Post on 18-Jul-2018
Pattern of Strengths and Weaknesses Model (PSW)
for Specific Learning Disability (SLD) Identification
Jenny Ponzuric
www.jennyponzuric.com
Personal Learning Goal:
Takeaway:
1
Pattern of Strengths and Weaknesses
Model for SLD:
Education Specialists
Jenny L Ponzuric, MA, LEP, ABSNP
• Specific Learning Disability• Pattern of Strengths and Weaknesses
Model• Choosing Strategies and Interventions
www.vcselpa.orgResources for Teachers and Staff
Pattern of Strengths & WeaknessesPSW Resources
SPECIFIC LEARNING DISABILITY
Federal Criteria: IDEA 2004Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. 34 CFR 300.8
State Criteria: CA Education Code• The basic psychological processes include
attention, visual processing, auditory processing,sensory-motor skills, cognitive abilities includingassociation, conceptualization and expression.(2014 update)
• Added “phonological processing” to the list ofpsychological processes (2016 update)
2
Researchers say…• Dyslexia is an “isolated weakness in a sea
of strengths.”Shaywitz, 2008
Learning Disabilities are …• Neurologically-based processing problems that
interfere with learning basic skills such asreading, writing and/or math.
• Generally speaking, people with learningdisabilities are of average or above averageintelligence.
LDA of America
Learning Disabilities are not to be confused with…
• Learning problems which are primarily the result of:– Visual, hearing or motor handicaps– Intellectual disabilities– Emotional disturbance– Environmental, cultural or economic
disadvantages
LDA of America
SLD Identification• In CA, our education code allows for three
different models when examining the eligibilityfor special education under the classification ofSLD:1. Discrepancy Model2. Response to Instruction/Intervention (RtI²)3. Pattern of Strengths and Weaknesses
PSW Overview
Federal Criteria: IDEA 2004(1) Must not require the use of a severe discrepancybetween intellectual ability and achievement fordetermining whether a child has a specific learningdisability, as defined in § 300.8(c)(10)…(3) May permit the use of other alternative research-based procedures for determining whether a childhas a learning disability, as defined in § 300.8(c)(10).
3
CA Education Code (2014): PSWa pupil may be determined to have a specific learning disability if…The pupil exhibits a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, State-approved grade-level standards, or intellectual development, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments, consistent with 34 C.F.R. sections 300.304 and 300.305
Ventura County SELPA PSW Model1.Student exhibits a pattern of cognitive or processing
strengths, indicated by a pattern of abilities in theaverage or above ranges
2.Student exhibits both significant cognitive andacademic weakness(es)
3.A research-based link exists between the cognitiveand academic weakness(es)
4.The student requires special education to access thecore curriculum
#2: Significant Academic Weakness
• Standardized norm-referenced academic testing(WIAT, WJ, etc.)
• Other Data Sources– Grades– Teacher tests– Work Samples– Progress Monitoring
• Observation of Student
Assessment Best Practices• Examine the 8 academic areas identified in
Education code– The team is suspecting a learning disability
and there are 8 academic areas outlined inCA Education Code that the team mustexamine
Assessment Best Practices• Examine the 8 academic areas identified in
Education code
• K-TEA, WIAT, etc. has multiple subtests toadminister in many of the 8 academic areas– Know your reason for referral & dig deeper– Dig deeper when assessment results do not
align with reason for referral and other datasources
Academic AssessmentScenario #1• Standardized and non-standardized assessment
shows significant weaknesses– Examine cognitive strengths and weaknesses– Examine exclusionary factors– Possible SLD eligibility
4
Academic AssessmentScenario #2• Standardized assessment shows significant
weaknesses, but this is not backed up by non-standardized assessment– Determine possible reasons for low scores on
standardized testing– Possible use of other standardized assessment
tools– SLD eligibility to be discussed by team
Academic AssessmentScenario #3• Standardized assessment shows scores within the
average range but non-standardizedassessment data shows student is significantlybehind grade level expectations– Difference between nationally normed tests
and state standards– Look at other data sources and ask
Academic AssessmentScenario #3• Average standardized but failing in school
– Questions:– Other possible reasons for low grades/tests
(anxiety, attendance)?– How are grades determined (homework vs.
tests)?– History of learning difficulties?– Do you have multiple data sources?
