Exam 2 Study Guide PDF

Exam #2 Study Guide Chapter 10 PREVENTION RtI – Responsiveness to Intervention & MTSS These are used to attempt to resolve learning problems within the gen-ed setting, preventing the need for SPED services. Acco...

Exam #2 Study Guide Chapter 10 PREVENTION RtI – Responsiveness to Intervention & MTSS These are used to attempt to resolve learning problems within the gen-ed setting, preventing the need for SPED services. Accommodations and small group instruction in weak areas may be used with these students. RTI is in Tiers TIER 1 For EVERYONE – It is high quality, scientifically research-based classroom instruction for all students in gen-ed with ongoing assessment & progress monitoring TIER 2 May be small group intervention – Students who lag behind peers receive small group, more specialized instruction to prevent failure within gen-ed. TIER 3 May be individualized and more intense – For students who continue to struggle after provisions of intensified small group instruction in TIER II, individualized instruction may be provided; if not adequate progress, comprehensive evaluation. **You cannot delay evaluation because of RTI. If parent asks, we cannot wait. Reason for refusing must be on Prior Written Notice & given to parent** Qualifying FAPE – Free appropriate public education Federal regulations require that eligibility for special education services be determines by a two-step process based on: The presences of a disability The students need for special education & related services  SLP Roles School Based ASHA Recognizes SLP’s role in supporting the general curriculum as a “critical” responsibility, noting that they “offer assistance in addressing the linguistic and metalinguistic foundation of curriculum learning for students with disabilities, as well as other learners who are at risk for school failure or those who struggle in school settings.” Critical Roles Serve them all - who meet criteria (as mentioned above – 2 criteria). All age ranges 3-21 with the exception of DHH and VI who may receive services as early as birth. ALL disability types. Education connection – Ensure education relevance. Support the curriculum and highlight language and literacy. Ethics obligation – provide culturally competent services (EX. Is eye contact normal for culture?) DISORDER VS DIFFERENCE. Socioeconomic status disadvantage. Lack of prior instruction and second language consideration Range of Responsibilities Prevention – SLP’s should be involved in the efforts of schools to prevent academic failure. Assessment – Assess in collaboration with others to ID students with communication disorders Programs Design, Data Collection and Compliance – Intervention that is evidence-based. Service delivery model that is best for student. Offer a continuum of services with consideration to LRE. Make data-based decisions, collect it, analyze it, use it for change. Comply with federal and state mandates and local policies in performing your duties. Collaboration Collaborate with other school professionals – Educational diagnosticians, licensed Specialist in School Psychology, dyslexia specialist, OT, PT, VI, AI, Gen ED, Sp.Ed. teachers, paraprofessionals, SLP-A’s and Administrators. Collaborate with families and communities – with community agencies and with family engagement. Collaborate with students – actively involve student in goal planning, their wants/desires for the future, intervention, and self-advocacy.  Leadership Advocacy – advocate for appropriate programs and services. Advocate for reasonable workloads. Advocate for your PD opportunities. Advocate for best practices Parent Training – provide ongoing training to parents as to how to best support their child, language strategies, how to use AAC, etc. Research – Ethics requires that we keep up with current research for evidence-based practices. PROCESS RTI Referral Assessment Write FIE Develop IEP Implement Plan  **RESOURCE** Rubrics for PLAAFP and IEP Writing  TEXAS STATE STANDARDS TEKS – Texas Essential Knowledge and Skills PRE-K Guidelines 3- & 4-year-old kids Language-Learning Disorders 80% of Learning disabilities are language-based Communication characteristics in Language Learning Disability Phonological Characteristics Syntactic Characteristics Semantic Characteristics Pragmatic Characteristics Phonological Characteristics Generally intelligible Reading difficulties in children w/ a hx of speech disorders were better predicted by their language skills than by their speech. Even though they may not have significant artic disorders, they often show difficulty with speech perception, phonological memory, and phonological awareness Difficulty with short term memory Weaknesses in rapid naming and in non-word repetition tasks Important Factors Segmenting words Counting sounds Producing words with one sound left out Sound manipulation Sound categorization Assessment Tools The phonological awareness test 2 The test of phonological awareness skills The phonological awareness profile  The comprehensive test of phonological processing The Lindamood auditory conceptualization test Subtest from the clinical evaluation of language