School Age Final 2.1

Why contextualized intervention?

Provides students with continuity across activities and multiple opportunities for meaningful practice

Steps for teaching pragmatic skills:

Define skill

Describe skill

Provide rationale

Describe situations to use the skill

Teach the skill using role-play

Help students identify the social rule

social stories

Involve using short stories to explain social situations and socially acceptable behaviors

Can be used to explain social skills, help children adjust to changes, and understand expectations

Should be positive, written in first or third person, be direct/concise, focus on the desired behaviors

Steps: introduce story, read the story with client many times, provide opportunities to use the skill

goals for vocab

work to overcome avoidance/increase word consciousness, learn more words, child to become a better and more independent word learner

DO

use peer models, provide explicit/implicit instruction, integrate new word meaning with other word meaning, provide repeated opportunities, teach meaning through context

DO NOT

teach word in isolation, rely on dictionary definition, make word learning tedious, have students copy definitions

Ways work to overcome avoidance/ increase word consciousness

reading aloud good children's literature with discussion of new vocab, storytelling with discussion, word games (hink-pink)

Independent word learning strategies

teaching word parts - prefixes, suffixes, and root words.

Dictionary use if the language competent adult models and scaffolds repeated experiences looking up an unknown word

Demonstrate thinking aloud about the various definitions and then deciding on the correct definition for the context

LINCS vocab strategy

EBP strategies to utilize in vocab instruction:

Definition map, semantic mapping, antonyms and synonyms, describe it map

Direct vocabulary instruction

choose fiction or nonfiction being read in class, highlight all tier 2 words, select 3-10 of the most useful, provide student friendly definition, develop student definitions from context. Then, teach the words explicitly for 5 sessions, search for words in other places, over-use in both oral and written language activity, review word one month later, continue this process with 3-10 new vocab words

Teaching expository text:

Introduce/teach the different text structures (macro/micro)

Teach how to use text structure to improve comprehension

Teach how to use text structure for written and speaking assignments

Teach Macrostructure:

Name the structure (ex. Problem - solution)

Show "real life" examples of structure (e.g., infomercial, ads, inventions videos or stories)

Show graphic organizer/visual of the structure

Can be difficult to teach based on main structure; vary depending on task or text we are using

Teach Microstructure:

Identify signal words - help with composition and comprehension

Signaling devices include overviews (snapshot of what you are going to read), summaries (highlight type of text), headings, key words

Identify common organizational structures that help signal the structure of loose expository structure (summaries, headings, overviews)

Aid analysis and synthesis of information

Aids skimming for main points and specific details

*helps with main ideas of a text

Teach how to use text structure to improve comprehension:

Call attention to text structure of the reading passage

Highlight signal words

Review comprehension questions or assignment based on reading

Provide graphic organizer based on text structure to fill in during reading

After reading, conduct a discussion using the text structure/ graphic organizer to help with completing the assignment

Discussion the "meta" at the end

How to teach Expository Structures to Improve written/oral answers:

Locate - samples from the classroom material to provide as examples of these structures to the students

Provide - students with opportunities for practice in identifying these structures and using the features of the expository structures to comprehend what they have read

Use - specific text structure graphic organizers when students are required to produce oral presentations or written assignments. Help them plan and produce well organized, cohesive discourse

Encourage - classroom teachers to be explicit when they use or expect students to use a particular expository discourse structure to the great extent possible

teach broadly

When instruction occurs under conditions that are constant and predictable learning that is the learning looks very good in that context but it does not transfer well to different contexts. Changing the instructional context enhances learning because the information becomes linked with a greater range of contextual cues and encoded in more than one way.

feedback

Studies shown that reductions in evaluative feedback actually may enhance long-term retention and generalization of motor skills including speech productions. Evaluating every language production not only disrupts the flow of the conversational interaction but also may cause students to stop paying attention to the feedback and tune out.

treatment intensity

The body of research on treatment intensity indicated that more is not always better. More frequency instructional episodes will not always be associated with better treatment outcomes.

sequencing vs narrative

Improving narrative discourse and comprehension does not require the targeting of sequencing abilities. The ability to understand and recall events in a story or script depend on conceptual understanding of the topic and attention/memory, not sequencing ability. Sequencing is not a basic cognitive process; no model of cognitive processing includes sequencing as a distinct cognitive process. Correctly recalling the sequence of events solely depends on attention and memory process. The logical, conceptually coherent order of events reduces memory demands and aids in recall. Incorrectly ordering these events would reflect conceptual difficulties rather than attention/memory limitations.

grammar

children with impairment do not have difficulty with ing, plural s or in and on but have trouble with singular s, past tense ed, and auxiliary do forms. Focus on complect syntax should begin in preschool years and children TY being to produce complex syntax at age 2.

desirable difficulties

Performance that is imported rapidly often fails to result in long-term retention and transfer while conditions of instruction that appear to create difficulties for the learner, often slowing the rate of apparent learning, can actually optimize long-term retention and transfer. These conditions are called desirable difficulties

narrative goal

In one academic year, Bill will retell a one-episode story that he has read/heard with grade-level story grammar (character, setting, problems, action, consequence) given no more than one verbal prompt in ¾ observations per academic quarter as measured by the clinician.

pragmatics goal

In one academic school year, Bill will demonstrate social problem-solving by completing the 5-step problem measured by the solving rubric (Identify, Describe, Generate, Evaluate, and Assess) when given no more than 2 verbal prompts in ⅘ opportunities.

Vocab

In one academic school year, Jerry will recognize 45 selected Tier two words in classroom readings (3 per week for 15 weeks) with 85% accuracy, as measured by his verbalizing or writing a student-friendly definition for each.

syntax

In one academic school year, Sue will independently include at least 8 different adjectives that are contextually appropriate in 3/4 written assignments for school as measured by the clinician using a writing rubric.

expository text

In one academic school year, when given an expository text, Barbara will fill out a graphic organizer to identify text structure and signal words to help with completing ⅘ reading assignments given no more than 3 visual/verbal prompts measured by the clinician rubric.

reading

By the end of the academic year, the student will read a grade-level passage and accurately answer literal and inferential comprehension questions with 80% accuracy in 4 out of 5 trials, as measured by teacher-created assessments.

writing

In an academic school year, Karen will write a (150-word) summary about the given reading including the elements of grade level story grammar using a graphic organizer to given 3 verbal cues in 4 out of 5 writing tasks, as measured by a structured writing rubric.