Exam #3
Why does the SLP need to understand the reading process?
*** Finally, Sawyer (2010) makes the important point that SLPs have a great deal to contribute to classroom and special education teachers' understanding of the reading process and what it takes to succeed in it. Our deep knowledge of language structure, content, and use can help inform other teachers about best ways to address gaps in their students' reading abilities. Part of our job is to work collaboratively with these other educators to enhance their understanding of the key role language knowledge and skill plays as a foundation for the development of literacy. Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn. Language Disorders from Infancy Through Adolescence - E-Book (p. 409). Elsevier Health Sciences. Kindle Edition. --first explain what the reading process is and then dicuss why
How can classroom discourse create a mismatch for students from different cultural backgrounds?
-Remember, too, that classroom discourse is a structure peculiar to our mainstream Western culture. For students entering school from culturally different backgrounds, the structure of classroom discourse is likely to be especially unfamiliar -Different cultures use language for different purposes, and each culture has its own rules about how children, specifically, are to participate in linguistic interactions. -ex: Similarly, Schultz, Florio, and Erickson (1982) explained that the school requirement that only one speaker talk at a time may be very different from the norm in some children's homes, where overlapping talk by multiple speakers is the rule.
Describe several organizational and learning strategies that can be used for children in the Language for Learning Stage. How and when would you incorporate them into your intervention program?
-def: Students able to use organizational and other learning strategies to actively control, coordinate, and monitor their learning activities and processes are more likely to be successful in school settings. types: -Creating inferential sets: By invoking all the background information and prior knowledge, we have about a topic when attempting to learn new information about it and asking ourselves a set of prereading questions, such as "What do I already know about this topic? What questions can I ask about it?" These questions help students foreground their prior knowledge and look for relevant information in the text. -Self-questioning: students are taught to ask themselves a series of self-guiding questions as they work through a classroom assignment, individually or in cooperative learning groups. After the clinician models and has the students practice asking themselves the questions, they can be posted prominently on a poster in the class or intervention room. -Think alouds: The clinician models the thought processes that go into the completion of a literacy-based task by voicing each step. Reciprocal teaching and buddy programs: These involve grouping or pairing students to accomplish a task and having students cue each other to use the following strategies while completing their assignment. Graphic organizers and sensory imaging: Students are taught to draw, map, or visualize material to help them comprehend and recall it. How/When: Metacognitive strategies like these can be introduced by the clinician in clinical sessions, or in classroom collaborative lessons. They can also form part of the Tier II and III intervention in areas of reading comprehension for classrooms using an RTI model. Follow-up can be provided by the classroom teacher in consultation with the SLP. SLPs can also consult with classroom teachers about incorporating learning strategies like these into Tier I instruction for all students. -think about executive functioning-discuss organizational and learning strategies ....
What are the main issues to be concerned about for a child with Autism Spectrum Disorder at the Language for Learning Stage? what assessment procedures will you use to address this issues?
-even high functioning individuals with ASD can have a range of language skills, from superior to more like those of children with LLD. For speakers with ASD, then, we will need to do the same sorts of evaluation of language skills that we do for other children with special needs, in order to establish baseline function and identify appropriate goals for intervention. -Children with ASD will have their most significant impairments, and in some cases their only impairments, in the area of pragmatics. -Mayville (2013) talked about two methods for assessing social pragmatic skills in students with ASD: checklists/rating scales and direct observation. - Normed checklists and rating scales can sometimes be used to establish eligibility for services on the basis of pragmatic deficits. -Social Responsiveness Scale (SRS; Constantino, 2002) -Children's Social Behavior Questionnaire (CSBQ; Hartman et al., 2006) • Autism Social Skills Profile (ASSP; Bellini & Hopf, 2007) • Pragmatic Language Skills Inventory (PLSI; Gilliam & Miller, 2006) -Direct observation: Timler (2009) suggested that one of the most telling assessments for these students is the use of a language sample taken during a peer interaction. An informal observation of peer engagement can focus on the pragmatic skills that appear to be hindering interaction and can serve as a valid basis for developing an individualized pragmatic intervention program. -chp 10 & 11 & 12?
