Why is Problem- Solving Important in School Psychology? Rachel Brown-Chidsey, Ph.D., NCSP University of Southern Maine

Why is Problem-Solving Important in School Psychology?

Rachel Brown-Chidsey, Ph.D., NCSPUniversity of Southern Maine

Futures Task Force on Academic Outcomes

22007

Module Overview

Definition of Problem Solving Purpose of Problem Solving Benefits of Problem Solving Case Example Summary Review Questions


32007

Definition of Problem Solving

Problem-solving school psychology practices are based on the following definition of a problem:Problem = the distance between what is

expected and what is occurring Problem-solving is the work of reducing

the distance between what is expected and what is occurring


42007

Problem-Solving Steps (Deno, 1995)

Problem identification: Someone thinks there’s a problem

Problem definition: The size of the problem is described in measurable ways and a hypothesis about the cause is developed

Exploring solutions: A possible solution is tried Monitoring progress: Weekly student progress is

measured to see if the solution works Problem (re)solution: The student meets the

learning goal or a new solution is tried


52007

Purpose of Problem Solving

Problem solving activities are designed to achieve three main goals:Clearly state what is expected of students Identify how close a student is to meeting the

goal(s) Identify instructional methods best suited to

help students meet goal(s)


62007

Establishing Expectations

Having clear expectations for what students should be able to do at each grade level clarifies the learning objectives for students, teachers and parents

Clear expectations provide a more equitable and accessible curriculum because they avoid the presence of a “hidden curriculum”: Hidden curriculum refers to knowledge and skills students

should have already learned or are expected to learn despite it not being stated specifically

Example: expecting all students to say “please” and “thank you” during classroom interactions


72007

Expectations and Standards

Recent initiatives in all 50 U.S. states have resulted in state-level learning standards

These standards provide grade level expectations for all students

Standards can only be achieved if effective instruction is used


82007

Measuring Progress

Student attainment of standards can only be known if sensitive measures of knowledge and skills are used

Problem solving school psychology practices rely on assessment measures that can reliably indicate how close a student is to a learning goal

State exams are not sufficient measures of student progress


92007

Problem Solving Measures Two major types of problem solving

assessments are used:Benchmark: these are baseline measures of a

student’s knowledge and skills in the curriculum being taught

Usually done 3 times/yearProgress Monitoring: These are regular

measures of a student’s progress toward learning goal(s)

Usually done weekly


102007

Why is Regular Assessment Necessary for Problem-Solving?

“If you don’t know where you are going, any road will get you there” (George Harrison)

Only by measuring how close a student is to the learning expectations can teachers know how much instruction is needed

Only by measuring student progress regularly can teachers know if the instruction is working


112007

How is Problem Solving Different from Traditional Assessment?

Traditional assessment focuses on finding out whether a student has a disabilityThis is a deficit focused model

Problem solving assessment focuses on finding out what kind of instruction a student needs to be successful in school and lifeThis is a success focused model


122007

Benefits of Problem Solving

Focuses on student’s skills and strengths instead of weaknesses and deficits

Points directly to the type of instruction needed

Provides a baseline measure of student knowledge and skills which makes monitoring progress easy


132007

Summary Problem solving school psychology

practices are beneficial to students because theyFocus on student success and not deficitsLink directly to instruction for students Include measurable indicators of student

progressPrevent over-identification of learning

disabilities


142007

Resources Brown-Chidsey, R. (Ed.). (2005). Assessment for

intervention: A problem-solving approach. New York: Guilford Press.

Deno, S. (1995). The school psychologist as problem solver. In J. Grimes & A. Thoms (Eds.), Best practices in school psychology III (pp. 471-484). Silver Spring, MD: National Association of School Psychologists.

National Association of School Psychologists. (2007). NASP position statement on identification of students with specific learning disabilities. Retrieved 20 September 2007 from http://www.nasponline.org/about_nasp/positionpapers/SLDPosition_2007.pdf


152007

Review Questions

The following slides include review questions about the information contained in this module

Click to advance to the next slide After reading the slide and questions, click

again to see the correct answer


162007

A) What is the definition of a problem?

1. A discrepancy of 15 points or more

2. The difference between what is expected and what is occurring

3. Identified only through the use of published norm-referenced testing

4. None of the above


172007

A) Answer: #2

The difference between what is expected and what is occurring


182007

B) What are the 5 stages of problem solving?

1. Identification, definition, exploring solutions, monitoring solutions, solution

2. Definition, monitoring solutions, identification, referral

3. Benchmarking, progress monitoring, exploring solutions, defining, identification



192007

B) Answer: #1

Identification, definition, exploring solutions, monitoring solutions,

solution


202007

C) What are 2 advantages of problem solving practices?

1. The opportunity to use advanced and extended testing procedures

2. It is success focused and leads to instructional change

3. It provides data on how long a problem has been observed



212007

C) Answer: # 2

It is success focused and leads to instructional change


222007

D) True or False?

Problem solving school psychology is compatible with the 2007 NASP position statement on the identification of students with specific learning disabilities


232007

D) Answer: True

Problem solving school psychology is very compatible with the 2007 NASP position statement on the identification of students with specific learning disabilities


242007

E) Problem solving school psychology is:

1. A deficit-focused method

2. A discrepancy-based method

3. A success-based method



252007

E) Answer: #3

A success-based method


262007

For More Information…

To learn more about problem solving, view the module entitled “Problem Solving Process.”

Documents

Why is Problem- Solving Important in School Psychology? Rachel Brown-Chidsey, Ph.D., NCSP University of Southern Maine