523: Models of Language and Literacy

Language Disorders in Communication Sciences and Disorders

*Specific Learning Disability (SLI)•

*Developmental Language Disorder (DLD)

Language Disorders in Educational Spaces

*Speech/Language Impairment (also SLI)•

*Specific Learning Disability (SLD) -Oral Expression; Reading; Written Expression

Related conditions

*Oral Written Language Learning Disability (OWL LD; Berninger &O'Malley May, 2011)•

*Dyslexia•

*Specific comprehension deficit•

*"Garden variety" poor reader•

*Dyscalculia•

*Dysgraphia•

*ADHD

Auditory Processing

*Children have difficulty perceiving phonemic information that is short in duration and not salient

*auditory difficulties common, but not predictive of languages/literacy difficulties

Improvements in auditory processing ________ improvements in Langauge and literacy

DOES NOT MEAN

Limited Processing Capacity (LPC)

* Weaknesses in working memory and phonological short-term memory are the cause of DLD

*Nonword repetition tasks show difficulties in people with DLD

(LPC) Relative to typically developing (TD) peers, cognitive system has limited

*Storage capacity to hold what you read or hear in your head(working memory, phonological short-term memory)• *Processing capacity to comprehend what you just read or heard(phonological processing)

Statistical Learning & The Procedural Deficit Hypothesis

*People with DLD have reduced abilities in implicit statistical(procedural) learning, which causes difficulties learning to speak, read, and write.

*Implicit statistical (procedural) learning: Unconscious learning process in which your brain picks up on regularities (statistics) in the environment

The Regularity Principle

*We learn by searching for regularity (PATTERNS) in the environment

*Frequency of occurrence- High frequency, high dosage

*Morphosyntax: 24 unique exemplars per session

*Vocabulary: 9 unique models per target per minute

*Consistency- Target is the most consistently heard target

The variability Principle

*We can enhance learning of a target by strategically manipulating the surrounding non-target items

*Everything around the target word changes

Multiple Deficit Model

Difficulties in multiple things cause DLD•

-Working memory•

-Nonverbal (fluid) intelligence•

-Executive functions•

-Implicit statistical learning

Behaviorism - Skinner

*Children born with very few general skills (Vocalization, Auditory processing, Pair vocalization to context, Basic drives motivate the formation of associations)

*Children learn language because it is useful for them to have their needs met•

*Language= associations among sounds and contexts

Nativism - Chomsky

*Language is innate and complex system special to humans

*Two levels of representation: Deep, underlying structure (D-Structure) maps onto Surface structure (S - Structure)

*Language Aquisition Device (LAD)

*Universal Grammar (UG)

Chomsky believed

Infinitely creative and environmental exposure not enough to learn behaviorally; caregivers do not explicitly teach children language

Constructivist - Piaget

*Cognition and language develop in stages•

*Skills build upon one another•

*Schemas build upon one another

*Schema: Mental framework/understanding•

*Assimilation: Fitting new information into existing schema• *Accommodation: Adjusting or creating new schemas

Sensorimotor stage (birth - two years)

*experience the world through senses and actions (touching, placing objects into mouth, grasping)

*develop a sense of object permanence

*experience stranger anxiety

*Cause & effect

preoperational stage (2-7 years)

*Imagination and foundations of language•

*Egocentric interaction with world (some theory of mind, but limited)•

*Symbolic thinking develops (LANGUAGE)•

*Pretend play develops

Concrete operational stage (7-11 years)

*Logic•

*Egocentrism reduces, theory of mind strengthens*

*Theory of conservation•

*Induction

Formal operational stage (12 + years)

*Sophisticated logic and reasoning

*Abstract thinking

*Hypothesis & reasoning

*Deduction

sociocultural - Vygotsky

*Cognition and language develop from social interactions with more knowledgeable people

*Start to learn language through communication, attachment with caregiver

*Language is a primary tool of learning

*Social speech --private speech-- inner speech

zone of proximal development

*Where learning happens•

*Space between child do alone and what child can do with help without reaching frustration•

*Scaffolding provided by most knowledgable other

bioecological model - Bronfenbrenner

*Development occurs within the different contexts in which a child exists

* Individual, Microsystem, Mesosystem, Exosystem, Macrosystem, Chronosystem

Goal of language and literacy development

*to make the rules of language more salient and easier tolearn/re-learn.