What kinds of syntactic and morphological errors are typical of students with language learning disorders? Discuss 2 Evidence-based hybrid intervention approaches to work on advanced morphology and literate language forms.
-morphology : although children with LLD had relatively high levels of correct morphological production in speech after age 7, they had significantly more errors in writing. -Especially at the school-age level, the persistence of grammatical errors is an important index of impairment. In addition to errors on grammatical morphemes, Eisenberg (2007) reports that common errors made by students with LLD include omission of verb arguments (such as direct ["He hit Ø"] and indirect objects of verbs ["Give Ø the ball"] and locative elements ["I can't fit it Ø"]), and errors in re-arrangement of words to form sentence variants, such as questions, negative, and passives. -significantly higher prevalence of omission of third person singular /s/ endings on verbs in children with delayed language development. -showed, the students with LLD show less elaboration of syntax and fewer complex forms than peers with typical language. In addition, students with LLD may show limited verb variety and lack of elaboration in noun phrases -EBP:
Discuss learning strategy methods for narrative skills.
-prepare some info about strategies you will be able to answer all 3 questions. ??look at powerpoint slides? -SQR3: Survey, Question, Read, Recite, and Review To do this, we would first model the SQ3R method on an expository text passage, and then give each student a turn to act as facilitator in guiding the rest of the group through the process. -POSSE: Predict, Organize, Search, Summarize, Evaluate -collaborative strategic reading (CSR): Preview, Click/clunk, Get the gist, Wrap it up- each student is assigned one of these parts.
Discuss how to teach a student learning strategies. Describe learning-strategy approaches to improving classroom discourse skills.
-sentence about the importance of learning strategies: The advantages of a learning strategies approach, for students for whom it is developmentally appropriate, are that it helps them move toward more independent functioning by teaching them not a basic skill, but a more "meta"-level ability (Englert et al., 2009). Ehren (2002) helps to define strategies by distinguishing them from knowledge and skills in the following way: Providing students with learning strategies and giving them the opportunity to practice them on curriculum-related material becomes an important role the SLP can play in intervention for students at the advanced language stage. How to teach it? -learning strategies for discourse skills -"dialogic mentoring." This is a form of supportive prompting that offers verbal cues or choices as external support to students for accessing a solution to a problem or an answer to a question. The goal of this support is to give students a model for doing this scaffolding for themselves. -Reciprocal teaching is a learning-strategy approach that employs guided, cooperative learning and includes expert scaffolding by the teacher, direct instruction, modeling, and practice and multiple strategy instruction (Pilonieta & Medina, 2009). Brown and Palinscar (1987) outlined four steps in the reciprocal teaching process: Predict, Question, Summarize, and Clarify. The "facilitator" (teacher or clinician) first models each step on a segment of curricular material, such as a lecture, reading selection, or mathematics or science problem. The facilitator then assigns one of the students to use the same series of steps on a related passage or problem. Each student is given a turn to act as facilitator for the group. The student with LLD can serve as facilitator last, to take advantage of the additional modeling provided by the other students. -postscript modeling as an additional approach for increasing students' learning strategies in classroom discourse situations. Here the facilitator provides scaffolding comments about students' remarks in the discussion of the class material. The clinician can provide an accepting but corrected version of a student comment, encourage brainstorming to solve comprehension problems, identify areas of misunderstanding or inadequate skill development (e.g., need for instruction in punctuation or capitalization), and provide appropriate instruction as needed. Postscript modeling can also scaffold by taking a student comment to a higher cognitive level. *Reciprocal teaching- a learning-strategy approach that employs guided, cooperative learning and includes expert scaffolding by the teacher, direct instruction, modeling, and practice 4 steps to it ; see figure 14.7
Discuss advanced language development, formal operational thought, and literate language skills. What problems will a student struggling in these areas experience in school?
