mind the gap supporting students with additional needs files/mind... · supporting students with...

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Mind the Gap: Identifying and Supporting Students with Additional NeedsMadeline ArmstrongConsultant Psychologist

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Pearson Clinical Assessment

Madeline ArmstrongConsultant Psychologist

[email protected]: 0478 307 132

Madeline Armstrong

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Learning Difficulties

What is a ‘Learning Difficulty’?

• No clear definition or distinction between difficulties

and disorders across Australia

• ‘Learning Difficulties’ = umbrella term, referring to

students that struggle to learn in mainstream schools

• Includes (but not limited to):

• Specific Learning Disorder

(Dyslexia/Dyscalculia)• Slow Learners (low average)

• Intellectual Disability

• Language Disorder

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Learning difficulties are highly prevalent – up to 30% of students

estimated to be struggling with their school work and failing to

achieve their full potential in mainstream schools

(Skues & Cunningham, 2011)


What Can We Do?!

• How do we identify the students in our

classrooms?

• How do we know what interventionsto use?

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Response to Intervention:

a (somewhat) new approach

A (somewhat) New Approach - RTIRTI = Response to Intervention

• Multi-tiered approach to early identification and support of students with

learning and behaviour needs

• Not a new concept – legislated in the US and used in the UK

• Not as well known in Aust.

• Research and evidence (particularly around SLD – dyslexia)

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Response to Intervention (RTI)

• A set of processes for coordinating high

quality service delivery within schools

• Intended to support academic and behaviour

needs

• Guides what and when intervention should be

provided

• Prevents small problems from becoming big

problems

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Response to Intervention (RTI)

• Allows all learners to achieve

• Promotes using data to make instructional

decisions to identify:

• Which students are at risk?

• What are they struggling with?

• Why are they struggling?

• How can we best support them?



RTI is NOT…

• A program

• Only for reading

• Only for students eligible for

funding

• A default diagnosis

• Something you can buy

• A magic wand



Tier 1• Universal instruction and screening

assessment – ‘best practice’ teaching, quality instruction, evidence-based

• 80% of children achieve well through high quality classroom teaching

• Teaching the curriculum • Making reasonable adjustments for when

students struggle:• Visual timetable• Pencil grips• Fidget toys• Seating arrangements • Using a laptop instead of handwriting • Allowing extra time• Etc.

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Tier 2• Targeted instruction

• Small group

• Remediation and compensation strategies

• 15% of the class will require targeted

instruction in one or more areas

• Interventions at this level are designed to help

students “catch up”

• Evidence-based intervention

• Pre- and post-testing to monitor progress

• Phonological awareness group

• Literacy group

• Maths group

• Social skills group13

Tier 3• 5% of students don’t respond to high-quality

teaching and support, and don’t make

progress with targeted small group

interventions

• Tertiary level intervention – 1:1

• Individual Learning Plan or Individual

Behaviour Management Plan

• Assessment by an Allied Health Practitioner

(e.g. Psychologist, Speech Pathologist,

Occupational Therapist)

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Mind the Gap!

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Mind the Gap! TIER 3

TIER 1

RTI & Assessment

General Classroom ObservationsForming a hypothesis…

Difficulties with:• Paying attention• Staying on task/focusing• Remembering and following instructions• Organising themselves and their things• Writing in a sloppy or disorganised

manner• Makes the same mistakes over and over• Specific reading issues, like decoding• Confuses numbers and letters• Controlling emotions• Making and maintaining friends• Losing control• Hygiene

Are there difficulties in more than one area? Be specific!

