school age final 1.1

1. Activity, not just the skill

2. How the child internalizes language component

3. Scaffolding

3 factors to consider when designing therapy:

-context

-independent

-scaffolding

-student

-learning/carryover

Intentional & strategic scaffolding:

1. Teach an emerging skill in a functional __

2. Student performs beyond their __ ability level

3. Progress is withdrawal of __, not increasing accuracy

4. Scaffolding is direct at the __, not the task

5. Scaffolding aids __/__

RISE

-repeated opportunities

-intensity

-specifically scaffolded

-explicit focus w/ accommodation

Teach scripts>>Teach personal narratives>>Teach story retell & generation (preK-3rd grade, grade 4-upper grades)

Outline for narrative intervention:

-read stories

-act out scripts

-talk about scripts

-use older vs newer experiences

-add complexity

-collect data

-extension to emergent literacy

Teaching scripts (from simple to complex):

-components

-models

-introduction>>main idea>>conclusion; story grammar

-visual

-data

-classroom/generalization

-emergent literacy

Teaching personal narratives:

-talk about __ of personal narrative

-create __

-models such as: ______ or __ __

-__ supports

-how to collect __

-__/__

-extension to __ __ activities

Rubric from personal narrative informal assessment tool

Collecting data/progress monitoring:

Whole-part-whole

Story-retell & generation for pre-K to 3rd grade:

-story grammar

-prestory instruction

-scaffolded comprehension questions

-how to collect data

First whole:

-specific skill drill

-collect data

Part:

-incorporate learned skills

-retell/parallel story

Second whole:

Scaffolding transitions

"Let's make a story"

"Let's tell a story"

-use the story the student creates

-make notes on any scaffolding, when they become more independent, etc

How to collect data for whole-part-whole:

-oral & written

-frame

-components

-PowerPoint

-parallel

-extend

-adapted

Story retell & generation (grades 3-HS)

-combine __ & __ language

Activities such as:

-story __

-complete __ of a story

-__ or Prezi stories

-create __ stories

-__ a story

-alternative or __ books

In what length of time + who + will do what (meaningful activity) +under what conditions + to what level or degree (master & number of times student must demonstrate) + how progress will be measured = correctly written goal

Writing a narrative goals

-Thought processes & skills involved in competent social functioning

-communication, problem-solving, decision making, self-management, & peer relations abilities that allow you to initiate and maintain positive social relationship with others, theory of mind

Social cognition

DLD, ASD, SPCD (Social Pragmatic Communication Disorder)

3 populations served by SLPs:

A) using appropriate communication for specific purposes

B) changing communication style to match the situation (e.g. speaking diff w/ adults vs peers)

C) managing conversations & telling narratives effectively, including knowing when & how to take appropriate turns, reading facial expressions to understand a communication partner's thoughts & intentions, using facial expressions that compliment one's own communication intentions, and telling stories in convo

D) understanding what is not explicitly stated, including comprehension of idioms, figurative language, and words with multiple meanings

SPCD (Social Pragmatic Communication Disorder)

Acquisition

Performance

Fluency

System 1: 3 types of pragmatic impairment:

How to remediate: focus on teaching as new skills

-direct instruction on when, where, & why

Acquisition

How to remediate: provide classroom strategies to increase their use of the skill

Performance

How to remediate: direct instruction + classroom supports

Fluency

System 2: Fey's communication acts profiling

Active conversationalist

Passive

Inactive

Verbal non-communicator

-assertive & responsive

-interested in their conversational partner

-lend information to the conversation

-may need assistance to expand techniques

Active conversationalist

-responsive to conversation but doesn't add to it

-fails to provide new and/or relevant info

-needs help in developing assertive acts

Passive conversationalist

-neither responsive nor assertive

-typically, socially isolated

-fail to participate in convo

-need help in developing interactions

Inactive conversationalist

-assertive but unresponsive to partner

-can initiate convo

-dominates convo w/o regard for partners needs/desires

-needs help in understanding how their comments relate to the current topic

Verbal non-communicator

-standardized assessment of language functioning

-standardized measure of social adaptive function gin (e.g. Vineland Adaptive Behavior Scales)