-slides from powerpoint and summarize/rewrite -def of formal operational thought: Formal operational thought is the new cognitive development of the adolescent period. It allows teens to move beyond concrete experiences and begin to think abstractly, reason logically, draw conclusions from the information available, and apply all these processes to hypothetical situations. -They can produce and understand true narratives and some complex sentences, make some inferences, carry on marginally adequate conversations, engage in some metalinguistic discussions, and so on. -Oral language facility can easily be disrupted by stress, when dealing with unfamiliar material or new vocabulary, or when faced with some new communicative goal (such as asking for a date) or cognitive function (such as formulating a scientific hypothesis). Word finding often continues to be a problem. -The new skills that normal adolescents are learning during the period of advanced language are primarily concerned with the development of language for more intensive social interactions, with language at the literate end of the oral-literate continuum, and with abilities related to abstract and critical thinking , and executive function -Adolescents acquire more than just a larger vocabulary. They learn to elaborate and expand the meanings of known words (cold meaning temperature; cold meaning affect) and to understand connections among words related in various ways, such as by derivation (clinic, clinician) or by meaning -New syntactic skills include growth both within sentences (intrasentential) and between sentences (intersentential). -Problems: For adolescents with LLD, as we've seen, the oral language and literacy skills developed during the elementary years may still be "wobbly." These shaky skills can form a weak foundation for the advanced language required by the more intense demands of the secondary curriculum. For these reasons, children who had difficulties acquiring oral language and literacy at the L4L stage continue to have problems with advanced language during the secondary school years. These findings should lead us to conclude that secondary students with LLD will continue to require targeted supports for both academic and social functions. **Students functioning at advanced language stages may display word-finding problems, limited Tier II and III vocabulary, and pragmatic errors in conversation, but will have mastered basic oral language rules. Their writing will be less mature and sophisticated than that of their peers but will display some competence with mechanics, some limited use of complex sentences, and some degree of organization and semantic content
Describe the areas of conversational speech that can be assessed in a pragmatic evaluation of students with language learning disorders. Give methods for assessing each.
1. Conversational language: •Communicative intentions (table 11.5 p462) •Context/Register variation (know your audience) •Presupposition (table 8.10 in ch 8) 2. Discourse management •Topic maintenance •Turn taking •clarification 3. Narrative (oral) •Comprehension and inferencing (receptive) •Production (personal, script, fictional) •Macrostructure (see p465 box 11.8) •Microstructure •Cohesion 4. Narratives (written) •Stages of narrative development p473 table 11.11 •The "artful" narrative •Rich vocabulary, complexity of episodes, •a climactic "high point" (table 11.12) •literate language style (box 11.11) •Episode complexity (4 types) •Multiple •Complex •Embedded •Interactive Methods: •Pragmatic discourse analysis (Damico, 1985) p443 •Pragmatic Language Skills Inventory (Gilliam & Miller, 2006) ****** -assessment is primarily in chp 11 or 10
Describe the assessment process in augmentative and alternative forms of communication (AAC). What factors do SLPs need to take into account?
Assessment: -we have two immediate assessment priorities; first, to establish the child's level of comprehension and second, to establish whether any intentional communication is taking place and if so how and for what purposes. Knowing how much a child understands helps both to structure our own input and to select among language goals in production. -In Chapters 6 and 7, some assessment techniques that can be used to establish nonverbal, intentional communication are discussed in detail. Factors: -Gevarter and colleagues (2013) state the importance of considering individual skills and preferences when selecting AAC methods.
Discuss strategies for assessing receptive vocabulary in the Language for Learning Stage. Include both curriculum-based and other informal assessment methods.