*To improve language, you must target language.

*Theory informs the way you provide language and literacy interventions so your clients/students canlearn/re-learn those rules

Individuals with Disabilities Education Act

*Originally passed as PL 94-142 Education for All Handicapped Children Act in 1975

*Four Parts•

A: General provisions•

B: 3-21 years•

C: 0-3 years•

D: Personnel training, research

IDEA Part A (Provisions)

*Provides general provisions for the administration of the law *Includes definitions for major components

*Infrastructure for administration & administrative authority - creates depatments that administer core funcitons

*13 major elligible disabilities

Free and Appropriate public education

*the provision of IDEA that guarantees special education and related services to children with disabilities at public cost

*Occurs in the LRE

IFSP

Individualized Family Service Plan (0-3years)

IEP

Individualized Education Plan (3-21 years)

*must include specially designed instruction

IDEA eligibility categories

*Educational disability - it must have an educational impact

*medical diagnosis does not = educational disability

*educational disability determined by a multidisciplinary evaluation team (MET)

IDEA 13 Disability Categories

•Specific Learning Disability(SLD)

•Speech/LanguageImpairment (SLI)

•Other Health Impairment(OHI)

•Autism Spectrum Disorder(ASD)

•Intellectual Disability (ID)

•Emotional/BehavioralDisorder (EBD, ED)

•Developmental Delay (DD)

•Multiple Disabilities

•Hearing Impairment (HI)

•Orthopedic Impairment

•Visual Impairment (VI)

•Traumatic Brain Injury (TBI)

•Deaf-Blindness

speech and language impairment

a communication disorder such as stuttering , impaired articulation, a language impairment, or a voice impairment that adversely affects a child's educational performance

Specific Learning Disability

a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations

developmental delay

a delay in one or more of the following areas: physical development; cognitive development; communication; social or emotional development; or adaptive [behavioral] development

autism

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance.

*repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences

intellectual disability

means significantly subaverage general intellectual functioning, existing concurrently [at the same time]with deficits in adaptive behavior and manifested during the developmental period, that adversely affects achild's educational performance

IDEA Part B (3-21)

*Entitles eligible children to an Individualized Education Plan

*Two major processes: MET, IEP

The IEP (Intervention)

*Individualized intervention plan for children found eligible for special education and related services•

*IDEA requires a new IEP at least once a calendar year

* can be amended for small changes

*team (including caregiver) can call for a new IEP whenever there are large changes

IEP components

*Present level of performance (PLP)

*Measurable annual goals

*Services and accomodations

*least restrictive environment (based on IEP minutes)

*progress monitoring & reporting

*transition services

*statement of participation in state testing

*date of service initiation, frequency, duration, location

Multidisciplinary Evaluation Team (MET) process

*Evaluation to determine eligibility for services as a child with a disability

*Initial evaluaiton, trennial re - evaluation, as needed

MET assessment

1. School or special education professional receives a request for evaluation

2. MET is formed

3. MET meets to review referral within 10 school days of request• Exact timeframe varies by state (typically 10-15)

4. If MET grants evaluation, 60 calendar days to complete the evaluation

5. MET reconvenes to review results, determine eligibility and eligibility category

6. If child qualifies, begin the IEP process (within 30 calendar days of identification)

IDEA Part C (0-3)

*Entitles eligible children to an Individual Family Service Plan (IFSP

*States are required to have a Child Find process

*Evaluation

*Children must be re-evaluated for Part B eligibility before turning 3 years

IDEA Part D

*National Activities to Improve Education of Children with Disabilities•

*Includes grant money

Role of SLP in Special Education

*ensure their students right to a free and appropriate public education

*Can be involved with students under every eligibility category in an elementary, middle, high school

*SLPs are some of the only special education professionals involved in the screening, assessment, evaluation, and intervention process.