-informal assessment of student's functioning in more natural & spontaneous situations

EBP for pragmatic language assessment:

-CELF-5

-PLSI

-CCC-2

Screening tools for pragmatics

-CELF-5

-SLDT-E (Social Language Development Test-Elementary)

-SLDT-A (Social Language Development Test-Adolescent)

-Informal assessment (e.g. teacher checklists—pragmatic checklist for teachers or pragmatic language checklist)

Evaluation tools for pragmatics

True

T/F: For autistic individuals, no specific communication interventions can be recommended for all individuals due to a limited evidence base & variability in the outcomes for individuals.

1. Social narratives/stories

2. Video modeling & self-modeling

3. Social problem solving

4. Pivotal response training

5. Social scripting & script fading

6. Behavioral rehearsal

7. Peer-mediated intervention

8. Facilitating generalization

EBP strategies for social communication skills

1. Define the skill

2. Describe the skill

3. Provide a rationale

4. Describe situations to use the skill

5. Teach the skill using role-play

6. Help students identify the social rule

Teaching pragmatic skills

1. Work to overcome avoidance/increase word consciousness

2. Vocab development

2 main goals for vocab intervention:

Vocab development

1. Teaching independent word learning strategies

2. Direct instruction

3. Crossing the lexical bar (e.g. understanding & using academic vocab)

4. Tier 2 vocab

True

T/F: Narrative ability predicts the ability to become a successful reader/writer.

-storage

-lexicon

-comparison

-fast mapping

How we learn words:

-parallel analysis & __ (orthographic, phonologic, semantic)

-initial representation for comparison w/ __

-__

-aka __ __

-slower & smaller auditory processing (miss certain features)

-SLP saying things too fast

-semantic systems may be disorganized

What can interfere with fast-mapping?

Amplify language patterns

Build vocab/teach new things

The SLPs job is to ________ & facilitate language

Teachers job is to _______

1. Learn more words

2. Child becomes a better/more independent word learner

Goals of vocab intervention:

-word meanings

-repeated

-meaningful

-context

-peer

-multimedia

-fun

-explicit & implicit

-fluent

-word learners

DOs of vocab intervention:

-integrate new word meaning with other __ __

-provide __ opportunities

-provide __ use opportunities

-teaching meaning through __

-use __ models

-use __ methods

-have __ with words

-provide __ & __ instruction

-aim for __ understanding & use

-teach students to be better/independent __ __

-isolation

-story

-copy

-dictionary

-pre-teach

-lives

-tedious

DONTs of vocab intervention:

-teach words in __

-develop vocab lists by their presence in a __

-have students __ definitions

-rely on __ definitions to provide meaning

-__-__ unfamiliar words out of context

-forget to relate words to the __ of students

-make word learning __

Overcoming word avoidance

1. Reading aloud good children's literature w/ discussion of new vocab words

2. Storytelling w/ discussion

3. Word games

4. Metalinguistic approach (e.g. puns, idioms, jokes)

Word games

Hink Pinks; word consciousness activities

1. Teaching word parts (prefixes, suffixes, root words)

2. Dictionary use

3. LINCS

Independent word learning strategies (3):

Teaching word parts (prefixes, suffixes, root words)

-teaching the most commonly occurring prefixes & suffixes & root words to help determine the meaning of new words

-could be taught in an inclusion classroom or in a pull-out setting

Dictionary use

-adult should model & scaffold repeated experiences of looking up an unknown word

-adult must demonstrate thinking aloud about various definitions/deciding correct definition for context

-not a strategy to use w/ a list of vocab words without context

-utilize during or after reading/instruction; include repeated re-reading

LINCS

-useful for learning words that need to be committed to long-term memory

-tier 2 words and/or vocab words on standardized tests would be useful with this strategy

