Instructional Consultation Case Presentation

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Instructional Consultation Case Presentation
Crystal Keith Psyc 639 December 10, 2007
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Demographics

• Student Drew Jones
• Age 811
• Grade 3rd
• Primary Language English
• Consultant Crystal Keith
• Primary consultee Mr. and Mrs. Jones
• Secondary consultee Mrs. Stanley, general
  education teacher

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Problem IdentificationReason for Referral

• Interview with Mrs. Stanley Drews general
  education teacher
• Noticeable stall in reading progress
• Pace is slowing down
• Drew was described as a motivated learner
• Strong verbal communication skills
• Likes to read however has stopped volunteering
  to read in class
• Consistent lack of focus
• At least one grade-level behind
• No current interventions in place
• Open Court curriculum used school-wide

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Problem IdentificationReason for Referral

• Interview with Mr. and Mrs. Jones Drews
  parents
• Also notice decline in readings skills reading
  despite multiple opportunities to read at home
• Drew reads and is read to nightly- enjoys reading
• Reading below grade-level books at home
• Eyes are always moving around the page
• Inconsistent pace of progress
• Misses or replaces words
• Switches words around to make sense
• Occasional lack of focus
• Dad also experienced difficulty reading in school

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Problem IdentificationReason for Referral

• Interview with Drew
• Enjoys reading
• Mixes up words I dont know why
• Reading is easy, but some words are hard
• More comfortable with large words
• Sometimes its hard to wake up my brain

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Problem IdentificationInitial observations

• Energetic, talkative, friendly
• Confident
• I read chapter books at home and I dont make
  any mistakes
• Talked quickly and loudly, but read slowly and
  quietly
• Difficult to focus attention
• Stopped to tell personal stories while reading
• Thinking about the text and extrapolating meaning
  from own life

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Establishing BaselineGeneral Procedure

• DIBELS oral fluency probes were used
• to establish mastery, instructional and
  frustrational levels for targeted intervention
• to identify and delineate errors
• Each grade is divided into three assessment
  periods beginning, middle and end of year
• Drew read three passages from each assessment
  period for one minute each
• Median number of words read correctly (WRC) per
  minute were compared to DIBELS norms to determine
  current reading levels
• Errors were noted for later analysis

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Baseline Data

• Suspected mastery level according to Mrs.
  Stanley middle of 1st gr.
• Fluency probes were started at this level to
  minimize early frustration

Median Words Read Correctly/ Min.
Reading Levels
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Baseline Data

• Current reading levels
• Beginning of 2nd grade Mastery
• Middle of 2nd grade Instructional
• End of 2nd grade Frustrational
• Drews intervention was targeted at his
  instructional level (middle of 2nd grade)
• Baseline is WRC per minute at mid-year second
  grade 55 WRC/min

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Problem AnalysisProbe samples
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Problem AnalysisProbe samples
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Problem AnalysisProbe samples

• Common Errors articles and contractions

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Problem AnalysisHypotheses for errors

• Hypothesis 1 Drew has trouble accurately and
  efficiently identifying small articles
• Will often omit, substitute or add small articles
• Reads articles incorrectly then continues to make
  errors in order to create a coherent sentence
• Slows reading rate Drew is reading for meaning
• Accounted for 69 of errors on probe samples

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Problem AnalysisHypotheses for errors

• Hypothesis 2 Drew also has difficulty reading
  contractions
• Dont
• Didnt
• Hadnt
• Isnt
• Hasnt
• May be related to article mistakes- will monitor
  as article automaticity improves

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General Program Procedures

• Primary consultee Mr. and Mrs. Jones
• Communication through weekly instruction sheets,
  progress charts and phone calls and/or meetings
• Intervention 10-20 minutes per day at home with
  Mr. Jones 2 days per week at school with Ms.
  Keith
• Mr. Jones recorded speed, accuracy and error
  information during practice at home
• Continually evaluate progress and appropriateness
  of program
• Identify additional hypotheses

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General Program Procedures

• Weekly progress monitoring Drew read three
  DIBELS probes at his instructional reading level-
  median number of WRC/minute were recorded
• The pace of intervention was determined by Drews
  progress on each phase
• Drew needed to reach at least 90 accuracy at a
  pace which indicated automaticity for 2
  consecutive days before moving on to the next
  phase

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General Program Procedures

• Example of the instruction and data collection
  sheet sent back and forth from school daily

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Program ImplementationHypothesis 1 Quickly and
Accurately Identifying Articles

• Phase 1 Articles in isolation
• Article lists were developed based on errors from
  probes
• Drew was initially given article flashcards
  however he was able to read the articles quickly
  and accurately when presented independently
• Articles were placed on paper in list form
  (35/pg)
• Three lists per week to control for practice
  effects
• Drew read the lists at 90 accuracy immediately
• Accurately, but not quickly!
• Mean time data was recorded daily to monitor
  progress toward automaticity

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Program ImplementationHypothesis 1 Phase I data

• Percent of change 64
• By day 14, Drew read 35 articles at rate of 2 per
  second

relative to gt 90 accuracy
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Program ImplementationHypothesis 1 Quickly and
Accurately Identifying Articles

