Gems The Past System Scientific method Bacon Applied behavior analysis Group Scientific method Bacon Behavioral consultation Carnine Witt Noell Mainstream assistance teams Fuchs ID: 635946
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Slide1
Problem Solving WorkgroupSlide2
Gems – The Past
System
Scientific method - Bacon
Applied behavior analysis
Group
Scientific method - Bacon
Behavioral consultation –
Carnine
, Witt,
Noell
Mainstream assistance teams – Fuchs
Instructional consultation –
Rosenfield
Applied behavior analysis
Individual
Scientific method - Bacon
Behavioral consultation –
Carnine
, Witt,
Noell
,
Erchul
Data-based program modification –
Deno
&
Mirkin
Applied behavior analysis
Diagnostic analysis – Fuchs, Hosp
IDEAL –
Bransford
& Stein 1984
CBE – Howell
CBA – Tucker,
GicklingSlide3
Cutting-Edge Research
System
Student support teams
Fidelity of problem solving implementation – Burns
PLCs –
Dufours
Cost-benefit analysis -
Vanderheyden
&
Tilly
Group
Sheppard,
McCown
leadership work
Classroom data-based decision making -
Vanderheyden
Individual
Item response/computerized scoring to identify instructional sequences
Easy CBM approach
– Tindal, Christ
Brief experimental analysis – Daly and Martens
Experimental teaching –
Deno
et al.
Assessment for learning – Heritage, William,
Stiggins
, Wiggins,
Algorithm guided reading instruction - O’ConnorSlide4
The Future
DOGMASlide5Slide6
Systems-Focused Agenda
Given the identified past and present research, the major gaps are at the systems level. Consequently, the research agenda in this area should focus on systems-level research. These questions should then be replicated at the group and individual levels.Slide7
Future Research Agenda
What data and instruments result in reliable and valid decisions?
What are the characteristics of effective team-based problem solving (personnel, logistics, purpose/questions, skills sets, roles)? What system of teaming results to the most effective problem solving?
What are the key components at each level to produce better outcomes at each level of implementation?
What questions should teams be asking to drive the problem solving process?
What level of fidelity of the problem solving process is needed to ensure improved child outcomes?
How do we best measure fidelity of problem solving?
How will schools measure it?
Who measures it?
What criteria should be used for system, group, and individual decisions to produce improved student outcomes?
What is the basis for different criteria and which are superior?
Which should be used to allocate resources at the different levels?
How does the team select the best possible
intervention?
What
are good problem analysis/selection of intervention models for system and group?Slide8
Back to the Future for Problem Solving