NB Language spoken in course is Dutch unless English-speaking students participate
Admission requirements
This course builds on the knowledge and skills acquired in the following Bachelor courses: Het Lerende Brein 1 and Het Lerende Brein 2.
Description
This course is designed to help students develop the knowledge and skills necessary to use data to build effective educational and behavioral programs for students with learning and behavioral difficulties. The course begins with readings about a problem-solving approach to learning and behavior is, and then explores factors that led to the development of the problem-solving approach. A specific problem-solving model is described, Response to Intervention. The emphasis of the course then turns to literature on the skills and techniques needed to implement a problem-solving approach, with a specific focus what is known and not known about a problem-solving approach. Specific emphasis is placed analysis of the literature. Practical considerations for implementation of problem solving are covered in bachelor’s level course.
Course objectives
By the end of the course, students will:
- Describe what a problem-solving approach is, and describe the steps to problem solving.
- Discuss factors leading to the development of a problem-solving approach.
- Describe a specific problem-solving model, Response to Intervention. Discuss what is known about the effectiveness of this approach.
- Demonstrate knowledge of methods needed to implement a problem-solving model.
- Demonstrate knowledge of the literature surrounding problem-solving as it applies to one academic area.
Timetable
Will follow later on.
Mode of instruction
Lectures.
Assessment method
Take-home exam.
Blackboard
During this course Blackboard is used.
Reading list
Deno, S.L. (1990). Individual differences and individual difference: The essential difference of special education. The Journal of Special Education, 24, 160-173.
Deno, S.L., & Fuchs, L.S. (1987). Developing Curriculum-Based Measurement Systems for data-based special education problem solving. Focus on Exceptional Children, 19, 1-15.
Deno, S.L., & Mirkin, P.K. (1977). Data-based program modification manual. Leadership Training Institute / Special Education, University of Minnesota.
Fletcher, J.M., Francis, D.J., Rourke, B.P., Shaywitz, S.E., & Shaywitz, B.A. (1992). The validity of discrepancy-based definitions of reading disabilities. Journal of Learning Disabilities, 25, 555-561, 573.
Foegen, A., Jiban, C., Deno, S. (2007). Proress monitoring measures in mathematics: A review of the literature. The Journal of Special Education, 41, 121-139.
Fuchs, L.S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice, 18, 172-186.
Fuchs, L.S., & Deno, S.L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488-500.
Fuchs, L.S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199-208.
Fuchs, L.S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research and Practice, 13, 204-219.
Fuchs, D., Mock, D., Morgan, P.L., & Young, C.L. (2003). Responsiveness-to-intervention: Definitions, evidence, and implications for the learning disabilities construct. Learning Disabilities Research and Practice, 18, 157-171.
Germann, G. (2008). Thinking of yellow-brick roads, emerald cities, and wizards. In M.R. Shinn & H.M. Walker (Eds.), Interventions for achievement and behavior problems in a three-tier model including RTI. Bethesda, MD: National Association of School Psychologists.
Imants, J., Van der Aalsvoort, G.M., De Brabander, C.J., & Ruijssenaars, A.J.G.M. (2001). The role of the special services coordinator in Dutch primary schools: A counterproductive effect of inclusion policy. Educational Management Administration Leadership, 35-48.
Marston, D., Muyskens, P., Lau, M., & Canter, A. (2003). Problem-solving model for decision making with high-incidence disabilities: The Minneapolis experience. Learning Disabilities Research and Practice, 18, 187-200.
McMaster, K. & Espin, C.A. (2007). Technical features of Curriculum-Based Measurement in writing: A literature review. The Journal of Special Education, 41, 68-84.
Shinn, M.R., Ysseldyke, J.E., Deno, S.L., & Tindal, G. (1986). A comparison of differences between students labeled learning disabled and low achieving on measures of classroom performance. Journal of Learning Disabilities, 19, 545-552.
Siegel, L.S. (2001). An evaluation of the discrepancy definition of dyslexia. Journal of Learning Disabilities, 25, 618-629.
Stecker, P.M., Fuchs, L.S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795-819.
Tindal, T., & Germann, G. (1991). Mainstream consultation agreements in secondary schools. In G. Stoner, M.R. Shinn, & H.M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 495-418). Washington DC: National Association of School Psychologists.
Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.
Wayman, M.M., Wallace, T., Wiley, H.I., Ticha, R., & Espin, C.A. (2007). Literature synthesis on Curriculum-Based Measurement in reading. The Journal of Special Education, 41, 85-120.
Papers that may be of interest but are not required:
Houtveen, T. & Van de Grift, W. (2001). Inclusion and adaptive instruction in elementary education. Journal of Education for Students Placed at Risk, 6, 389-409.
Imants, J. (2002). The counterproductive effects of a national reform initiative: Reflections from organizational theory. School Effectiveness and School Improvement, 13, 31-61.
Registration
Please note that separate uSis registration is mandatory for lectures, seminars, exam and re-exam.
Registration for the lectures of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the seminars of the course is possible as of two months through one week before the first lecture at the latest;
Registration for the exam is possible as of two months through one week before the exam at the latest;
Registration for the re-exam is possible as of two months through one week before the re-exam at the latest.
Students who don’t register cannot attend classes or take the (re)exam.
Contact information
During this course professor Espin holds offices one hour immediately after classes. She can also be reached by email.