-first language; cognates

-basic words

-review & reinforcement

When working w/ students who are learning English:

-try to take advantage of the child's __ __ if the language has shared __

-start with learning __ __

-provide sufficient __ & __

Tier 1 words

-basic words

-known by most students & are typically acquired naturally

Tier 2 words

-high freq words for mature language users

-useful for school; not context specific

-common in written language

Tier 3 words

-low freq, specific words

-best learned in specific context, such as subjects

Qualities of tier 2 words

-importance & utility: characteristic of mature language users; appear freq across variety of domains

-instructional potential: words that can be worked in a variety of ways

-conceptual understanding: students understand general concept but provide precision & specificiy in describing the concept

-unknown

-acquainted

-established

3 levels that students know a word:

400

How many words should students learn per year?

Direct vocab instruction

1. Choose fiction or non-fiction that's being read in class

2. Highlight all Tier 2 words

3. Select 3-10 of the most useful words

4. Provide student friendly definitions

5. Develop student definitions from context

Then:

-teach words explicitly for 5 sessions

-search for words in other places

-"over-use" in both oral & written language activities

-review words one month later

-continue process with 3-10 new vocab words

-definition maps

-semantic maps

-semantic feature analysis

-antonyms & synonyms (not assessing, just teaching)

Strategies to use during direct vocab instruction:

Tools for direct vocab instruction

-The expanding expression tool

-speaking of speech Describe It Map & instructions

-EET comparison worksheet

-individualized

-grammatical forms

-curriculum

Selecting targets for grammar intervention:

-must be __

-may include selecting early __ __ (e.g. Brown's 14) for children w/ significant impairment

-should take into account the __ demands/activities

-elaborated noun phrases

-extending the predicate to include clauses

-coordinating & subordinating conjunctions

-verb tenses

-focus on both comprehension & expression

Rule of thumb for grammar targets:

Mini-lesson

A focused, short period of instruction for a particular syntactic target

Join the activity with application to a curricular task

Uses modeling, observational modeling, imitation drills, sentence combining, and scaffolding

Direct instruction + application

Framework for syntactic/grammar intervention for PreK-HS students

Can also be easily incorporated into the "part" section of narrative intervention

Expository discourse

-non-narrative discourse employed primarily for informative purposes

-also known as informational or academic talk

-most commonly used & required for 4th-HS

True

T/F: Expository text Intervention assists with comprehending vocab, grammar, pragmatics, & learning content.

It also assists with factual, inferential and applied understanding of what is heard/read.

It provides a strategic approach to listening & reading academic material.

-description

-sequence

-comparison/compare & contrast

-cause & effect

-problem & solution

-argument/persuade

-explanation

Expository text structure:

Microstructure of text structure

signaling devices, such as overviews, summaries, heading, & key words

-text structures

-comprehension

-writing & oral

Suggested steps for teaching expository text structures:

1. Introduce/teach the different __ __ (macro & micro)

2. Teach how to use text structure to improve __

3. Teach how to use text structure for __ & __ assignments

-complex

-description & sequence

Research conducted on typical language learners suggests:

-teach more __ structures first (i.e. comparison & compare/contrast, cause & effect, problem-solution, Argument/persuade, & explanation)

-leave __ & __ until last

Teaching macrostructure

-name the structure (e.g. problem-solution)

-show "real life" examples of the structure

-show graphic organizer/visual of the structure

Teaching microstructure

-identify signal words commonly used

-identify common organization structures that help signal the structure

-text structure

-signal

-comprehension; assignment

-graphic organizer

-discussion

-meta

Teaching text structures:

-identify/call attention to the __ __ of the reading passage (SLAP strategy)

-highlight __ words

-review __ questions or __ based on the reading

-provide a __ __ or chart based on the text structure to drill in during reading/discussion

-after reading, conduct a __ using the text structure/graphic organizer

-discuss the __ at the end of the instruction

-Locate

-provide

-use

-encourage

Once you teach text structures, use these steps to help students apply text structures to written & oral answers:

1. __ samples from classroom materials

2. __ students w/ opportunities for practice

3. __ specific text structure graphic organizers when students are required to produce oral presentations or written assignments

4. __ classroom teachers to be explicit when they use a structure

Reading comprehension

The product of decoding & linguistic comprehension:

1. Identify language disorder

2. Teach text structure & comprehension

What can SLPs do to teach reading & writing intervention for children w/ language impairment?

