Increasing Our Impact: Promising Trends in Training and Practice of Related Services and

Specialized Adaptive Physical Education Personnel

Emily Kinsler, CCC-SLP-DErin Lundblom, PhD CCC-SLP

Mark Fugate, PhDRebecca Lytle, PhD and Robert Arnhold,

PhDJuliann Woods, PhD

The Context• Personnel in Related Services and Adaptive PE

continue to be critical shortages in many states nationwide

• Each area has unique expertise to contribute to young children and students

• However, as education embraces new initiatives, the roles/responsibilities of related service and adaptive PE personnel can be challenged by the shifts to find their place as members of the team

Our GoalsPresenters will illustrate examples of:1) Coordinated University and LEA personnel

preparation 2) Integrated clinical and academic models3) Use of data to drive practice4) Strategies for infusing systems change

content into personnel preparation

Format• Emily will set the stage for us from an LEA

perspective• Each OSEP funded project will share a brief

synopsis of their approach to implementation • Q & A • Large group idea exchange addressing

challenges

CHANGING PRACTICES OF SLPS IN SCHOOL

SETTINGS

Emily Kinsler, CCC/SLP.D.Howard County, Maryland

Public School System

Unique Roles of an SLP• Provide appropriate assessment and

treatment of students in all educational settings ranging from pre-kindergarten through high school, including transitional programs.

6

Different Perspective

7

Current Trends

• Integration of services• Inclusive practices• Data driven decision-making• Accountability• Collaboration• Evidence Based Practices• RTI

My Kids…Your Kids…Our Kids

Educational Reform and SLPs

• Closing the gap• Changing demographics• Improving educational outcomes for diverse

learners• College and Career Ready

Presuming Competence

“IF YOU WANT TO SEE COMPETENCE, IT IS HELPFUL IF YOU LOOK FOR IT.”--Douglas Biklen

“She was unaware of my limitations” ~Helen Keller

Seven Tenetsthe mindset for all providers

• PRESUMED COMPETENCE• ONLY AS SPECIAL AS NECESSARY• QUESTION EVERYTHING• PROVIDE ACADEMIC CHALLENGE TO ALL• PRACTICE RADICAL AND RELENTLESS ROLE

SHARING• BURN THE CHAIR• SEE INCLUSION AS A PROCESS NOT A PLACE

21st Century Skills for Service Providers in Public Schools

• What are we looking for in our Clinical Fellows?

• What skills and experiences would be beneficial for them in their preparatory programs?

COLLABORATIVE SERVICE DELIVERY: FROM INSTRUCTION TO IMPLEMENTATIONErin E.G. Lundblom, Ph.D. CCC-SLP

Associate InFlorida State University

elundblom@fsu.edu

Mismatch?• IDEA encourages new approaches.• Need for collaboration and classroom based services to support RTI.

• Service delivery models have not changed.• Primary model continues to be PULL-OUT• ASHA survey reports from the 1990s and 2000s

Average (Mean) Hours Spent by ASHA-Certified, School-Based SLPs per Week Using Models of Service, 2000, 2006, and 2008 (Not reported 2010)

Model of Service 2000 2006 2008

Classroom-based 3.5 3.8 4.7

Collaborative consultation 2.8 2.3 2.7

RTI * 2.4 1.6

Resource room 0.7 0.9 1.0

Self-contained 1.1 3.5 3.7

Traditional pull-out 21.3 21.4 21.9

How do we change practice?• Implementation: a specified set of activities designed to put into practice an

activity or program• Missing link between research and practice.

• Stages of Implementation

• Implementation Drivers• Competency• Training• Coaching

• Organization

• Purposes and Outcomes of Implementation• Paper• Process• Performance

• Fully-accredited part-time master’s degree program online for Florida students seeking speech-language pathology certification.

• 38 students participated.• All received funding from a personnel preparation grant.• Course-work and practica occurred “on the job.”

• Number completing a school based practicum: 14• Number employed in a school setting: 24

• A unique advantage exists with practicing SLPs concurrently enrolled in graduate training programs.• Learners bring the educational content they are learning to their workplaces

(Kazmer & Haythornthwaite, 2001; Kazmer, 2005).

DL graduate student demographicsNumber completing both questionnaires 38 (73.1%)

Number completing a school based practicum 14 (36.8%)

Number employed in a school setting 24 (63.2%)Years of related experience in the field

0-1 years 14 (36.8%)2-4 years 20 (52.6%)5-10 years 4 (10.5%)

School setting Elementary 35 (92.1%)Middle School 3 (7.9%)

Caseload Size 1-20 4 (10.5%)20-40 6 (15.8%)40-50 7 (18.4%)50-60 6 (15.8%)>60 15 (39.5%)

“How to…” facilitate changeSemester 1 – coursework with practicum

• 4 online learning modules• Evidence-based practice• Collaboration and service delivery• Problem-solving and response to intervention• Embedding communicative skills in the curriculum

• Each module = two course weeks • Approximately equal in time requirements (i.e. 6 hours weekly; 12 total hours)

• Structure based upon the R2D2 model proposed by Bonk and Zhang (2006). • Reading/listening (4 hours)• Reflecting/writing (4 hours)• Displaying (2 hours) and Doing (2 hours)

“How to…” facilitate changeSemester 2 – practicum with coursework

• A classroom-based intervention to meet the individualized communicative needs of a student. • Identified a student with communication needs.

