SPCH2214 analysis and interpretation of data

standard score

normal range 85 - 115

scaled scores

normal range 7 - 13

percentile ranks

normal range 16 - 84

z scores

-1.0 to 1.0

What 7 considerations need to be taken into account in the education setting?

MTSS

Student voice

Australian curriculum

ICF

Inclusive education

PFCC

EBP

Tier 1 of MTSS

Whole class instruction

Tier 2 of MTSS

Small group instruction to access general instruction

Tier 3 of MTSS

Individualized and intensive instruction

What diverse populations do SLPs work with in the education system?

Autism

DLD

Language disorder

Reading profiles

Spelling difficulties

SSDs

CALD populations

Aboriginal and Torres Strait Islander populations

What are the 4 principles of intervention in the education system?

Use curriculum-based instruction

Integrate oral and written language

Go Meta

Preventing academic failure

What assessment approaches are used in the education system

Screeners

Interviews

Questionnaires

Observations

Functional/activity based

Language samples

Standardized assessments

Criterion referenced assessments

Curriculum based assessments

Dynamic assessments

Aboriginal and Torres Strait Islander outcome measure

ATOMIC
Australian Therapy Outcome Measure for Indigenous Clients

which disorders should you aim to eliminate the underlying disorder?

phonological delays/disorders, articulation delays/disorders, fluency, voice disorders

which disorders should you aim to make environmental modification?

ASD, APD, DLD

what other people would you work with in the education system?

student

classroom teacher

guidance counsellor

parents

child

OT

principles

teaching asisstant

audiologist

psychologist

specialist classroom teacher

admin staff

ENT

what are the four steps in scaffolding skills?

1. I do – strong & repeated demonstration of strategy by educator or therapist

2. We do – student imitates

3. Y’all do – students take more control; educator facilitates & guides

4. You do – students use on their own.

what is EBP4?

Clinical expertise

Client values and circumstances

Research evidence

Information from the practice context

What outcome measures can be used for therapy with school aged children?

• Australian Therapy Outcome Measures (AusTOMs)

• Goal Attainment Scale (GAS)

• Functional Independence Measure for Children (WeeFIM).

• Focus on the Outcomes of Communication Under Six (FOCUS): Parent Form (for children in early years of school)

• Measure of Processes of Care (MPOC)

which disorders should you aim to modify the underlying disorder or teach compensation strategies?

Dyslexia, DLD, LD, literacy delays/disorders

how can you change/modify a disorder?

target the child’s strengths

develop skills in areas of deficit

how can you compensate for a disorder?

learn strategies (e.g. word finding strategies, spelling strategies)

what is the simple view of reading?

Reading Comprehension = Decoding × Language Comprehension

form - morphological interventions

word sorts/matrix - sort words into families based on having the same root word

word sums - root word + morpheme suffixes and prefixes

morpheme wall - list of morphemes you can add to

word web - learn words based on the root word and all the morphemes it has in English

syntax - grammar interventions

shape coding - helps the child to visualise the parts of a sentence

syntax - complex sentences

deconstruction - use explicit instruction to help the child to identify and break down the parts of a complex sentence

construction - give the child the elements of a complex sentence and get them to build it up from there

mini lessons - include reminders of what the different parts of sentences are when asking the child to construct one

syntax - phonology

minimal pairs

multiple oppositions

maximal oppositions

traditional articulation approach

content - vocabulary

Aussie curriculum - Introduce in context of story or text used for school work

Go meta - Explicit instruction on word meaning

Synonym/Antonym - Ask child when they would or wouldn’t do/hear/use the word

Categorization - what are other words that go together? - matching activity?

Write down word definition/draw - combine written and oral language/combine visual support

Act it out - use gesture to act out the word (focus on strengths/what works for the child)

Matching game

Use it in a sentence (can write down optionally)

Practice word regularly

Associations

Explicit instruction + functional examples + follow up questions (when have you done something forlornly?)

tier 1 words

common words (see, happy, table)

tier 2 words

common but mature words (perceive, phenomenon, auspicious)

tier 3 words

words rarely used outside specific domains (decussation, photosynthesis, molecular)

use - pragmatics - social skills

social stories

talk about - emotional communication

conversation club

use - narrative

Narrative scaffolding

Deconstruct:
identify title
identify author
identify characters and settings
identify beginning/end of story
identify what characters want

Construct:
use a story board and prompts to help the child construct a story based on its elements

phonological awareness

hybrid approaches (language and phonological awareness at the same time) such as read it again

rhyming

syllables

onset-rime

phonemic awareness

sound boxes - different colours represent different sounds

considerations for working with teenagers

• Changes in life-stage and priorities

• Previous intervention and support

• Motivation

• Behaviour

phoneme-grapheme correspondence

phonics explicit instruction

word reading intervention

connected phonation (stretching the sounds out)

decodable texts (non-predictable books without pictures that give it away)

decoding strategies poster - look closely, finger underneath, slide finger under, stretch out the sounds, did it make sense?, read whole sentence

irregular words

1. Explicitly teach the child to decode the word through graphemes to phoneme correspondences needed to read the word

2. The etymology of the word can often explain any irregular spellings (two, twin, twenty)

reading fluency intervention

• Teach students to observe and attend to punctuation marks such as commas and full stops when reading