fundamentals Syntactic Characteristics Deficits in comprehension and production of complex syntax are widely reported in children with LLD. Difficulty with: Understanding relative clauses, passive voice, negation, morphology Kids with LLD Don’t make a large number of syntax errors (but more than their peers) in spontaneous speech, but it shows up more prevalent in their writing. Verbal output is simple or “immature” ( use fewer complex sentences, less elaboration of noun phrases, fewer prepositional phrases, relative clauses) Need additional processing time and more context **The House that Jack Built** Book for understanding relative clauses. Semantic Characteristics Small vocabularies that are restricted to high-frequency, short words Knowledge of word meaning is restricted Poor development of associations of words Poor categorization into semantic classes, difficulty with multiple meaning words Reliance on garbage words (non-specific—EX, things, stuff) DIFFICULTY with word finding/word retrieval Decreased speed and accuracy in confrontational naming (word finding)—they often use circumlocution Working memory deficits Understanding complex oral directions Producing and understanding figurative language (metaphors, similes, slang) Integrating meaning across sentences  Pragmatic Characteristics Conversation Limited verbal fluency (how natural and fluid) Less likely to respond to conversational bids Less sensitive to the needs of their listeners Give incomplete or inaccurate descriptions Difficulty adjusting their speech Difficulty with clarifying miscommunication, requesting clarification Poor topic maintenance Narrative Storytelling These kids have difficulty with narrative story telling Story grammar Narratives predict success in school Understanding stories requires more than just repeating information heard or read (inferencing) Decreased length in retelling Narratives: Story Grammar Narrative Stages Stage 1 (Heap stories) o Labels o Descriptions of events/actions o No central theme or organization o 2–3-year-olds Stage 2 (Sequencing stories) *KNOW* o Labeling events around a central theme, character or setting o Events are not well sequences yet o 3-year-olds Stage 3 (Primitive Narrative) o Stories have a core or central person, object or event o Has 3 elements of story grammar (initiating event, attempt or action, some consequences around central theme) o No real resolution or ending o 4-4.5-year-olds Stage 4 (Chain Narrative) o Stories have some cause-effect and temporal relationships o Plot is not strong o Ending isn’t always logical from event and may be abrupt o 4 story grammar elements are present. Initiating event, attempt, some consequence and some notion of a plan o 4.5-5-year-olds Stage 5 (True Narrative) o Stories have central theme, character, and plot o Logical order o Character motivations o All 5 story grammar elements o Ending with a resolution o 5–7-year-olds Social Emotional – BIG IDEA is to help them improve their social interactive abilities Less accepted by peers Poor social skills High levels of behavior problems Rejected by peers Difficulty with showing emotion More withdrawn  Background Knowledge Background knowledge is one of the best predictors of reading comprehension The “Matthew” effect – The rich get richer, and the poor get poorer WHAT TO DO? Exposure to rich language experiences Building background knowledge Diversity in stories Making the Connection Academic Talk o Different from conversations o Teacher controls it with the answers, academic vocab, questions, complex sentences The Hidden Curriculum – BOOK BY BRENDA SMITH MYLES o The unspoken set of rules and expectations about how to behave and communicate in the classroom that are key to school success Metalinguistics o Using language to talk about language o Defining words o Recognizing synonyms, antonyms, homonyms o Diagramming sentences o ID parts of speech o Recognizing grammatical errors in editing o Multiple meanings o The demands are great Metacognition = Executive functioning and self-regulating Attention Planning Impulse control Organizing complex tasks  Chapter 11 Child and Family Centered Practice Now kids have a voice AGES 5-12 – K-5/6 Assessment – IEP vs. IFSP How do referrals get to you? Teacher referral Parent referral Child-find (federal requirement) Parent information + teacher information = Assessment Plan Evaluation to Special Education COMPREHENSIVE LANGUAGE BATTERY – Conversational sample – helps to plan for standardized assessment. Discussion of LEA policies for scores TEST OF PRAGMATICS - Some LLD students like high level ASD will not score low enough on tests to language form and content to qualify. Using pragmatic tests helps to substantiate informal assessments and show deficits TESTS OF LEARNING-RELATED LANGUAGE SKILLS – these test look specifically at learning-related language skills. (Comprehensive Test of Phonological Processing-2, Test of Word Finding in Discourse)  Disability Determination Is there documentation of a language disorder? If so, is there evidence of an adverse effect on educational performance resulting from the language disorder?  