Treatment of Child Language Disorders Final Exam

Word Study Strategies (Morphological Treatment Approach)

*Semantic Features Analysis-grid to help kids explore words meaning/pronunciation of multi-meaning words in print *Contextual Analysis-authors purpose *Semantic Analysis-meaning of text

Why Social Communication?

- Language is not in isolation -AAC, device, sign language, writing → to convey language - Need more than one person involved -ASHA Resources on Social Communication - Areas - Developmental Milestones -Use communication throughout your lifetime

Why Pragmatics?

- Pragmatic Language Competence - Variety of Communicative Functions - Initiating versus responding -Speech acts such as greetings, complements, negotiations - Conversation: turn-taking, topic control, repair - Manage language for Discourse (use in different settings/discourses) - Organization or structure - Cohesion - Coherence

Types of Graphic Organizers

- Semantic organizers: Link concepts and features - Framed outline (type of visual illustration): - Might be the best type of graphic organizer to illustrate narrative structures - Displays how a story unfolds may assist children in remembering main ideas and supporting details for use in answering comprehension questions and recalling information. - Semantic Map: Illustrates relationships between vocabulary, concepts and their meanings might best be used to assist children in recalling specific facts and details in expository passages designed to teach new concepts. ○ Students with learning disabilities have also been shown to benefit from text structure instruction using graphic organizers. It is important to teach students how to design and use their own graphic organizers rather than relying on teachers to design and distribute ready-made graphic organize

Social Communication Disorder criteria

- Social Communication Disorder (DSM-V) A.Persistent difficulties in the social use of verbal and nonverbal communication as manifested by all of the following: 1.Deficits in using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context. 2.Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on the playground, talking differently to a child than to an adult, and avoiding use of overly formal language. 3. Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. 4. Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation).

Social Stories

- Social stories created by Carol Gray in 1991 - They are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. -The terms 'social story' and 'social stories' are trademarks originated and owned by Carol Gray. - A social story is designed for the specific child and may include things the child values and is interested in. -For example, if a child likes dinosaurs, you could include dinosaurs as characters in a story about going to school, etc.

Every Student Succeeds Act (ESSA)

- Started August 2017- replaces "No Child Left Behind" - Governs the United Staes K-12 Public education policy. -Advances equity by upholding critical protections for America's disadvantaged and high-need students. -Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers. - Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students' progress toward those high standards. -Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators—consistent with our Investing in Innovation and Promise Neighborhoods -Sustains and expands this administration's historic investments in increasing access to high-quality preschool. - Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time. Improving school climate, safety, and access to high quality comprehensive learning supports (MTSS)

choice board

-A choice board is a graphic organizer that allows students to choose different ways to learn about a particular concept. Choice boards are set up in a grid, generally with 9 squares. - Choice Boards provide students with the power to choose "how" to learn a particular subject or concept. This freedom encourages them to be more responsible, accountable and independent in their learning. It also allows them to work on the activities at their own pace.

preference production

-A preference production task highlights meaning contrasts b/w pairs of sentences with similar structures. -Requires students to integrate what they know about the world with the concepts encoded by the various types of complex sentence clauses. -Clinician presents two sentences that are almost identical, except for one key word or phrase. The clinician and student read the sen-tences aloud together and then fi nd and highlight the subordinate clause in each one. Next the clinician will ask the student to think about what each sentence means, which one he or she agrees with more, which one is true, or which one makes more sense. Some clinician assistance is usually required and it may also be necessary to explain unfamiliar vocabulary words, usually by providing a simple explanation or synonym.

Negative and Interrogative Sentences

-As their name implies, negative interrogative sentences (sometimes called interro-negative sentences) are interrogative sentences that are made negative. ... -As with all negative sentences, we generally form the negative interrogative by adding the word not. ○ Interrogative = Questions ○ From Eisenberg (2013) - Both negatives/interrogatives (N/I) = modifying basic declarative sentences. -Production (N/I) linked to children's learning of copula + auxiliary/modal system and diff. verb forms -Children w/ LI Less accurate in repeating N/I sentences, made more errors on these sentence types vs. declarative/imperative forms Produced a higher rate of noninverted questions Will likely have difficulty achieving inverted yes/no questions w/ range of auxiliaries, modals, copula forms. -Potential Goals In working on sentence types, clinicians could focus on intermediate goals involving variations on each sentence type (negatives, yes/no Q's, wh-Q's) Intermediate goals could be developed for production of auxiliaries or modals within a specific verb form, such as the progressive, but across a range of sentence types that include negatives, interrogatives, AND declaratives.