• Listen to students read aloud and provide feedback on aspects of intonation, pausing, accuracy

• Multiple readings of the same text with corrective feedback

• Read extended texts to students to model reading fluency

• Complete multiple readings of the same text

7 reading comprehension strategies

1. Comprehension monitoring (ask them questions as you go)

2. Co-operative learning (get children to work on reading comprehension in small groups)

3. Graphic & semantic organizers (think about putting unfamiliar words in a list in the semantic organizer)

4. Self-questioning (give the child a list of questions they can ask themselves)

5. Story structure analysis (can they recognise the elements of a story such as characters, settings, etc.)

6. Summarising

7. Answering questions

general spelling intervention

1. Carefully consider your target words

2. Explicitly teach patterns (ough)

3. Teach a few basic rules for adding endings to words (morphemes)

4. Give targeted and specific feedback (‘the words going, jumping, shouting all end in ing’)

5. Create spelling supports for the child

orthographic spelling intervention

elokin boxes - a different box for each sound in the word. the child has to put the letters in the correct box

semantic spelling intervention

• Present the homophone visually and use it in a sentence

• Talk about the meaning of the different homophones (depending on the age of the child you could ask them to draw a picture of what each homophone means)

• Compare the orthography and meaning of the homophones

• Complete activities where the child must match the homophone with the definition, write the word with the correct sentence, cloze activity, and writing to dictation

written discourse intervention

graphic organisers

instruction on strategies to break down the discourse into its elements and put them in the graphic organiser

work with teachers so you can give explicit instruction on the vocabulary that is needed

neurodivergent considerations

special interests

sensory preferences

differences not deficits

strengths based

focus on what they can expect, rather than what is expected of them

use of visual supports

reasons for SLP treatment of APD

auditory processing effects language development

direct interventions available for APD

auditory training (video games)

language interventions

compensation interventions for APD

listener strategies

metalinguistic strategies (identifying key words)

active listening

metacognitive strategies (think about what you are about to do in class)

environmental interventions for APD

reduce signal to noise ratio (reduce background noise, increase speaker volume)

change seating arrangement

remote microphone hearing aids

steps of diagnostic therapy

test - test one area only, consider what will make the biggest impact on the child’s school performance (demands of curriculum? prevent failure? student voice?)

identify specific target - identify the highest priority target (prevent failure? Aussie curriculum?)

teach - go meta!
Focus on - strategies - metalinguistic and metacognitive, provide feedback/self-evaluation, teach why goal is important, lots of opportunities to practice!
Observe - responsiveness, retention, able to fade prompt?

retest - repeat baseline assessment + analysis + write a report

culturally responsive supports for CALD children

differentiated support in L1 - translators, books in L1, encouraging activities, show and tell in L1, send home list of words needed for curriculum in L1

bridging intervention - doing activities in L1 where possible (especially in challenging classes such as math)

dynamic assessment

diagnostic therapy

consideration for working with Aboriginal and Torres Strait Islander children

interprofessional focus

play-based

dynamic

movement

culturally appropriate resources

focus on what the child is interested in learning

steps of dynamic assessment

test

teach

retest

approaches to fluency treatment 2-6

Lidcombe

Restart DCM

approaches to fluency ages 7 and up

speech restructuring (BERL)

stuttering affirming therapy (unhelpful thoughts and beliefs about stuttering [UTBAS])

how can SLPs facilitate stuttering within the classroom?

facilitate positive discussions about stuttering

work out supports needed for answering questions, reading out loud, oral assessment with the classroom teacher

indirect voice interventions

vocal hygiene - hydration, reduced phonotraumatic behaviours

consider medications/conditions that are impacting voice (allergy medications, reflux)

direct voice interventions

SOVT

what age can children start directing their own voice interventions?

12 years old

three levels of complexity that can be adjusted in assessment tasks

visual complexity - large font, double spaced, reduce unneeded information

linguistic complexity - identify/define difficult vocabulary and reduce linguistic complexity of task sheet

procedural complexity - consistent and clear instructions, step by step instructions

what environmental supports can be made to the classroom?