Curriculum-based: -instructional vocabulary One way is for the clinician to observe in the student's class and note the kinds of spatial, temporal, logical, and directive vocabulary that the teacher uses? -Textbook vocabulary A second source of potentially problematic vocabulary is the student's classroom texts. - Informal assessment methods: -language sample analysis? -Tier 2-3 vocabulary? -intro statement can be why its importatnt to assess recpt lang by itself
Outline the steps in developing an ecological inventory for a student in the Language for Learning Stage. When is an ecological inventory useful? `
Def: An ecological inventory allows us to assess the needs of particular environments in which the person must function, rather than the client's communication skills. Useful: Ecological inventories such as those we discussed in Chapter 8 can help us with older clients at the L4L stage to determine what communicative skills are needed to succeed in the client's daily environments. Steps: 1. Get to know the client. 2. List activities and routines in a typical day in this setting. 3. State goals, and list key activities/routines and set priorities among them. 4. Observe and record behaviors of typical participants or conduct interviews to determine the expectations of each activity. 5. Observe the student in each activity. 6. Compare the student's behavior to expectations. Note discrepancies. 7. Identify the language/communication skills needed to achieve expectations. 8. Identify communication skills not currently demonstrated. 9. Outline communication goals for each activity. Develop an Individualized Education Program (IEP) for these goals. -Plan who, when, and how each objective will be achieved. -List of environmental adaptations, resources, supports, and instructional priorities for each goal -used for imdividuals with significant disablities
How does syntax of children with language learning disorders differ from that of children in the Developing Language Stage? How will this information affect your intervention decisions?
Deficits in comprehension and production of complex syntax also are widely reported in children with LLD -They have particular trouble understanding sentences with relative clauses, passive voice, or negation (Kuder, 1997). Paul (2000c) suggested that school-aged children with LLDs tended to rely for a longer-than-normal time on comprehension strategies for processing passive sentences and those containing relative and adverbial clauses.Typical children go beyond these strategies to full comprehension by 7 or 8 years old. -They may use fewer complex sentences, less elaboration of noun phrases with multiple modifiers ("that big, red barn"), prepositional phrases ("the house in the country"), and relative clauses ("the house that's in the country;" McCormick & Loeb, 2003). Verb phrases may be less complex (Eisenberg, 2007), containing few adverbs (such as slowly, resentfully) or combinations of auxiliary verbs ("could have been running"). Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn. Language Disorders from Infancy Through Adolescence - Their sentences may actually be longer than those of peers, because they use fewer complex forms to condense their expression (Kuder, 1997). They show lower rates of subordination, embedding and elaboration of phrases in speech, and fail to increase these rates in writing as typical peers do (Eisenberg, 2007; Scott, 2004). Gerber (1993) reported that children with LLD have basic, functional syntactic skills but that their sentences are less elaborated than those of age-mates, and they may not encode all the relevant information within their utterances. In addition, they show reduced fluency, flexibility, and productivity in their grammatical forms than typical peers (Eisenberg, 2007). -the students with LLD show less elaboration of syntax and fewer complex forms than peers with typical language. In addition, students with LLD may show limited verb variety and lack of elaboration in noun phrases Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn. Language Disorders from Infancy Through Adolescence - E-Book (p. 428). Elsevier Health Sciences. Kindle Edition.
List some Criterion-referenced measures you can use to establish that a student is functioning at the Advanced Language Stage. What will you use analyze based on these measures?
Found in chp 13 -Criterion-referenced assessments and structured behavioral observations form the bulk of the assessment procedure at this stage. -
How can the students be involved in intervention planning? Why is this important?
How: -A short questionnaire, such as that in Figure 12.1, can be used as a basis for an interview with the client in the beginning of an intervention program. The clinician can ask these questions; record the clients' responses; and discuss the intervention program with the student, pointing out how the activities will address the needs and preferences the client expressed. Why: -Students in the L4L stage are old enough to have their own perspectives considered in planning the intervention program, as well as those of their parents. -Enlisting clients in identifying their own areas of strengths and weaknesses and in setting priorities for working on goals identified in the assessment can help to ensure cooperation and make clients feel that the intervention is really for them. -This kind of collaborative planning with school-aged children not only helps them to take responsibility for their own learning, but it maximizes the chances for their cooperation in the intervention program.
