1、Problem-Solving and Response-to-Intervention:School Psychologists Beliefs,Practices,and Training NeedsNASP Annual Convention 2019Larry PorterGeorge BatscheJose CastilloRachel WitteUniversity of South FloridaAre we ready for this?The skills of school psychologists will be critical if Problem-Solving/
2、RtI is to be implemented successfully.Prior to the statewide implementation of PSM/RtI,existing skills and who possessed them had to be assessed.The GAP between needed and existing skills must be closed if we are to be successful.Statewide Problem-Solving(PS)System Initiative Foundation Structures:T
3、he Problem-Solving ProcessAssessment/Progress Monitoring CBM/DIBELSIntervention SupportProgram Evaluation and AccountabilityOrganizational Development and Systems SupportImplementation:Critical Components Integrate with existing initiativesPBSReading FirstEarly Intervention Efficient TrainingProblem
4、-Solving MethodData Collection and Interpretation CBM,DIBELS,PBS,Local InitiativesEvidence-based Interventions PBS,Reading FirstResponse to Intervention Use of technologyCritical Components,cont.Technical AssistanceState and Regional LevelsDistrict Personnel(Student Services et al)Technology Coachin
5、g ModelBuilding Level Strong Project Evaluation Model Statewide TrainingRegional Training Facilitators Demonstration Districts Schools within DistrictsRegional Assistance CentersDemonstration Districts(to be determined)Pilot Schools(to be determined)Project StructureRegional Assistance Centers Train
6、ing Technology Intervention Resources(EBIs)Regional TrainersDemonstration DistrictsPilot Buildings within DistrictsResearch on Integrity of Problem-Solving(Flugum and Reschly,1994)Use of Behavioral Definition41%of Teachers/45%of Related Services Use of Direct Measure/Baseline38%of Teachers/27%of Rel
7、ated Services Use of Step-by-Step Intervention Plan53%of Teachers/44%of Related Services Graphing Results7%of Teachers/2%of Related Services Compare Results to Baseline14%of Teachers/11%of Related ServicesProblem-Solving(PS)/Response-to-Intervention(RtI)Survey:Introduction Rationale:Few studies inve
8、stigating school psychologists views of PS/RtI Purpose:Explore the beliefs,practices and training needs of school psychologistsDetermine readiness for PS/RtITraining needs assessmentPS/RtI Survey:Structure Questions related to:Demographic InformationCurrent practices(Problem ID,Problem Analysis,Inte
9、rvention,Progress Monitoring)Training needsBeliefs Planned sequence of questionsPrevent responses to practice and training need items based upon the responses to the belief items.PS/RtI Survey:Structure Beliefs about PS/RtILickert scale(Strongly Agree,Agree,Neutral,Disagree,Strongly Disagree)Trainin
10、g NeedsLickert scale(Highest Priority,High Priority Low Priority,Lowest Priority)PracticesLickert scale(Never,Sometimes,Often,Always).PS/RtI Survey:Method Total number of surveys mailed:823 Sample:School psychologists,members of a state association for school psychology Total number of responses:308
11、 Response rate:42%Data were transferred to SPSS for analyses.20%of transferred data were checked for data entry error.%agreement:99%PS/RtI Survey:Sample Demographics were similar to national NASP survey,(Hunley,Harvey,Curtis,Portnoy,Grier,&Helffrich,2000).Student ratio reported by Hunley et al.(2000
12、)was lower than that reported by the present survey.Problem-Solving/RtI Survey:Demographic InformationHighest Level of TrainingMacintosh PICTimage formatis not supportedYears of ExperienceMacintosh PICTimage formatis not supportedDescription of AssignmentMacintosh PICTimage formatis not supportedPsy
13、chologist:Student RatioMacintosh PICTimage formatis not supportedSize of School DistrictMacintosh PICTimage formatis not supportedSchool Psychologists Beliefs about Problem-Solving/RtISchool Psychologists Beliefs about Problem-Solving/RtI A majority believed:PS/RtI could accurately identify at-risk
14、students(75%)PS/RtI would accurately identify students for special education eligibility/determination(64.3%)A majority supported the use of PS/RtI for Spec Ed determination(64.3%)Responses to some questions were divided.PS/RtI would over identify students for special educationCurrent special educat
