervention is
working
32Review 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
33A) What is the first step in problem solving?
- Make a referral to special education
- Collect baseline data
- Identify the area of concern
- Implement intervention
34A) Answer 3
-
- Identify the area of concern
35B) How many baseline data points are needed?
- At least 3 data points
- 10 or more data points
- 5 data points
- Only 1 data point
36 B) Answer 1
37C) 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
38C) Answer 4
- Interventions should be described in clear,
easily understandable terms
39D) How often should progress be monitored?
- Every 6 months
- Weekly
- Every other week
- Monthly
40D) Answer 2
-
- Progress should be monitored weekly
41E) 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
42E) Answer 3
- Collaborate with the teacher(s)
43For More Information
- To learn more about selecting interventions, view
the module entitled Research-Based Academic
Interventions.