REGISTRATION IS CLOSED
Child study team evaluations have traditionally focused on the determination of eligibility using the ability-achievement discrepancy (AAD) and response to intervention (RTI) models sanctioned by the New Jersey special education code (N.J.A.C.6A:14-3.5 (c)12). However, neither approach meets the statutory definition of a SLD as a deficit in a psychological process.
Federal legislation (IDEA at 34 C.F.R. s.300.307) permits RTI and the use of the “third option” (i.e., “the use of other alternative research-based procedures for determining whether a child has a specific learning disability”), but does not require the presence of a severe ability-achievement discrepancy. These different approaches to classification imply different definitions of a SLD which can logically drive different assessment methods, eligibility decisions, and interventions. How can professionals make determinations in the best interests of students?
After the training, participants will be able to:
- List the different definitions of a SLD
- Utilize the patterns of strengths and weaknesses model in their practice
- Use PSW to understand students’ learning styles and make differential diagnoses
- Apply the PSW model and CHC framework to choose tests for specific presenting questions, analyze test findings to determine the presence of a SLD, and apply findings to interventions.
This workshop will:
1. Compare the different definitions of a SLD as a result of the interplay between science and legislation, and how this influences assessment, eligibility, and, ultimately, which students will receive special education services;
2. Discuss the failure of the AAD and RTI approaches to meet the statutory requirements of a SLD by omitting the assessment of psychological processes and how proposed legislative fixes (Senate bill 2256) will correct these failures;
3. Offer a best practice model, the patterns of strengths and weaknesses, that corrects the flaws in AAD and RTI, and is congruent with statutory requirements by utilizing the best science available in the form of CHC theory to:
- Explore the linkages between psychological processes, academic subjects, and interventions and the value in understanding students’ cognitive profile independent of the issue of eligibility;
- Utilize the linkages at tiers 1-3 to generate hypotheses about students’ underachievement and develop a comprehensive assessment plan based using a hybrid model that includes gathering multiple sources of data (i.e., normative and functional), and details assessment at tiers 1-3 by introducing the idea of RTRI; and
4. Build upon professionals’ experience with CHC-based test batteries (i.e., Wechsler, Woodcock scales) and the already existing MTSS tiered system by adding cross battery assessment (XBA), a deeper dive into the CHC framework, and PSW to understand students’ learning styles and make differential diagnoses;
5. Apply the PSW model and CHC framework via the use of case studies to demonstrate how to choose tests for specific presenting questions, analyze test findings to determine the presence of a SLD, and apply findings to interventions. Discussion will focus on the importance of clinical decision-making based all multiple data sources rather than applying statistical formulas that are unrelated to processing skills.
Dr. Korner earned the doctorate from the University of Pennsylvania and has held the following positions: director of the child and family unit of the Benjamin Rush Center in Philadelphia; director of psychology and assistant professor of psychiatry, New York Medical College-Metropolitan Hospital Center; associate professor (tenured) in the doctoral program in child-clinical psychology and director of the school psychology program at Seton Hall University; and coordinator of Special Education, Harrington Park School District. Dr. Korner has been appointed to chair the continuing education and media committees of the New Jersey Psychological Association and was elected president of the Bergen County Association of Licensed Psychologists. He has either published or presented 100 papers/workshops and was editorial consultant for the journals Private Practice in Psychotherapy and Psychotherapy in Independent Practice. Dr. Korner is currently spearheading an initiative to revise the special education code in New Jersey by adding the federally approved third option with collaboration between the New Jersey Psychological Association, the New Jersey Association of School Psychologists, the New Jersey Association of Learning Consultants, and the Learning Disability Association of New Jersey where he is a member of the advisory board. Dr. Korner was awarded the 2018 Sam Kirk Award for Educator of the Year from the Learning Disability Association of America for his neuropsychological model of assessment. Dr. Korner currently maintains a private practice specializing in psychotherapy for children, adolescents, adults, and families as well as neuropsychological evaluations.
Review the historical and legal basis of the disconnect between assessment and intervention, including a discussion of the flaws inherent in the Ability-Achievement Discrepancy and response to Intervention approaches; Examine the federal “third option” as a consequence of current developments in neuropsychological theory and current proposed legislation;
Present Cattell-Horn-Carroll (CHC) framework with a view toward highlighting the linkages and between cognitive processing, executive functioning, and academic subjects to bridge the assessment/intervention gap at tiers 1-3 by linking specific cognitive abilities, academic subjects, and interventions;
Introduce the hybrid RTRI/PSW approach as a best practice model to make differential diagnoses between students with a SLD, ADHD, or those who are low ability performing congruent with their abilities, and the PSW software (XBASS).
Use case study data to:
-Understand how to choose tests/test batteries to test out hypotheses regarding linkages between students’ performance and cognitive processing deficits
--Demonstrate how to input data into XBASS and make clinical judgments about the findings
-More cases, and questions, including discussing participants’ cases
Continuing Education Information
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is recognized by the New York State Education Department’s State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0123
Rutgers Graduate School of Applied and Professional Psychology (GSAPP) is approved by the National Association of School Psychologists to offer professional development for school psychologists. Rutgers Graduate School of Applied and Professional Psychology (GSAPP) maintains responsibility for the program.
LMFT/MFT and LPC/LAC Licensed in New Jersey: Programs approved by the American Psychological Association are acceptable sources of continuing education credits. Please see https://www.njconsumeraffairs.gov/regulations/Chapter-34-Subchapters-10-31-Professional-Counselors.pdf, Section: 13:34-15.4 APPROVAL OF COURSES OR PROGRAMS on page 27. For all other professional licenses and certifications, please reference your issuing state board regulations regarding reciprocity of continuing education credits.
Rutgers Graduate School of Applied & Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. Rutgers Graduate School of Applied & Professional Psychology maintains responsibility for this program and its content.