Language Assess/Interv Final

What is the difference between therapy, educational benefit providing intervention, and enrichment?

Therapy - teaching strategies to apply in the future

Educational benefit - systematic scaffolding, goal-based, like tutoring a skill

Enrichment - exposing children to language/skill

What is contextualized language intervention? How do you provide it?

Using naturalistic activities to increase opportunities to use the skill

How?

• scaffolding (providing them support for success)

• RISE

What is RISE?

R - Repeated Opportunities

• need many to promote learning and change

I- Intensity

• how long, intensity starts high then decreases

S- Systematically Scaffolded

• providing less support

E- Explicit Focus

• goal-driven, identified specific skills to teach and specific teaching in the skills

What is the order for narrative intervention?

• Scripts (commonly occurring events)

• Personal Narratives (stories about ourselves)

• Story Retell/Generation (fictional)

How do you teach scripts?

• Read story

• Act it out

• Talk about it

How do you teach personal narratives?

• teach the components

  • intro, most interesting part, conclusion

• provide a model

• visual supports

How to teach story retell and generation?

Whole

• pre-story instruction, story grammar

Part

• specific skills targeted

Whole

• incorporate learned skills

• retell/parallel story

Why do we choose narrative intervention?

• consistently shows improved oral language

• flexible

• important for social competencies/academic achievement

• improving oral language, improves written language

What are the pre-reqs for narrative intervention?

• teach story grammar

• be able to retell 1 episode (problem, action, consequence)

How do you teach story grammar?

• provide multiple and frequent opportunities

• use questioning to highlight story grammar

• use prior activities to highlight story grammar

• use pictography

• use scaffolding/prompting

• use visual supports and strategies

• deliver immediate feedback

• modeling the response or providing a direct prompt/feedback

How to teach generating stories for different grades?

Prek-3rd grade

• use picture books

3rd-high school

• combine oral and written language

• use organizers

  • story frame, ppt, parallel stories, extend a story

• Pretend to be a author and write a children’s book

What are the commonly targeted skill areas for Pragmatics?

• Theory of mind/Perspective taking

• Emotions/Empathy

• Nonverbal communication

• Social/discourse

  • topic control, topic maintenance, conversation repair, informativeness, conjunctive cohesion, turn taking

• Problem solving

• Increasing communicative functions

What are the three types of pragmatic impairment?

Acquisition

• Teach them a new skill

• Direct instruction

Performance

• Provide classroom support strategies to increase their use of the skill

Fluency

• Direct instruction + classroom supports

• Improve in different contexts

What are the functions of communication?

• requesting

• refusing/rejecting

• requesting attention

• labeling/describing

• commenting

• asking/answering questions

• expressing feelings

• engaging in social routine

What are the screeners and assessments for pragmatics?

Screeners

• CELF-5 Pragmatics Profile

• CELF-5 Pragmatic Activities Checklist

• PLSI (pragmatic language skills inventory)

  • 5-12

• CCC-2 (Children’s Communication Checklist)

  • 4-16

Assessments

• CELF-5 Metalinguistics

  • 9-21

• Social Language Development Test-Elementary: Normative Update

  • 6-11

• Social Language Development Test-Adolescent Norms Update

  • 12-17

• Informal Assessment

  • Teacher checklists

  • Discourse Analysis

How do you teach a pragmatics skill?

• define skill

• describe skill (may use video)

• provide why you use it

• describe situations to use the skill

• teach the skill using role-play

• help students identify the social rule (do a real-life example with them)

How do we promote generalization?

Teach broadly

• involve natural communication partners

• use naturalistic activities + practice in natural settings

• support self-monitoring and internalization of skills

• involve caregivers and teachers throughout process

What are other strategies to use for teaching pragmatic skills?

• social stories/narratives

• video modeling/self-modeling

• social problem solving - can use for adults

  • identify the problem, figure out solutions

• pivotal response treatment (for ASD)

  • motivation, multiple cues, self-initiated responses, self-management

• behavioral rehearsal

• peer-mediated interventions

What are the 2 main goals of vocabulary instruction?

• Work to overcome avoidance/increase word consciousness

• Improve vocabulary development

  • teach independent word learning strategies

  • direct instruction

  • crossing the lexical bar

  • tier 2 vocab

What is the most powerful predictor of reading comprehension?

Knowledge of words

How do student’s learn words?

Based on their experience

Fewer words are typically taught her learned through experience?

Taught

Why do people with special needs have trouble learning indirectly?

• don’t talk as often

• don’t alert to new/interesting words

• don’t listen as carefully when read to

• don’t read much independently

• have limited reading instruction

What components are used to learn words?

• Working memory and attention

• Parallel analysis and storage

  • orthographic - spelling of word

  • phonologic - sounds in word

  • semantic - what you know about the word

• Initial Representation for comparison with lexicon

• Fast-mapping

What is fast-mapping?

• natural process of vocab learning

• vocabulary sponge

• what interferes with fast-mapping

What is the difference between intervention and instruction?

Intervention

• specific, individualized

Instruction

• in curriculum, everyone learns the same words in same way

What vocab strategies work for typically developing children and children with learning impairments?

• integrate new word meanings with other meanings

• provide repeated opportunities

• provide meaningful use opportunities

• teach meaning through context

• use peer models

• use multimedia methods

• have fun with words

• provide explicit and implicit instruction

• aim for fluent, automatic understanding and use

• teach students to be better, more independent word learners

How do SLPs promote overcoming word avoidance?

Reading aloud good children’s literature

• discuss new vocab words

Storytelling

• with discussion

Word games

• encourage children to play with words

  • Ex. Hink Pinks

• improves word consciousness

  • Ex. Recognize multiple meaning words (elementary - HS)

  • Ex. Idioms (older students)

Metalinguistic approach

• recognize multiple meaning words

How do SLPs teach independent vocab learning strategies?

• Teach word parts - prefix, suffix, roots

• Use dictionary; used with repeated re-reading and during/after instruction

  • SLP must model and scaffold many opportunities

  • Use thinking aloud

• LINCS - learns words that commit to long-term memory

• Context clues - must show student’s when to use the strategy

  • Model strategy by “thinking aloud”

  • Provide consistent guided practice

  • Gradually reduce support

  • Provide reminders to use strategy in all content areas

How to support students with dialects and ESL in vocabulary strategies?

• EBP works for them too!

• Use shared cognates from b