Is reading a language-based skill? Justify your answer.
Yes, because: -Since then, most investigators studying the reading process consider reading and writing to be language-based skills that simply use visual input as a portal into the language-processing system -The implication of this shift in focus is that experts in language development (like SLPs) are seen as having a great deal to contribute to the understanding of literacy development and to the promotion of its growth -Current thinking on the question of the role of visual-perceptual deficits in reading disorders, dating back to Vellutino's (1977) review of research in this area, is that visual-perceptual problems play a relatively minor role in reading disorders. Most investigators in this area today believe that the primary deficits involved in reading disability are linguistic, not visual -can look at reading rope
What are adaptive behaviors and why are they important to assess when working with individuals with intellectual disability?
def: Adaptive behavior comprises skills of daily living, for example: conceptual skills—language and literacy; money, time, and number concepts; and self-direction; social skills—interpersonal skills, social responsibility, self-esteem, gullibility, naïveté, social problem solving, and the ability to follow rules/obey laws and to avoid being victimized; and practical skills—activities of daily living (personal care), occupational skills, health care, travel/transportation, schedules/routines, safety, use of money, and use of the telephone. Why: -"Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18." -Adaptive behaviors must be assessed in order for a child/individual to be diagnosed with an intellectual disability? -Definitions of ID require impairment in intellectual and adaptive functioning
Discuss forms of scaffolding that can be helpful to students with Language Learning Disorders (LLD)
def: Scaffolding involves identifying the student's zone of proximal development (ZPD) in curricular language skills, and devising activities that scaffold his current level of function into the ZPD by means of clinician support. 1. Creation of optimal task conditions. -This form of scaffolding involves reducing the amount of stress and undue effort a student uses to complete a curricular task. In practice, it means working with the classroom teacher to reduce the amount of material a student has to process and to present the material in smaller units with extra time and support allowed for task completion. 2. Guidance of selective attention. -This form of scaffolding involves highlighting important information by using visual, verbal, and intonational cues. Using this device, a clinician can, for example, use a highlighting marker to call attention to potentially difficult words in a photocopied passage from a textbook. Before students read they can be told to look for these words, try to guess what they mean, or to let the clinician know whether they need to look them up in the dictionary. 3. Provision of external support -The clinician can "prime" students to succeed in classroom activities. This can be done especially effectively in service delivery systems that combine collaborative intervention with some clinical sessions. Suppose the clinician is doing a collaborative lesson on listening skills in a client's classroom. She can "prep" clients for the lesson in a clinical session, previewing what she will be covering and some of the questions she will be asking.
Describe approaches to improving conversational skills in adolescent clients. How can learning strategies be used to address conversational skill deficits?
the goal of a learning-strategies approach is to encourage conscious planning, self-cueing, and self-monitoring to give students tools for improving their own performance. Here role-playing; barrier games; and, when possible, video modeling procedures can be used.
How might problems with social interaction and social understanding affect language development and language process for children/adolescents with Autism Spectrum Disorder?
◦Language Use ◦Pragmatic deficits are universal ◦Too many or too few initiations, poor topic maintenance, fewer contingent conversational responses, non-contextual utterances ◦Poor understanding of figurative and metaphorical language ◦Poor inferencing skills ◦Reduced ability to resolve ambiguous language Four key criteria are that children have deficits in (1) using language for social purposes; (2) changing communication to match the context and/or needs of the listener; (3) following the rules of narrative and/or conversational discourse; and (4) understanding what is not explicitly stated. Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn. Language Disorders from Infancy Through Adolescence - E-Book (p. 123). Elsevier Health Sciences. Kindle Edition.