• Phase 2 Once Drew could read articles accurately
  and quickly in list form, he was given 2-4 word
  sentences with ONE target article
• Three lists of sentences (12 per page) were
  provided new lists each week to control for
  practice effects
• Phase 1 article list practice and data collection
  were continued for retention purposes
• Mean time data (in seconds) was recorded daily to
  monitor progress toward automaticity

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Program ImplementationHypothesis 1 Phase 2
materials

• Andrews the man
• Trees are tall
• Mom is happy
• It fell
• Lots of food
• To school
• The boy left
• Up high
• She said nothing
• On bikes
• I run fast
• There Bryan

• Me talking
• Love your family
• Fish are jumping
• Our dog runs
• If Dad drives
• All long books
• Everyone but Sam
• To school Andrew
• Do homework
• He went far
• Is winter over
• Hot and cold

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Program ImplementationHypothesis 1 Phase 2 data

• Percent of change 59
• By day 10, Drew read 12 sentences at rate of 1.6
  seconds per sentence, compared to 4 seconds per
  sentence at baseline

relative to gt 90 accuracy
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Program ImplementationHypothesis 1 Quickly and
Accurately Identifying Articles

• Phase 3 Once Drew could read articles accurately
  and quickly in 2-4 word sentences, he was given
  4-6 word sentences with 2-3 target articles
• Three lists of sentences (12 per page) were
  provided new lists were created each week to
  control for practice effects
• Mean time data (in seconds) was recorded daily to
  monitor progress toward automaticity

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Program ImplementationHypothesis 1 Phase 3
materials

• What is the day
• Please pick it up
• Lots of rain in May
• Its too early for dinner
• What will we play
• High in the clouds
• She called to me
• I play football at the field
• The fire is big and warm

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Program ImplementationHypothesis 1 Phase 3

• Percent of change 69
• By day 22, Drew read 12 sentences at rate of 1.5
  seconds per sentence, compared to 5 seconds per
  sentence at baseline

relative to gt 90 accuracy
Peaks new sentence lists
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Program ImplementationHypothesis 1 Quickly and
Accurately Identifying Articles

• Phase 4 Once Drew could read articles accurately
  and quickly in 4-6 word sentences, he was given
  6-8 word sentences with numerous target words
• Number of sentences per page were decreased to 7
  to reduce visual noise
• Three lists of sentences were provided new lists
  were created each week to control for practice
  effects
• Mean time data (in seconds) was recorded daily to
  monitor progress toward automaticity

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Program ImplementationHypothesis 1 Phase 4
materials

• Writing on the wall with the pen.
• Will you come with me there.
• Your parents love you very much.
• Were you reading the book well.
• The fire is red, big and warm.
• If your teacher said that it was ok.
• Are you all done with your toy.

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Program ImplementationHypothesis 1 Phase 4 data

• Percent of change 35
• By day 27, Drew read 7 sentences at rate of 3.5
  seconds per sentence, compared to 5 seconds per
  sentence at baseline

relative to gt 90 accuracy
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Program ImplementationHypothesis 1 Overall
Hypothesis Data
2-4 Word Sentences Article Lists
Article Lists
4-6 Word Sentences
6-8 Word Sentences
Baseline
relative to gt 90 accuracy
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Additional Hypotheses

• Even, Ever, Every confusion
• Morning vs. Evening for performance
• External distractions difficulties with focus

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Overall ProgressDIBELS probes Progress toward
middle of 3rd grade goal
Words Read Correctly/ Min.
II
III
IIII
IIV
Middle of 2nd Grade Probes End
of 2nd Grade
Middle 3rd
Hypothesis Phase relative to gt 90 accuracy
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Projected ProgressDIBELS probes Progress
immediate end of 2nd grade goal
II
III
IIII
IIV
Words Read Correctly/ Min.
Middle of 2nd Grade Probes End
of 2nd Grade
Middle 3rd
Hypothesis Phase relative to gt 90 accuracy
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Projected ProgressDIBELS probes Progress
toward middle of 3rd grade goal
II
III
IIII
IIV
Words Read Correctly/ Min.
Middle of 2nd Grade Probes End
of 2nd Grade
Middle 3rd
Hypothesis Phase relative to gt 90 accuracy
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Overall ProgressDIBELS probes progress toward
middle of 3rd grade goal

• Overall percent of change 64 increase in
  WRC/minute on DIBELS oral fluency probes
• Baseline instructional level Middle of 2nd grade
• Current instructional level End of 2nd grade
• Projected date of meeting immediate end of 2nd
  grade goal Week 7 (next week!)
• Projected date of meeting overall middle of 3rd
  grade goal Week 9

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Plan Evaluation

• Progress is continuing at a steady pace
• Extra time has been taken on each phase to ensure
  learning and maintenance occurs
• Parents report fewer mistakes while reading at
  home and are optimistic about Drews growth
• Drew displays more confidence while reading and
  has begun to volunteer to read aloud in class
  according to Mrs. Stanley
• but were not done yet!

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Continuation of Intervention

• Drew will continue phase IV
• Upon success in phase IV, Drew will be provided
  target words embedded in paragraphs
• Once hypothesis I is completed, Drew will begin
  working on Hypothesis II (contractions)
• Opportunity to generalize new skills
• The consultant-consultee relationship with
  continue until Drew has met his overall goal of
  mid-3rd grade, unless otherwise specified by the
  consultee
• At that time, the consultee will be provided
  information and materials for maintenance