Criterion Referenced Assessment 1. Establish baseline function 2. ID targets for intervention Phonology – Most do not make a larger number of phonological errors. Semantics o Receptive vocab o Instructional vocab (spatial, temporal, logical and directive) o Textbook vocab (classroom text, content vocab) o Expressive vocab – rec. is always larger than exp. – focus on LEXICAL DIVERITY & WORD RETRIEVAL Syntax/morphology o Assess in both the receptive and the expressive modalities. LLD students often have difficulty with understanding complex sentences especially passives, relative clauses, adverbial conjunctions o Expressive Syntax – ▪ Sentence repetition ▪ Spontaneous speech sample – may be simpler, less elaborated, rambling, disorganized Collecting a Sample at elementary age: Interview format vs free play Interview with leading questions Narrative samples Can ANALYZE by o Grammatical error analysis o Complexity of syntax (frequency of complex sentences & complex sentence types) o Disruptions – 8 disruptions in a 100-word speech sample = “significantly” tangled up ▪ That interrupt the flow of speech but do not change the lexical, morphological, syntactic, semantic, or phonological material of the sentences. Looks like: filled pauses, silent pauses, and repetition ▪ Revisions which change the lexical and morphological material and major changes in syntactic structure. Look like: lexical, grammatical, or phonological changes  Criterion Referenced Assessment Cont. Pragmatics 3 major discourse types 1. Conversation a. Range of communicative intentions or functions b. Can the student modify communicative style or register? c. How the student can manage discourse turns, topics and breakdowns 2. Classroom discourse a. Discourse management b. Have student w/ LLD explain a game, recipe, or topic to a peer 3. Narrative a. Inferencing b. Knowledge of story grammar c. Understanding non-literal language d. Curriculum based assessment i. Artifact Analysis ii. Onlooker observation Criterion-Referenced Curriculum-Based Assessment o Focuses on measurement of student mastery of objectives derived from classroom performance o CBA is not standardized, therefore comparison between subjects, schools is not feasible o CR CBA is used for planning purposes o CBM is more adequate to monitor the curriculum and decision making. TIER I, II, III Tier I: Everyday words in our speech. Common in conversation and rarely require direct instruction. EX: come, see, go, happy, table Tier II: High frequency words that occur across contexts. Used by mature language users and are more common in writing than speech. EX: hilarious, endure, despise Tier III: Low frequency words & are limited to a specific domain. Content-specific. EX. Atom, metamorphic  Narratives 3 Types of Narratives o Personal Narratives – ask the child to recount a personal experience o Script Narratives – ask the child to relate a routine series of events. (Describing to a new student from another country how to order fast food) o Fictional Narratives – Ask the child to generate a story. Or a story retell.  Executive Function: A Metacognitive Skills o Self-regulation of affect when tasks are demanding or tedious o Planning abilities o Problem solving strategies o Persistence in a goal or in attempting to complete a task o Flexibility in switching from task to task o Attention span and ability to sustain attention o Memory or recall of previously learned info o Working memory or recall needed info such as direction, steps, or sequence o Organization, having materials ready to begin lesson o Time management o Theory of mind: ability to understand the perspectives of another person: recognize others’ feelings and ideas: show consideration of others.  Chapter 12 Intervention at the Language for Learning Period Interprofessional Planning o General Education teacher o SPED teacher o SLP o Family o Audiologist o Teacher of DHH o Diagnostician Components of IEP o Vision statement from fam or student o o PLAAFP – present level of academic and functional performance Goals and Objective progress **KNOW** o New goals and objectives o Statement of participation o Accommodations/modifications o Projected dates for initiating services, duration of services o Date of Review o Signatures What accommodations do they need and their performance with and without accommodations? Accommodations VS Modifications Accommodations change HOW a student accesses instruction and demonstrates proficiency. They do NOT change learning expectations Modifications change WHAT the student is expected to learn. Course or activity expectations ARE modified to meet the needs of the student What will we work on in the Language for Learning Stage? Potential targets o Sentence length o Narrative complexity o Expanding vocabulary o Syntax  o Following directions o Demonstrating comprehension of texts o Story grammar o Pragmatic interactions ENDLESS Because of individualization Align with TEKS or PRE-K guidelines Behavior Condition Criterion **REMEMBER** Time frame Intervention in the Language for Learning Period Principle 1 - Use curriculum-based instruction Principle 2 – Integrate oral and written Language Principle 3 – Go meta o Hidden Curriculum – things you don’t usually have to teach o Metacognition o Metalinguistic o Know what to talk about and not talk about o Talking about defining etc. o Know when to talk and not talk Principle 4 – Collaborate to prevent school failure by participating RTI + Principles 1-3  Intervention Process in the Language for Learning Period Child-centered o Scaffolding – involves identifying the students ZPD in curriculum language skills and devising activities that scaffolding his/her current level of function in to the ZPD by means of clinician support.