Assessment Best Practices• The team needs to be able to analyze the data
before the IEP meeting– Need to have time to do further assessment or
gather additional data– Ideally, need to have the initial assessment
data to the psychologist well before the IEPdate
• Comprehensive• Organizational• Matrix of• Processing-• Achievement• Relations,• Evaluating• Significance
What is it?A tool to summarize the research on the strength (or lack thereof) of the link between the academic and processing areas.
#3: Research-based Link
Pre-referral and Post-assessment Strategies
& Interventions
5
CA Education Code (2014): SLDThe group…must consider…the pupil was provided appropriate instruction in regular education settings…and data-based documentation of repeated assessments of achievement at reasonable intervals
RtI²/MTSS is strongly encouraged but not a requirement to move forward
with PSW• Encourage:
– Differentiated instruction– Research-based tiered interventions– Collection of data
Meeting the Student’s Academic Needs
• An academic deficit should be addressedthrough targeted academic interventions– A reading comprehension deficit needs
a research-based readingcomprehension program.
• Don’t forget to collect data
Intervention WebsitesName Content
National Center on RtI
“Instructional Interventions” tools chart
What Works Clearinghouse
3rd party research on different reading, writing, and math interventions from PK-HS
Best EvidenceEncyclopedia
Johns Hopkins University
Florida Center for Reading Research
Strategies and activities downloaded for free!
Using PSW to Determine Accommodations/Modifications
• Knowing your student’s pattern ofstrengths and weaknesses will guide yourchoices
6
The
COM
PARE
S Ke
y
COM
PARE
S Ke
y of
Rat
ing
Sym
bols
for R
esea
rch
Asso
ciat
ing
Proc
essi
ng &
Ac
hiev
emen
t Are
as
Desc
riptio
n of
Rel
atio
nshi
p
Stro
ng c
onvi
ncin
g ev
iden
ce.
Rese
arch
show
s a st
rong
to v
ery
stro
ng re
latio
nshi
p, a
nd is
con
siste
nt.
Met
a-an
alys
es m
ay c
onfir
m th
e co
rrel
atio
n be
twee
n th
is pr
oces
sing
area
and
ach
ieve
men
t are
a.
Conv
inci
ng e
vide
nce.
O
ne o
r mor
e re
sear
ch st
udie
s or m
eta-
anal
yses
show
a st
rong
rela
tions
hip,
but
find
ings
may
be
inco
nsist
ent
or c
ontr
adic
tory
. A
reco
gnize
d ex
pert
in th
e fie
ld m
ay st
ate
in a
n ar
ticle
or a
text
book
that
ther
e is
a sig
nific
ant o
r rel
evan
t rel
atio
nshi
p, y
et c
urre
nt re
sear
ch m
ay n
ot fo
cus o
n th
e ex
plic
it co
nnec
tion.
An
fMRI
st
udy
may
show
act
ivat
ion
of a
bra
in a
rea
know
n to
be
asso
ciat
ed w
ith a
par
ticul
ar c
ogni
tive
proc
ess w
hile
en
gage
d in
a re
late
d ac
adem
ic ta
sk.
Part
ially
con
vinc
ing
evid
ence
. So
me
rese
arch
show
s a m
oder
ate
or re
leva
nt re
latio
nshi
p, b
ut fi
ndin
gs m
ay b
e in
cons
isten
t, co
ntra
dict
ory,
or
pre
limin
ary.
Unc
onvi
ncin
g ev
iden
ce.
Rese
arch
show
s a w
eak
rela
tions
hip,
and
/or i
s ane
cdot
al ra
ther
than
qua
ntita
tive,
and
/or l
acks
pee
r rev
iew
, an
d/or
has
few
or n
o bi
blio
grap
hic
cita
tions
.
∅N
o re
sear
ch fo
und
that
show
s eve
n a
wea
k co
rrel
atio
n as
of t
he p
ublic
atio
n da
te o
f thi
s doc
umen
t. If
a st
udy
was
foun
d th
at sh
ows “
no re
latio
n,”
this
stud
y is
cite
d in
the
anno
tate
d ve
rsio
n of
the
COM
PARE
S.
B9
8
Ove
rvie
w o
f the
CO
MPA
RES
Dire
ctio
ns fo
r use
: The
ove
rvie
w o
f the
CO
MP
AR
ES
doc
umen
t allo
ws
asse
ssm
ent t
eam
s a
quic
k gl
ance
at t
he s
treng
th o
f the
rese
arch
lin
k be
twee
n th
e pr
oces
sing
are
a an
d ac
adem
ic a
chie
vem
ent a
rea.