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User Level (Pearson)

ULCULS ULM

ULB

ULT OR ULA

PsychologistsSpeech Pathologists

Allied Health – inc. Psych, SP, Occupational Therapists

Special Education Teachers – completed additional study in psychometrics

Paediatricians

Classroom Teachers

No Qualification Required

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Learning

WISC V/WPPSI IV/WAIS IVWIAT-III / KTEA-3

NEPSY-II

WRAT-5

Raven’s Educational

KTEA-3 Brief

CTOPP-2WRMT-III D-REFTea-CH2TOWRE-2 KeyMaths3

NAPLAN Informal Observation ChecklistsShaywitz DyslexiaScreen

PIPA WMRS

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Language

CELF-5DEAPPLS-5

CELF-P2

CTOPP-2

TOWRE-2

WMRT-III

CELF-5 ScreenerPIPA

PLS-Screener Observation Rating Scales

SCQ

CCC-2

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Behaviour / Social / Emotional Skills

BASC-3FBAASRS

SRS-2

Vineland-3ABAS-2

BASC-3 BESS

BASC-3 Intervention Guide

SSIS SEL Assessment

RSCASCQGreenspan Social

Emotional Growth Chart

SSIS SEL Screening/Monitoring Scale

Bounce Back

CAPE/PAC

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Motor / Sensory

DIAL-4SP-2

Vineland-3ABAS-2

Speed DIAL-4

DP-3

DTVP-3SPM BOT-2SFA

Beery VMI

BOT-2 Brief

DASH

BOT-2 Brief

RTI & Intervention

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Evidence-Based Interventions

WHOLE CLASS / WHOLE SCHOOL

SMALL GROUP

INDIVIDUAL

What Do We Mean By “Evidence-Based?

• Informed by research

• Strongly supported by

evidence from well-conducted,

peer reviewed research

studies

• Evidence of demonstrable

outcomes

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Examples (not an exhaustive list)

Multi-Lit

Cogmed

1:1 CBT with Psychologist

KeyMaths3Essential Resources

Jolly PhonicsRead Write Inc

Sounds-Write Get Reading Right

Explicit Targeted Intervention

Social Stories

1:1 Speech Therapy

Tutoring

Social Skills Groups

Positive-BehaviourSupport

SSIS SEL Class-wide Intervention

ILP / BMP

Synthetic Phonics Program

Ongoing Process...

• Observe

• Monitor

• Assess

• Plan

• Do

• Review

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Case Study

Case Study

Teacher notices that at the end of Term 2, a

Grade 1 student is:

• Continuing to struggle with reading in class

• Trouble segmenting and blending words

• Poor letter-sound recall

• Poor application of basic phonics

• Inconsistent memory for words and lists

• Mispronouncing words

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RTI – Referral & Assessment Process

Shaywitz DyslexiaScreen

Working Memory Rating Scale

PIPA

General Classroom Teacher

Special Education Teacher / Learning

Support

CTOPP-2 Raven’s Educational

Psych & Speech

WISC-V / WIAT-IIICELF-V

RTI – Provision Map

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TIER 1 TIER 2 TIER 3Quality universal instruction in literacy each day

Modelling

Peer reading

VCOP / CAFÉ displays in the classroom

Allowing extra time

Audio books

Seating Plan – front & centre

Literacy hour: small group instruction for reading and spelling; group of 4; 3-4 times a week using a synthetic phonics program

1:1 explicit instruction from teacher after whole class instruction; first 10-15mins of each literacy lesson

Session starter on student’s desk (lists 1-3 activities along with rewards to help students stay on track)

Referral to Wellbeing team

Assessment by Speech Pathologist re: Speech & Language

SP program 3 X p/week

SSG meetings to monitor progress and review ILP.

Referral to Psychologist for observation and possible cognitive assessment

RTI at Your School

• No set rules for RTI – flexible

with your school’s resources

• Each school needs to

determine the needs of their

students

• Look at what resources you

have and see where the gaps

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Further reading

http://www.rtinetwork.org/learn/what/whatisrti

https://www.ldaustralia.org/response-to-

intervention.html

https://www.understood.org/en/school-

learning/special-services/rti/understanding-

response-to-intervention

http://www.cheri.com.au/documents/RTICHE

RIMadelaine2013V2.pdf

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Pearson Clinical Assessment

Madeline ArmstrongConsultant Psychologist

[email protected]: 0478 307 132

Client Services1800 882 385 (Australia)

0800 942 722 (NZ)www.pearsonclinical.com.au

Need Further Support?

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