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Intervention

Intervention. Appropriate Interventions for ELLs Positive Behavioral Supports (PBS) Response to Intervention (RTI). Interventions. Indirect Individual Consultation Group Consultation Classroom Consultation Systems Consultation Direct: Individual Counseling Group Counseling

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Intervention

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  1. Intervention Appropriate Interventions for ELLs Positive Behavioral Supports (PBS) Response to Intervention (RTI)

  2. Interventions • Indirect • Individual Consultation • Group Consultation • Classroom Consultation • Systems Consultation • Direct: • Individual Counseling • Group Counseling • Family Counseling • Direct Instruction

  3. Positive Behavioral Supports Indirect Interventions

  4. Systems ConsultationTier I

  5. Information Needed • Service Providers: • ESL or Bilingual Teacher • General Education Teacher • Special Education Teacher • What they need to know: • How 2nd languages are acquired • How culture impacts learning • How SES impacts learning • Cultural and linguistic learning styles

  6. Systems Consultation • Typical problems: • School is experiencing bullying problems. • Student academics are low throughout the county. • District SPED has overrepresentation of diverse students. • Common solutions: • Consultant researches effective techniques for bully-prevention programs and teaches them to the school. • Consultant works with district to help make curriculum, special program, or textbook decisions. • Consultant works with lawyers and/ or state DOE to ensure that the district complies with requirements.

  7. Group ConsultationTier II

  8. Group Consultation • Typical problems: • Group of children throughout the school in different classrooms experiencing the same problems. • Entire ELL classroom of children are experiencing the same problems. • Common solutions: • Observe and evaluate the current methods/ techniques used. • Research the best types of programs to deal with this specific problem. • Share the results of the research and observations . • Work together to come up with solutions.

  9. Individual ConsultationTier III

  10. Individual Consultation • Typical problems: • Child is experiencing academic difficulties. • Child is experiencing social/emotional/behavioral problems. • Common solutions: • SST/CST/SIPT works with all teachers involved • All teachers are given additional skills to help the child. • Parent is given additional skills to help the child. • Parent & teachers work together to help the child.

  11. Steps to Consultation w/ Diverse Consultee (Gibbs, 1980) • Appraisal: Consultee determines the trustworthiness of the consultant. • Investigation: Challenge the consultant to determine if they qualified to work with them. • Involvement: Consultee will open up if they trust you to develop a relationship. • Commitment: Consultee commits to consultant but not process. • Engagement: Commit to the process if they believe in interpersonal skills of consultant.

  12. Points to Consider: Client is Diverse • Must identify consultant’s knowledge of cultural sensitivity. • Must aid consultee in developing cultural sensitivity and knowledge about different cultural groups. • Must aid consultee in developing understanding of system in which client works and lives. • Work with teacher/consultee to improve development of curriculum and multicultural education. (Duncan, 1995)

  13. Breakdown: Improving Cultural Competence • Self-awareness: know your own bias and the impact of this on therapy/ consultation. • Assessment of client: Understand the system and knowledge of the client • Pre-therapy: Make client aware of what is and what will happen. • Hypothesizing: What are the problems? • Credibility and giving: Client / Consultee must believe in the treatment. • Discomfort/ Resistance: Therapists/ Consultant feelings of why is this not working? • Client’s/ Consultee’s Perspective: Know your client and conultee

  14. References • Kalyanpur, M. & Harry, B. (1999). Culture in Special Education. Baltimore, MD: Paul H. Brooks Publishing Company. • Linan-Thompson, S., Cirino, P. T., & Vaughn, S. (2007). Learning Disability Quarterly, 30, 185-197. • Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at risk for reading problems Journal of Learning Disabilities, 39 (5), 390-398 • Paneque, O., & Barbetta, P. (2006). A study of teacher efficacy of special education teachers of English language learners with disabilities. Bilingual Research Journal, 30 (1), 171-193 • Shanahan, T., & Beck, 1. (2006). Effective literacy teaching for English language learners. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 415-488). Mahwah, NJ: Lawrence Eribaum Associates. • Xu, Y., & Drame, E. (2007). Culturally appropriate context: Unlocking the potential of Response to Intervention for English language learners. Early Childhood Education Journal, 35, 305-311

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