Clinical markers for language impairment

-impairment in non-word repetition

-impairment in sentence recall

-errors in verb tense

Problem w/ expository text

-includes abstract concepts, difficult vocab, and unfamiliar content

-reader must create inferences, and use prior knowledge

-ideas are not always clearly connected

-uses multiple text structures

-sentence combining

-note taking & writing

-answering comprehension questions

-writing summaries

-teaching text structures & text mapping

Intervention for writing based on EBP:

-emergent literacy

-early literacy concepts

-narrative skills

-PA

-reading comprehension

Intervention for reading based on EBP:

-reading comprehension strategies graphic organizer

-homework checklist

-individual vs whole class instruction

Strategies for improving reading comprehension:

Reading checklist

1. Get ready

2. Ask these questions (e.g. What does my teacher want me to know? Why?)

3. Read without reading

4. Read

5. Take a break

intervention reflects the understanding that language serves communication ends and is learned in the course of communicative events

language servers communication. the only way you can show someone has this skill is in communicative events

the intent is to be therapeutic; amplifying language patterns and facilitating language learning within purposeful activities

teach language. skills in purposeful activities. need to focus on skill not activity itself. facilitate language learning

Three factors to consider when designing therapy (how to provide contextualized language intervention)

activity not just skill.

how child internalized language competent voice

scaffolding

Intentional and Strategic Scaffolding

teach an emerging skill in functional context

student performs beyond their independent ability level

progress is the withdrawal of scaffolding not increasing accuracy

scaffolding is directed at the student not the task

scaffolding aids learning/carryover

teaching scripts used with pre-k and kindergarten

act out scripts

teaching personal narratives

personal narratives with story grammar markers

contextualized intervention why

provides students with continuity across activities and multiple opportunities for meaningful practice.

contextualized intervention how

use the language rich children literature, use thematic units, use curriculum activities

First whole

talk about tittle, may use pre-reading activities to activate prior knowledge, may pause briefly to highlight a language target or to engage in short discussion (do not do a lot of talking. do not stop on every page) focus on complete unit/story/activity

Part activities

skill focused activities. therapist provides direct instruction in a skill or strategy. activities are more discrete in nature with repeated opportunities to practice a skill. therapist will provide explicit and systematic support. less naturalists, but should be related back to the whole. make sure everything relates to the story.

second whole

the goal is not systematically supporting the students in using their newly practiced language skills in meaningful context. ex) change characters in story, students create scripts and act out text, oral presentations, create written summary, poster

writing goals

in what length of time+who+will do what+ under what conditions+to what level or degree+ how progress will be measured=correctly written goal

Three types of pragmatic impairment

Acquisition-child does not have skill at all, work on direct skill.

Performance-have skill but depends on when they use it in different settings (provide classroom support strategies to increase their use of the skill)

Fluency- direct instruction+classroom supports (says hi walks out of room for a second but then comes back and says hi)

active conversationalist

being successful at communication. Assertive and repsonsive.

passive conversationalist

responsive to conversation but does not add to it.

inactive conversationalist

neither responsive or assertive. socially isolated

verbal non-communicator

assertive but unresponsive to partner. can initiate conversation. dominates conversation without regard for partners needs/desires.

why do people communicate

request,refusing, describing, request attention, commenting, express feelings, engage in social routines, asking and answering questions

discourse analysis

a type of language sample. analyze topic control, topic maintenances, conversational repair, informativeness, conjunctive cohesion (how often are they using complex sentences)

factors such as

personality, motivation, emotion and cognition affect social functioning