**find the sweet spot on where to start** - **Scaffold down** if the client still doesn’t get “it” o Scaffold by creation of optimal task condition reducing the amount of stress and undue effort a student uses to complete a curriculum task. ▪ Smaller units ▪ Extra time ▪ Extra support ▪ Scaffolding the format for the assignment (ex. Book report formats) o Scaffold by guidance of selection ▪ Highlight important information by using visual, verbal and intonation cues ▪ Highlight important words (pre-teach) ▪ Read with heavy intonation on important concepts ▪ Tell that what to listen for ahead of time o Scaffold by provision of external support ▪ SLP can “prime” student to succeed ▪ Prepping them for classroom lessons in the clinical setting ▪ Pre-teaching vocabulary Hybrid Approach Semantics – Vocabulary ▪ Activate what student already know about the new words ▪ Provide a description, explanation, or example of the new term ▪ Ask students to restate the description, explanation or example in their own words, connecting it to their own experiences or knowledge ▪ Have students construct a picture, pictograph, or symbolic representation of the term ▪ Make connections among words and topics (deepen associations) ▪ Use something like a “Predict-O-Gram” ▪ Use both spoken and written contexts ▪ Ask students to discuss the terms with one another to refine and reformulate meanings ▪ Return to the words in the following weeks Word finding ▪ Work on the semantic side of word retrieval difficulties through elaborated exposure work ▪ Use visual maps to increase semantic associations ▪ Familiar scripts Inferencing – Rory’s Story Cubes ▪ Have students read part of a short story or picture book and ask them to predict what they think will happen next and why ▪ Have them draw a picture ▪ Choose your own adventure: older students can write their own stories and told to leave off the ending or to write the ending on a separate sheet of paper and then have another student write the ending. Syntax and Morphology ▪ Words sorts: Sort into groups that share the same root, prefix or suffix ▪ Word building: combining roots, prefixes and suffixes written on cards or blocks to create words ▪ Matching games with pairs of cards. Each pair contains 2 words that share a common root (EX. Monster and monstrous) Pragmatics: Conversational Discourse ▪ Range of communicative intention ▪ Discourse management (lunch bunch groups) ▪ Communicative repair & presupposition (barrier games are a great way to target) ▪ Classroom discourse Pragmatics: Narratives: - The bridge between oral and written language ▪ What stories give us: o A familiar structure of events o Provide opportunities to explore what people think and feel o Use a range of linguistic markers to indicate point of view, cohesion, time and sequence o They involve a broad range of cognitive skills linking personal events o Are inherently social forms of communication focusing on plans, intention and goals of characters o When implementing literacy-based therapy, here is some structure to consider ▪ Before Purpose – activate their background knowledge  o Directed reading-thinking activities: show them the book, tell them the title, but nothing else. Have them predict. Listen to the first few pages and ask them if they what to change their prediction. Finally, after the whole story has been read, ask them to compare their predictions with what happened. o Literature webbing: another prediction technique – write key events from a story on cards. Give each group of students a set of those cards in random order before hearing a story. Each group organizes the cards into the order they predict will occur in the story. They then hear or read the story, check their predicted order, and discuss any changes they need to make and why ▪ During Purpose: Guide and deepen student comprehension o Initiate discussion – encourage students to stop during reading and talk about what they understand so far. o Focus on the author’s message. o Link information to other readings, past experiences. o Make inferences: encourage them to stop and think about what conclusions they can draw. o “Think-Alouds” The SLP models processing of things she notices, does, visualizes, feels and asks herself during the reading. Build in AAC ▪ After Purpose: To reflect & accomplish comprehension o Identify the story grammar through asking WH questions. o Read more than one time and after each read, the WH questioning becomes more complex o Use graphic organizers as a visual aid and to organize concepts o Talk about feelings of the characters and how does this drive their actions