Juxtapositions (Language and academics)

-Eisenberg's (2013) This strategy is useful for teaching productions of complex and compound sentences. -Contrast is placed b/w simpler form and more sophisticated form. -One way to do this is to present two simpler sentences followed by a more elaborate sentence that combines content from those two simpler sentences. -Another way to do this is, as illustrated in the following example for targeting subordination, is to present a simpler sentence followed by a more elaborate sentence that builds on that first simpler sentence. EX: Adult: Johnny is crying. Why? Johnny is crying because he hurt his knee. Tell me about Johnny. Child: He hurt his knee. He's crying. Adult: Put it all together. Johnny is crying BECAUSE he hurt his knee. Child: Johnny is crying because he hurt his knee.

Social Skill Cue Cards

-Great for children with autism, ADHD, Oppositional Defiant Disorder, and other behavioral or emotional challenges.

Ellipsis (Syntax and Grammar Treatment (Strategies)

-Hybrid Read Fey, Long, and Finestack's (2003) explanation of the ellipsis strategy (p. 9). This strategy is useful for teaching grammatical forms such as auxiliary and modal verbs. The strategy is designed to naturally highlight a target form by placing the form at the end of a sentence. Fey et al. included the following examples (p. 9). Modeling in elliptical contexts ◦ That boy is working hard. He really IS. ◦ The seed will grow into a flower. We just know it will. ◦Who can mix the batter? John can .

joint attention

-Joint attention occurs when two people share interest in an object or event and there is understanding between the two people that they are both interested in the same object or event. -Usually emerges around 9 months of age and is well-established by 18 months of age. -One of the first early markers we see in children - If it is not present, it can be a red flag Deficits in joint attention include: -difficulty orienting to people in a social environment, -limited frequency of shared attention, -impaired monitoring of emotional states -restricted range of communicative functions to seek engagement comfort from others -limitations in considering another's intention and perspective.

partial imitation (Syntax and Grammar Treatment (Strategies)

-Level of Language: -Naturalness -Possible Treatment Goals -Important Treatment Elements -Considerations for Appropriate Populations: -Partial imitations alternate b/w the clinician's model and child's production. -Child produces sentences that replicate structure of modeled sentence w/ diff. content. To accomplish this, the clinician can talk about one picture and then ask the child to talk about a different picture. -Books can be used -Adult: How did the children get to school? I'll talk about the girl and then you tell me about the boy. The girl rode on the bus. -Child: The boy rode in a car. -FROM EISENBERG (2013) Reading -This strategy is useful for teaching a variety of syntactic and morphological forms. Example of partial imitation for two argument utterances that include a locative prepositional phrase EX: Adult: How did the children get to school? I'll talk about the girl and then you tell me about the boy. The girl rode on the bus. Child: The boy rode in a car.

response efficiency

-Most efficient behavior will dominate ("response efficiency") -Need to have the new behavior have the ability to be completed in the same timely manner as the other behavior ○ (i.e., the amount of physical effort required to produce the replacement behavior and the schedule of reinforcement available for it). -Involves response effort, as well as quality, rate, and immediacy of reinforcement

Pragmatics Social Situations

-Pragmatics is only one component of social communication Using language appropriately in social situations: • Different purposes: requesting, asking questions, greeting, informing • Different situations or partners • Social and language rules for conversation and storytelling

Social communication definition

-Social communication: ability to use "language in interpersonally appropriate ways to influence people and interpret events" (Olswang, Coggins & Timler, 2001, p 53) -Social Cognition: interpret and express meaning and intent, consider others' perspectives, draw inferences -Social Interaction: children are motivated to communicate to establish and maintain social connections with others -Language Processing: production and comprehension of structural and lexical aspects of language (Adams, 2005)