15、ion process improves student outcomesSchool Psychologists Beliefs of Problem-Solving/RtI,cont.What is your level of agreement with the following statements?DisagreeNeutralAgree%I Could Use PS/RtI with Training5.27.883.8Believe PS/RtI Can Accurately Identify Students At-Risk for Academic Failure5.916
16、.675.0Support Use of PS/RtI for Spec Ed Services7.516.673.1PS/RtI Should be Used in Conjunction With Norm-Referenced Cognitive Measures9.415.372.8IQ and Achievement Measures Differentiate School Psychologists13.314.070.2Support PS/RtI for Spec Ed Eligibility Determination12.321.164.3School Psycholog
17、ists Beliefs of Problem-Solving/RtI,cont.What is your level of agreement with the following statements?DisagreeNeutralAgree%Comprehensive Psych Assessment Must Include Norm-Referenced Cognitive Processing Measure24.117.555.9Believe RtI Will Make It Easier to Obtain Access to Services1429.953.6I Poss
18、ess the Skills to Use PS/RtI30.919.240.7Current Special Ed Referral Process Improves Outcomes31.127.937.6RtI for SLD Eligibility Determination Will Over-Identify Students for ESE Services33.129.234.1RtI Will Diminish Need for School Psychologists53.921.821.7School Psychologists Job Satisfaction:Curr
19、ent and Future Currently:80.2%are currently“Very Satisfied”or“Satisfied”.If their district were to implement Problem-Solving/RtI:82.4%would be“Very Satisfied”or“Satisfied”if PS/RtI were implemented.School Psychologists Job Satisfaction:Current and FutureSatisfaction With Current Roles and Responsibi
20、lities%Very Satisfied20.5Satisfied59.7Dissatisfied13.6Very Dissatisfied1.9Satisfaction With Future Roles and Responsibilities%Very Satisfied28.2Satisfied54.2Dissatisfied7.8Very Dissatisfied2.3School Psychologists PracticesHow often do school psychologists use the steps of Problem-Solving/RtI?Has any
21、thing changed since previous research(Flugum&Reschly,1994)?School psychologists did not consistently:Graph baseline and progress monitoring data(81%,sometimes or never)Establish peer group level of functioning(67.9%,sometimes or never)Monitor progress of students (65.6%,sometimes or never)Implement
22、intervention based upon hypotheses(57.1%,sometimes or never)How often do school psychologists use the steps of Problem-Solving/RtI?Problem identification occurred consistently about half of the time(49%often or always).How often do the following practices take place when responding to a request for
23、assistance?M acintosh PICTim age form atis not supportedHow often do the following practices take place when responding to a request for assistance?M acintosh P IC Tim age form atis not supportedProgress Monitoring PracticesHow often are the following methods used to conduct progress monitoring of i
24、nterventions?Most likely to use:Grades(81.5%,always or often)Teacher Report(69.2%always or often)Least likely to use:Norm Referenced Cognitive Assessments(79.8%sometimes or never)Norm Referenced Process Assessments(80.5%)Progress Monitoring PracticesM a c in to s h P IC Tim a g e fo rm a tis n o t s
25、 u p p o rte dProgress Monitoring PracticesM a c in to s h P IC Tim a g e fo rm a tis n o t s u p p o rte dIntervention Development PracticesIntervention Development PracticesLikely to be involved in developing:Individual Behavior Management Interventions(67%often or always)Less likely to be involve
26、d in developing:Building Level Curricular Decisions(92%sometimes or never)Individual academic interventionsGroup therapy or social skills trainingIntervention Development PracticesM a c in to s h P IC Tim a g e fo rm a tis n o t s u p p o rte dResources for Intervention DevelopmentResources for Deve
27、loping Interventions Likely to utilize:Clinical Experience(63.7%often or always)Programs available at school or district(60.1%often or always)About half of the school psychologists surveyed indicated that they utilized:Inservice trainingSchool-wide interventionsResources for Developing Interventions
28、 Less than half utilized:Graduate SchoolHome StudyProfessional OrganizationsInternet Resources Were not likely to utilize:Professional Journals(80%sometimes or never)Resources for Developing InterventionsHow often do you use the following resources when developing an intervention plan for a student?