Ass
essm
ent t
eam
s ne
ed to
exa
min
e th
e sp
ecifi
c pa
ge n
umbe
r(s)
(whi
ch a
re lo
cate
d di
rect
ly to
the
right
of t
he ra
ting
sym
bol)
for t
he a
reas
of q
uest
ion
and
take
into
con
side
ratio
n th
e ot
her i
nfor
mat
ion
prov
ided
with
in th
e C
OM
PA
RE
S.
Proc
essi
ng
Area
Pr
oces
sing
Su
b-Ar
ea
Basi
c Re
adin
g Sk
ills
(Dec
odin
g)
Read
ing
Flue
ncy
Read
ing
Com
preh
ensi
on
Writ
ten
Expr
essi
on
Mat
h Ca
lcul
atio
n M
ath
Prob
lem
-So
lvin
g Li
sten
ing
Com
preh
ensi
on
Ora
l Ex
pres
sion
Audi
tory
Pr
oces
sing
Phon
olog
ical
Pro
cess
ing
B11
B11
B11
B11
B18
B18
B23
B23
Audi
tory
Mem
ory
B11
B11
B11
B11
B18
B18
B23
B23
Audi
tory
Pro
cess
ing
Spee
d *
B11
*B1
1*
B11
*B1
1*
B18
*B1
8
B2
3
B2
3
Audi
tory
Pro
cess
ing
B12
*B1
2
B1
2
B1
2 ∅
B1
8 ∅
B1
8
B2
3
B2
3
Visu
al-
Spat
ial
Proc
essi
ng
Visu
al-S
patia
l Pro
cess
ing
B13
B13
B13
B13
B19
B19
B24
∅
B24
Ort
hogr
aphi
c Pr
oces
sing
B13
B13
B13
B13
B19
∅
B19
∅
B24
∅
B24
Visu
al M
emor
y
B1
3
B1
3
B1
3
B1
3
B1
9
B1
9 ∅
B2
4 ∅
B2
4
Visu
al P
roce
ssin
g Sp
eed
B13
B13
*B1
3*
B13
*B1
9*
B19
∅
B24
∅
B24
Cogn
itive
Ab
ilitie
s
Asso
ciat
ion/
Mem
ory
B14
B14
B14
B14
B20
B20
B2
5
B2
5 Ra
pid
Nam
ing
Skill
s
B1
4
B1
4
B1
4
B1
4
B2
0
B2
0 ∅
B2
5 *
B25
Conc
eptu
aliza
tion
and
Flui
d Re
ason
ing/
Prob
lem
-Sol
ving
∅
B1
4 ∅
B1
4
B14
B14
B20
B20
∅
B25
∅
B25
Expr
essio
n
B1
5 ∅
B1
5
B1
5
B1
5 ∅
B2
0
B2
0
B2
5 *
B25
Lang
uage
Pro
cess
ing
(Cry
stal
ized
Know
ledg
e)
B15
B15
B15
B15
B20
B20
* B2
5 *
B25
Proc
essin
g Sp
eed
B15
B15
B15
B1
5
B2
1
B2
1
B2
6
B2
6 Ex
ecut
ive
Func
tions
B1
6
B16
B16
B16
B21
B21
B26
B26
Sens
ory-
Mot
or S
kills
Visu
al M
otor
, Fin
e M
otor
, Gr
apho
mot
or, S
enso
rimot
or
B1
7 ∅
B1
7 ∅
B1
7
B1
7
B2
2
B2
2 ∅
B2
7 ∅
B2
7
Sens
orim
otor
Mem
ory
B17
∅
B17
∅
B17
∅
B17
∅
B22
∅
B22
∅
B27
∅
B27
Sens
orim
otor
Spe
ed
∅
B17
∅
B17
∅
B17
*B1
7∅
B2
2 ∅
B2
2 ∅
B2
7 ∅
B2
7
Ora
l Mot
or/O
ral M
otor
Sp
eed
B17
B17
∅
B17
∅
B17
∅
B22
∅
B22
∅
B27
* B2
7
Atte
ntio
n†At
tent
ion
B17
B17
B17
B17
B22
B22
B28
B28
*Ple
ase
refe
renc
e th
e C
OM
PAR
ES
for s
peci
fic in
form
atio
n.U
pdat
ed 1
1/20
15† Pl
ease
refe
r to
page
B3
for a
dditi
onal
info
rmat
ion
rega
rdin
g A
ttent
ion.
