OSEP/RTP Update

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OSEP/RTPUpdate

• Lou Danielson
• Director
• Research to Practice
• Office of Special Education Programs

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Goals

• RTP Work on EBPs
• Part D Programs PART Ratings
• Program Highlights
• 2008

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RTP History with EBPs

• Research Synthesis late 1990s
• Swanson-LD Interventions
• Vaughn Grouping for Reading Instruction
• Gersten- ELL Interventions
• What Works in Secondary and Transition
• Cobb
• Work in Early Childhood
• Dunst
• Ongoing and Primary Goal Focus of Research to
  Practice Division

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EBP Initiative

• Seven Long Term Target Areas
• Literacy, Behavior, Early Childhood, Transition,
  Instructional Strategies, Inclusive Principles
• Immediate Goal
• Create protocols for use in performance measures
  ratings
• Long Term Goal
• Create a shared resource for Part D Program
  improvement and the communication of EBPs

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Process to Date

• Identified expert panels in each of the long term
  target areas
• Requested nomination of evidence based practices
  and supporting research
• Developed a framework for each of the target
  areas
• Framework is designed to provide an
  organizational structure for the practices and
  designed to be consistent over time

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EBP Process (cont.)

• Reviewed nominated practices and supporting
  literature to determine level of evidence
• For practices initially identified as moderately
  high or high literature reviews were conducted to
  review and gather supporting evidence
• An initial number of practices in each of the
  seven areas were identified for inclusion in the
  Phase 1 Protocols
• Initial draft protocols were developed that
  include the practice, a definition and a list of
  key words
• Each protocol also will have an annotated
  bibliography with summaries of supporting research

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Overview of Seven Topic Areas
Workgroup Low Emerging Moderate High/Strong Undecided Total
Behavior 14 19 15 8 56
Literacy 3 11 9 3 26
Inclusive Strategies 39 0 10 0 49
Instructional Practices 2 10 9 21 42
Transition 19 4 7 0 30
Assessment 9 22 11 6 48
Early Childhood n/a n/a 10 n/a 10
Total 86 66 71 38 261
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Literacy
Name of Practice Definition Keywords
Theme Identification and Instruction Directly teaching students to analyze the story theme, by asking questions such as "Was what happened good or bad?" "Why was it good or bad?" The lesson, theme, or moral of the story is Theme Identification Program theme identification
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Behavior
Name of Practice Definition Keywords
Functional behavioral assessment A process for identifying the underlying causes of behavior. The components are (a) identification of the problem behavior, (b) definition of the behavior in concrete terms, (c) identification of the contextual factors that contribute to the behavior (including affective and cognitive), and (d) formulation of a hypothesis regarding the general conditions under which the behavior usually occurs and probable consequences that serve to maintain it. FBA Functional Behavioral Analysis FACTS ABC (Antecedent Behavior Consequence) Multiple Pathways Competing Pathways
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Instructional Practices
Name of Practice Definition Keywords
Opportunity to Respond An environment which provides students with disabilities an opportunity to make academic responses will positively foster learning and growth. Students benefit from high levels of active academic response time structured by the teacher in the classroom. Response Time, Wait Time, Frequent and Intensive Practice, Choral Responding, Interactive Discussion, Response Cards
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Early Childhood
Name of Practice Definition Keywords
Routine Based Instruction Caregiver responsiveness and incidental teaching strategies for promoting and sustaining learning and development. Routines involving sensitive responding to children are embedded into everyday activities. routine based intervention, activity based instruction, embedded learning opportunities, incidental teaching, naturalistic learning opportunities
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Transition
Name of Practice Definition Keywords
Self-Determination and Self-Advocacy Teaching persons with disabilities the knowledge, skills, and abilities that facilitate goal-directed and self-directed behaviors and activities. Creating opportunities for students to learn and practice self-determination skills. Enabling students to effectively endorse their independence and choice making. self determined learning model, ARCs Self-Determination Scale, AIR Self-Determination Assessment, goal-determined, self-regulated learning, self-directed activity, self-advocacy strategy, choice making, decision making, autonomy, motivation strategy instruction, McGill Action Planning Strategy (MAPS)
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Challenges

• Time frame
• Just as the 7 long term target areas do not
  encompass all of the work we do the protocols
  will not include all of the practices that we
  should be including in teacher training programs
  or our technical assistance efforts
• Iterative / Ongoing practices as research
  develops we intend to continue to revise the
  protocols

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Challenges

• Balancing the immediate need to move forward with
  developing the protocols with the reluctance, in
  light of recent reports, of some of our best
  experts to assist in the process.

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PART

• All federal programs
• To date reviews have been done on personnel
  preparation, technical assistance, parent
  training information, and technology and media
• All were rated as RND

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Common Deficiencies

• Lack of annual measures
• Lack of long term goals
• Lack of appropriate and ambitious targets
• Lack of efficiency measures
• Lack of independent program evaluation
• Lack of public access to the personnel
  preparation data base (SDR)

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Performance Measures Linked to Target Areas

• Long Term PP Personnel trained using IDEA
  Personnel Preparation investments will have the
  knowledge and skills to deliver scientifically-
  or evidence-based practices for infants,
  toddlers, children and youth with disabilities.
• Annual PP The percentage of Special Education
  Personnel Preparation projects that incorporate
  evidence-based practices in the curriculum.

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• Long Term SPDG The percentage of personnel
  receiving professional development through the
  SPDG program on scientifically- or evidence-based
  instructional practices.
• Long Term SPDG The percentage of SPDG projects
  that successfully replicate scientifically or
  evidenced-based practices on a statewide or
  district-wide basis.

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• Long Term TAD States and other recipients of
  IDEA Technical Assistance and Dissemination
  services will implement scientifically- or
  evidence-based practices for infants, toddlers,
  children and youth with disabilities.
• Long Term Tech Media Investments in the
  Technology and Media Services program will
  develop and validate current and emerging
  technologies that incorporate scientifically- or
  evidence-based materials and services.

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Program Highlights

• NCLB Collaboration
• NIMAS
• RTI
• PBS
• Assessment
• Evaluation Center
• 325T
• Doctoral Training
• Blindness Program Pilot
• TAD SPP/APR, State Capacity

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2008

• Status of New Priorities
• Conference
• July 21-23
• Planning committee
• Post Conference Website
• www.osep-meeting.org

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Research to Practice

• Not just the name of our Division
• Activities such as EBP work and PART are not just
  done to check off a box, in reality they are by
  products if we do our job well
• Foundation of what we believe and work towards
  everyday to improve outcomes for children with
  disabilities

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THANK YOU!