29、NeverSometimesOftenAlways%Interventions you learned through clinical experience6.826.949.714.0Programs available through the school/district4.232.551.010.1Interventions learned at an in-service4.535.451.96.2Interventions delivered to all students in the school(s)7.836.440.910.4Resources for Developi
30、ng InterventionsHow often do you use the following resources when developing an intervention plan for a student?NeverSometimesOften Always%Interventions you learned through home study14.641.936.43.6Interventions you used in graduate school16.939.334.46.8Professional Organizations10.748.734.14.5Inter
31、net-based intervention resources16.244.831.84.5Peer-reviewed journal32.148.114.91.6Training Priorities for PS/RtI ImplementationTraining Priorities for PS/RtI Implementation Skills relating to PS/RtI were high priority.Problem-solving stepsAcademic intervention developmentBehavior intervention devel
32、opmentResponse-to-intervention Consultation Tiered model of service delivery Training Priorities for PS/RtI Implementation Skills relating to ability/achievement testing were low priority.Cognitive Assessment(77%Low Priority)Achievement Assessment(76%Low Priority)Training Priorities for PS/RtI Imple
33、mentationTraining Priorities for School PsychologistsHigh PriorityPriorityLow Priority Lowest Priority%Response-to-Intervention55.829.28.13.9Academic Intervention Development43.532.511.78.4Progress Monitoring41.935.713.65.5Behavioral/Social/Emotional Intervention Development41.235.414.35.8Program Ev
34、aluation40.335.415.95.2Problem-Solving Method38.336.416.25.2Training Priorities for PS/RtI ImplementationTraining Priorities for School PsychologistsHigh PriorityPriorityLow Priority Lowest Priority%Tiered Model of Service Delivery36.439.016.94.9Goal Setting36.035.419.25.8Curriculum-Based Measures26
35、.338.325.07.1Consultation17.935.134.18.8Functional Behavioral Assessment20.133.428.914.3Training Priorities for PS/RtI Implementation,cont.Training Priorities for School PsychologistsHigh PriorityPriorityLow Priority Lowest Priority%Behavioral Observations15.328.935.117.5Cognitive Assessment9.410.13
36、0.246.8Achievement Testing10.110.430.245.8Sources of TrainingSources of Training 25%indicated they had no training in:Tiered Service Delivery ModelProgram Evaluation 10-15%indicated they had no training in:Goal SettingProgress MonitoringResponse-to-InterventionSources of Training The modal source of
37、 training for many skills relating to PS/RtI was in-service The modal source for skills relating to achievement and cognitive assessment was pre-service Sources of TrainingFor each of the following practices,circle the choice that best reflects the source of your training.Pre-serviceIn-serviceSelf-i
38、nitiatedNo Training%Tiered Service Delivery Service22.740.39.125.6Program Evaluation27.629.914.924.7Goal Setting27.631.822.713.6Progress Monitoring23.146.114.613.6Response-to-Intervention18.856.21110.7Sources of TrainingFor each of the following practices,circle the choice that best reflects the sou
39、rce of your training.Pre-serviceIn-serviceSelf-initiatedNo Training%Curriculum-based Measures28.251.97.16.2Problem-Solving Method27.951.910.45.8Academic Intervention Development41.131.219.53.6Beh/Soc Intervention Development42.229.218.52.9Functional Behavior Assessment25.357.810.11.9Consultation57.5
40、22.413.6.6Behavioral Observations57.522.413.6.6Achievement Testing69.218.55.80Cognitive Assessment75.917.94.90Critical Infrastructure Components for Problem-Solving/RtICritical Infrastructure Components for Problem-Solving/RtI Majority of school psychologists believe many components are present.Lowe
41、r percentages were reported for:Academic and Behavior InterventionsIntervention/Assessment AccountabilityFlexible Scheduling OptionsCritical Infrastructure Components for Problem-Solving/RtIIndicate if the following services are present or absent at your school/district:YesNo%Inclusion of ESE studen
42、ts in general education97.11.0Early Identification/Intervention92.55.8Academic progress monitoring90.67.1Effective instruction in general education89.36.2General education and special education collaboration86.710.4Critical Infrastructure Components for Problem-Solving/RtIIndicate if the following s
43、ervices are present or absent at your school/district:YesNo%Flexible behavioral interventions for diverse populations in general education64.929.9Flexible scheduling options63.232.8Intervention/Assessment Accountability60.435.4Flexible curriculum interventions for diverse populations in general educ
44、ation59.432.5Areas Identified for Additional TrainingAreas Identified for Additional Training Strong agreement that additional training is needed in:Steps of Problem-SolvingConsultation Strong agreement that additional training is not needed in:Norm Referenced Cognitive AssessmentNorm Referenced Ach
45、ievement AssessmentAreas Identified for Additional TrainingIn what areas do you believe additional training is needed in order to implement Problem-Solving/Response to Intervention in your school(s)with integrity?AgreeDisagree%Program Evaluation90.95.2Intervention Development90.35.8Progress Monitori
46、ng89.66.4Data-based Decision Making89.07.1Goal Setting88.08.5Tiered model of service delivery87.76.84 Stages of Problem-Solving86.49.4Areas Identified for Additional TrainingIn what areas do you believe additional training is needed in order to implement Problem-Solving/Response to Intervention in y
47、our school(s)with integrity?AgreeDisagree%Curriculum-based Measures83.512.0Consultation78.617.5Functional Behavioral Assessment69.526.3Behavioral Observation66.928.6Achievement Testing30.565.6Cognitive Assessment27.068.8Implications for State-Wide Problem-Solving Initiative Significant training is r
48、equired Use of web-based technology is essential GAP between needed and existing skills is significant Belief system and PSM/RtI is congruent Curricular changes at preservice level are necessary Change will required consistent effort over significant period of time(4-6 years)Comments?Questions?http:/sss.usf.edu