Positive reinforcement schedule in place

Child has preferential seating

Minimise distractions

Visual schedules and supports

Ensure a range of ways for students to access content

Allow students to respond in various ways

Allow the student extra time

Extra opportunity for practice

Ask the student to repeat the instruction back to the teacher to check for understanding

Provide shorter instructions (e.g. one step instruction)

Use visuals and gestures

Develop word charts or word walls of key concepts, words and/or information

adjustments that can be made to classwork

Technology – ipads, computer, other technologies

Text to speech & speech to text apps/programs

Buddy system (practice with a peer, before writing it down)

Graphic organisers, visual cues-written proformas, sentence starters, word walls

Allow child computer access to help with spelling (use of spell check)

Encourage editing at the end of the task (allows the student the opportunity to get the content on the page first)

Encourage 4 step process: Brainstorm, share, write, edit

Talking to CT about requirements of tasks-are they assessing a literacy skill or can the child complete the task using oral means (or use a speech to text app)

Shorter or less complex task requirements • Audio books

Encourage shared book reading at home (even for older children)

Choose books/materials that interest the student. Let reading be fun

how to use student voice to make adjustments to the classroom

1. Ask concrete questions, based on students’ experiences

2. Use multiple short interviews

3. Use visual supports and dynamic activities

considerations for any school aged intervention

What tier of intervention is required?

How can intervention align with curriculum goals?

How can intervention combine oral and written language?

How can intervention provide meta-knowledge to teach skills?

How can intervention prevent failure?

Are there other children with similar goals that could be included in a group intervention?

If one on one intervention is required, when can it be delivered? Will the child have to sacrifice time in the classroom?

three levels of scaffolding to increase a child’s zone of proximal development

creating optimal conditions = more time + less content + reduced effort to complete task

guidance of selective attention = highlight important information + provide visual/verbal cues

provision of external support = prime students for classroom activities + collaborate with MDT

non-standardized outcome measures

retest on subtests that have been targeted for intervention (e.g. CELF-5 receptive vocab subtest)

comparison of classwork pre and post intervention/changes in grades

treatment and non-treatment control tasks (e.g. compare results of definitions of tier 2 vocab pre and post treatment)

changes in MTSS

treatment maintainence

what standardized assessment can be used for general oral language?

Clinical Evaluation of Language Fundamentals (5th Edition) - CELF-5

standardized assessment for oral/written language from sound/single word level to sentence/discourse level

Test of Integrated Literacy and Language Skills (TILLS)

standardized test for expressive and receptive language vocabulary

Montgomery Assessment of Vocabulary Acquisition (Montgomery, 2008)

standardized test of phonological processing

The Comprehensive Test of Phonological Processing (2nd Edition) - CTOPP 2

reading accuracy standardized assessment

Text level

York Assessment of Reading for Comprehension (YARC)

Single word

Castles and Coltheart Test 2 (CC2) 

standardized assessment for reading comprehension and fluency

York Assessment of Reading for Comprehension (YARC)

standardized assessments for spelling

South Australian Spelling Test (Westwood, 1999)

standardized assessment for writing/spelling/sentences at the discourse level

• CELF-5: Structured writing task 

• OWLS-II™ Oral and Written Language Scales, Second Edition (OWLS-II) 

• Test of Integrated Language & Literacy Skills (TILLS) 

assessments for verbal fluency

stuttering severity instrument (SSI-4)

Camperdown stuttering severity measure

The Overall Assessment of the Speaker’s Experience of Stuttering (OASES)

assessment of voice

Consensus Auditory Perceptual Evaluation of Voice (CAPE -V)

Voice Handicap Index (VHI)

assessment for bilingual language

comparative language sample using interpreter

composite score (e.g. vocab combined score of L1 and L2 should be comparable to monolingual child)

typically developing peer comparison

avoid tests that examine grammatical/morphosyntactic structures

assessment for APD

Auditory Processing Domains Questionnaire (APDQ)

Compare results on language assessment inside and outside ideal hearing conditions

subtests of the Test of Integrated Language and Literacy Skills

1. Vocabulary Awareness

2. Phonemic Awareness

3. Story Retelling

4. Nonword Repetition

5. Nonword Spelling

6. Listening Comprehension

7. Reading Comprehension

8. Following Directions

9. Delayed Story Retelling

10. Nonword Reading

11. Reading Fluency

12. Written Expression

13. Social Communication

14. Digit Span Forward

15. Digit Span Backward

key to Go-Meta

explicit instruction

scaffolding social skills for ASD

explicit instruction

video modeling

social stories - what can you expect? help with transitions?

role play

scripting

conversation club

peer learning

interventions for APD

environmental - (improve signal to noise ratio) preferential seating, assisted listening devices

direct - auditory training systems [video game], target at child’s individual needs

compensatory - (how can the child be responsible for their listening?) metalinguistic strategies, metacognitive strategies, active listening

typical voice therapy session

1. Check-in

2. Indirect therapy targets

3. Voice Warm-ups

4. New skill development

5. Generalisation tasks

6. Cool down

7. Home practise plan - with written instructions

what are the principles of narrative intervention?

1. Build story structure before vocabulary and complex language

2. Use Multiple exemplars to promote metalinguistics and generalisation

3. Promote active participation

4. Contextualise, unpack and reconstruct stories

5. Use visuals to make abstract concepts concrete

6. Deliver immediate corrective feedback

7. Use efficient and effective prompts

8. Differentiate, individualise and extend

9. Arrange for generalisation opportunities

10. Make it fun

tells us what type of errors they are making in reading/spelling

reading/spelling miscue analysis