• Children’s Communication Checklist-2 (CCC-2; Bishop, 2006)• Classroom observation • Teacher input

• Developed 2 communicative goals based on Common Core Standards.• Created an intervention plan for classroom implementation.

• Features of the action research project.• Multiple baseline design • Generalization probes• Fidelity checklist• Social validity measure

What we learned…

1. Content knowledge improved.2. Graduate students applied course content during the

course.• 2 communicative goals aligned with the Common Core Standards

were identified for implementation by 29 graduate student (71%).• 35 graduate students (85%) provided intervention for a minimum of

1 communicative goal aligned with the Common Core Standards. • 34 of 41 projects(83%) were implemented in the classroom.• 38 of 41 projects(92%) maintained a fidelity protocol.• 33 of 41 projects(92%) had positive outcome measures of social

validity

What the students learned…• The mean ratings from an initial to final questionnaire were higher

for each of the following items indicating that differences were captured on the questionnaire following application of the course content.

  MOctober

2010

MApril 2011

df t p d

I am familiar with the Common Core Standards.

3.53 4.03 37 3.24 .003** .46

I examine curriculum materials when designing interventions.

3.47 3.87 37 2.66 .012* .39

I am able to write instructional objectives. 3.61 4.00 37 2.75 .009** .46

I know how to plan lessons. 3.89 4.21 37 2.09 .04* .26

I know how to plan for different academic levels.

3.68 4.08 36 2.85 .007** .45

I can embed communicative goals in the classroom.

3.76 4.13 37 2.89 .006** .41

I can implement communicative goals in the classroom.

3.82 4.13 37 2.51 .016* .39

Figure 2: Mean weekly hours reported by graduate students across service delivery models.

How many hours do you spend in collaboration with teachers per week?

October 2010 1.22 January 2012 2.64

Changes in practice?

Performance Implementation

Graduate Students

• discussion• discussion of student

needsTalk to them about students that we have in common.

• discussion of therapeutic intervention

Discuss lesson plans, child progress, and goals for the week.

School Personnel

• discussion • discussion of student

needsWe meet together about student concerns as needed.

• c. discussion of therapeutic intervention

Discussion regarding needs and interventions.

Describe how you collaborate.

What’s next for SLP personnel preparation…

• Curriculum modifications• Provide instruction on collaboration and fundamental skills.

• Practicum modifications• Provision of intervention within the classroom

Training School Psychologists to Participate in Multi-Tiered Educational Systems

Mark Fugate Ph.D.Division of Counseling and School Psychology

Alfred University

Similarity and Variability in School Psychology Training

• NASP approved school psychology training programs must provide training across 10/11 domains of practice (http://www.nasponline.org/standards/2010standards1_Graduate_Preparation.pdf).

• All school psychology students receive some level of training in skills necessary to successfully participate in multi-tiered service delivery.

• However, the emphasis on skill development across the domains is quite variable among individual training programs

RtI Grant & Schools

AlfredUniversity

PartnerSchool District

PartnerSchool District

PartnerSchool District

PartnerSchool District

PartnerSchool District

• OSEP Personnel Preparation Grant: Training School Psychologists to Facilitate Response to Intervention in Schools

• Provides Pre- Service Training for 12 School Psychologists

• Implementing RtI in 5 partner schools

Elements of the RTI ModelStudent

Skills RTI Phase RTI Tier RTI Activities Core Competencies

Reading

Mathematics

Social & Behavioral

OngoingSupportPhase

Tier 3:More

RestrictiveEnvironment

Individually

Focuse

d Intvn.

Frequent

(Weekly)

Progress

Monitor

Effective instruction &

Intervention

Screening; Progr

ess Monitoring

;Progr

am Evaluation;

& FBA

Collaborative

Problem

Solving&

Consultation

TargetedIntervention

Phase

Tier 3:Intensive

Intervention Standard

Protocol

Intvn.

Monthly

Prg. Mon.