B10
9
Stud
ent P
rofil
es
Students
Mar
k –
4th g
rade
r with
read
ing
deco
ding
an
d co
mpr
ehen
sion
diff
icul
ties
due
to
phon
olog
ical
pro
cess
ing
diffi
culti
es.
All
othe
r aca
dem
ic a
reas
are
with
in
expe
ctat
ion.
All
othe
r pro
cess
ing
area
s ar
e av
erag
e.
Mar
y –
6th g
rade
r with
diff
icul
ties
in
read
ing,
writ
ing,
and
mat
h.
Con
side
rabl
e di
fficu
lties
with
ver
bal
mem
ory
skills
. Sh
e is
als
o re
ceiv
ing
spee
ch/la
ngua
ge s
ervi
ces
for
expr
essi
ve la
ngua
ge d
efic
its.
Jack
– 1
0th g
rade
r with
atte
ntio
nal i
ssue
s. H
e is
sl
ow to
com
plet
e w
ork
beca
use
he is
eas
ily
dist
ract
ed.
Scor
es in
read
ing
and
writ
ing
are
fine,
bu
t he
cann
ot c
ompl
ete
wor
k w
ithin
giv
en ti
me
fram
es.
In m
ath,
he
stru
ggle
s w
ith m
ath
calc
ulat
ions
, mak
ing
num
erou
s “c
arel
ess”
erro
rs,
impa
ctin
g hi
s pr
ogre
ss w
hile
re-ta
king
Alg
ebra
I.
Top 10 List New Ideas
11
Suggestions & Strategies
Fluid Reasoning/ Problem Solving Concerns
Compare new concepts to previously learned concepts (same vs. different) Use tools that help categorize objects and concepts to assist in drawing conclusions (graphic
organizers, concept maps) Seating with easy access to peer with strong reasoning skills Use manipulatives to demonstrate relationships
Crystalized Intelligence/ Language Processing Concerns
Capitalize on opportunities to build vocabulary (e.g. define words within instruction, word of theday, etc.)
Pair new word definitions with visuals Make use of materials such as dictionaries, thesauruses, and glossaries
Auditory Processing Concerns
Pause when delivering oral instruction to allow time for student to process auditory information Supplement oral instruction with written instruction Use guided notes/ graphic organizers Teach self advocacy (e.g. asking for information to be repeated/ clarified) Use visualization strategies when required to remember things. Provide guided notes
Long-term Storage and Retrieval Concerns
Use consistent instructional routines Teach memory strategies (i.e. verbal rehearsal to support encoding, mnemonics, etc.) Use multiple modalities for teaching new concepts (visual + verbal) to support dual recording Provide study guides and review sheets Teach efficient use of calendars Use visual reminders (e.g. post-its, color coded systems) Relate new information with previously learned concepts Extended time on tests
Fine Motor Concerns
Note taking reduction or assistance Consult with OT for materials and tools to support students Teach use of assistive technology (word processor, voice activation software)
12
Suggestions & Strategies
Short-term Memory Concerns
Use elaborate rehearsal (associating new information with prior knowledge Teach visual mnemonics (imagery, pegwords, loci keyword methods) Review newly taught concepts often Provide lecture notes to supplement oral lectures (perhaps partially completed notes) Allow use of math-facts tables (e.g. multiplication) One task at a time
Processing Speed Concerns
Extended time Reduce quantity of work required (including homework) Preview important parts of text (end-of-chapter questions, title, subtitles, glossary) to facilitate
speed reading Teach outline strategies for note-taking Assist student with planning long-term projects
Visual Processing Concerns
Provide oral explanation for visual concepts Graph paper to assist with number alignment Preferential seating aimed at allowing the student to access visual materials Color-code information Support spatial concept comprehension through the use of hands-on activities and manipulatives
(e.g. using models to demonstrate the moon’s orbital path)
Attentional Concerns
State learning expectations before starting a lesson along with what materials will be needed “Chunk” directions into main steps Give student advanced notice if there will be a change to the typical schedule Allow student to test in a quiet location
Suggestions gathered from (1) Essentials of Processing Assessment (Dehn, 2013) and (2) Essentials of Planning,
Selecting and Tailoring Interventions for Unique Learners (Mascolo, Alfonso & Flanagan, 2014).
13