Tier 2:Strategic

Intervention

BenchmarkPhase

Tier 1:Core

Instruction

UniversalScreening

Evidence-basedCore Curriculum

Key Components of Training

• Effective Instruction/Modification– Identifying elements of effective instruction; Evidence-

based academic interventions; Evidence-based behavioral interventions

• Data-Based Decision Making– Screening, Diagnostic, and Progressing Monitoring

Assessments; Functional Academic Assessment; Functional Behavior Assessment; Using Data for Individual Decisions and Program Evaluation

• Consultation & Collaboration – General Processes and Specific Strategies for

Administrators, Teacher, and Related Services

The Role of Practica and Internship

• It is not enough to teach skills in isolation

• Students need to learn to apply skills within the socio-political matrix of real world educational settings

• Practica and internships need to:– be of sufficient length and intensity– provide structured/prescribed learning opportunities– provide appropriate levels of supervision and feedback– occur in educational sites that support best practices

The AU School Psychology Practica/Internship Model

• All AU School Psychology Students– Students participate in off campus field experiences and

class related practica during each of the 4 semesters of training prior to internship

– Field placement site supervisors are typically AU grads who have had substantial positive influence on school culture and practices

– Students meet as a group with AU faculty at least 1 hour per week for group supervision

– AU field experience visit training sites a minimum of once per semester

– Site supervisors come to campus annually

The AU School Psychology Practica/Internship Model

• RTI Grant AU School Psychology Students– Have additional elective coursework (1st year) and practica

(2nd year) focusing on advanced learning and application of key RTI elements

– 2nd Year practica occur in a partner school committed to RTI implementation with direct supervision from AU faculty

– 3rd year internships occur in the remaining RTI partner schools.

– In addition to typical school psychology internship activities, RTI grant students spend a minimum of 20% of their time working within the school to improve RTI implementation

Building School System Support

• While we have more control over the choice of field placement sites during on campus training, influencing the quality of 3rd year internship sites is a challenge

• All AU internship sites– Students have substantial flexibility in choosing sites– All internship sites need to be approved by AU internship

coordinator– Use of portfolio to structure internship activities– AU intern supervisors make a minimum of one site visit to

ensure quality of internship experience

Building School System Support/Change

• RTI grant partner school internship sites– Meet the typical AU internship site requirements

• Additional steps to facilitate quality RTI implementation in the partner school districts– Work with broad-based RTI teams– Establish best practices framework – Teams evaluate the quality of RTI implementation (RIMS)– Teams set annual implementation goals and action plans– RTI grant faculty assist schools in implementing plans– Evaluation and planning process occurs annually

Personnel Preparation Programs Developing

Highly Qualified Practitioners

Rebecca Lytle, University of California – ChicoRobert Arnhold, Slippery Rock University of PA

ADAPTED PHYSICAL EDUCATION

ObjectivesClarify definitions of Special Education and Physical Education.

Describe the coordinated multi-tiered school-based approach for service delivery of adapted physical education.

Describe adapted physical education personnel preparation and evidence-based practices for students with disabilities.

Multidisciplinary practice of APE with Related Services.

Building highly qualified capacity of scholars in adapted physical education.

Physical Education defined in Special Education

The term ‘special education’ means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability, including –

(A) instruction conducted in the classroom, in the home, in hospitals, and institutions, and in other settings; and

(B) instruction in physical education.

20 U.S.C. 1401(29)

Definition of Physical Education Services

34CFR 300.108 Physical Education:

(a) General. Physical education services, specially designed if necessary, must be made available to every child with a disability receiving FAPE.

Coordinated, Multi-tiered Service Delivery Model

Assessment of students with disabilities by

highly qualified APE personnel;

Partner with related service personnel;

Educational placement through continuum of physical education services;

Considering needs of LEAs.

The Need for Highly Qualified Adapted Physical Education Specialists

Increased incidence of overweight/obesity among students with disabilities.

Increased secondary health risks, reduced quality of life.

Lack of highly qualified APE specialists in the schools.

Goals and Outcomes of APE in the Schools

Prepare highly qualified APE specialists to work in multidisciplinary service delivery model.

Prepare highly qualified APE specialists to increase physical activity and health outcomes of students with disabilities.

Communicating the Need toLEA Personnel

Translating the role of APE personnel to the cognitive, health, and wellness of students with disabilities.

Development of transition skills including independence, health, fitness, social, communication, job-skills, and quality of life to students with disabilities.

Evidence-based Practices in Adapted Physical Education Service Delivery

APE teaches and implements Universal Design for Learning (UDL) principles;

APE is beginning to implement Response to Intervention (RTI) strategies.

Criteria for Highly Qualified APE Personnel

17 states with certification

Adapted Physical Education National Standards Examination leading to Certified Adapted Physical Education Specialist (CAPE).

Many state report general physical education teachers as highly qualified because of lack of certification.

Needs to be addressed.

Cross-disciplinary Coordination

APE works collaboratively with:Physical therapistsOccupational therapistsSpeech/language therapistsTransportationPsychology, and other related service personnel