Complex Sentence Intervention (language and academics)

-Text and discipline-content language has more complex sentences than conversational language -Complex sentences structures: -Adverbial clauses -Object complement clauses - Relative clauses - Complex sentences are challenging for children with language disorders to comprehend and produce Key features -Metalinguistic awareness -Writing/reading as well as speaking/listening modalities -Sentence identification, deconstruction, and construction Target Population -Ages ranging from 9 to 16 -One or more of the following: -Specific language impairment -Language learning disability No history of language disorder, but academic difficulties emerge in elementary school -Later emerging reading difficulty -Emerge in mid-to-later elementary grades when emphasis is on comprehension of text -ASD and difficulty with complex language Types of Complex Sentences Earlier Developing - Infinitive clause - "The customer wants to order a pizza." -Adverbial clause with conjunction because - "The students are going home because they are finished with classes." -Later-developing - Object complements - "I learned that language skills are important for academic success." - Adverbial clause with conjunctions such as although, whereas - "Although their class was over, the students stayed in the classroom." -Relative clauses - "The boy who is wearing a red shirt is my friend."

compare and contrast words/phrases

-Transition words that establish a comparison or a contrast between one thing and another -Comparison words: explaining what two things have in common -Contrast words: explaining how two things differ Same, similar, alike, like Differ, different, in contrast, unlike, whereas both______ and ________ Neither______ nor_______

graphic organizer

-Use of graphic organizers well-supported method for improving text comprehension-Graphic organizers also used to illustrate stories, provide outlines of story grammar elements for narrative texts and facts presented for expository texts -Teaching students about variations on graphic organizers, how/when to use has been shown to provide students with useful learning tools to offset demands of CCSS

derivational morphemes

-affixes that can be added to a morpheme to change its meaning and may change its part of speech -prefixes and suffixes added to root words to create derived words -are in the form of prefixes, suffixes, and inflectional endings., represent relatively consistent meanings, they change the syntactic classification of a word. examples pre, anti and sub. Change drive to driver goes from verb to noun.

Individuals with Disabilities Education Act (IDEA)

-legislation that ensures students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs - Provides speech-language services for: -School-age children (pre-k through 12th grade) with communication disorders that adversely affect children's educational performance -Speech or language impairment under IDEA definition -Communication disorder, such as stuttering, impaired articulation, language impairment, or a voice impairment, that adversely affects a child's educational performance - Related services by a SLP can also be provided for students who qualify under other disability categories such as: ● ASD ● Deaf-blindness ● Deafness ● Developmental delay ● Hearing impairment ● Intellectual disability

Complex Sentence Intervention (CSI) Examples

1. The family has a dog. Their dog loves to go on walks. -Relative Pronoun: who→ The family has a dog who loves to go on walks. 2. The woman is the author. Her book won first prize. -Relative pronoun: whose → The woman is the author whose book won first prize. 3. The boy is a basketball player. The boy is a UNI student. -Relative pronoun: who→ The boy who is a basketball player is a UNI student. 4.The child loves to play on the playground. The playground is his favorite place to play. -Relative pronoun: which→ The child loves to play on the playground, which is his favorite place. 5. The girl visited her cousins. Her cousins live in Florida. -Relative Pronoun: That → The girl visited her cousins that live in Florida.

Morpheme

A "morpheme" is a short segment of language that meets three basic criteria: 1. It is a word or a part of a word that has meaning. 2. It cannot be divided into smaller meaningful segments without changing its meaning or leaving a meaningless remainder. 3. It has relatively the same stable meaning in different verbal environments.

First Then Boards

A 'first-then' board is a visual support that includes objects, photos, pictures, line drawings or text and is used to provide information to your child around an expectation. ○ In order to decrease the amount of times a child demonstrates an inappropriate behavior, a first-then board can be used to aid in transition of a new task ○ A child might be demonstrating a behavior because they are uncertain/unfamiliar with the next activity and that could cause anxiety

behavioral intervention plan

A Behavior Intervention Plan (BIP) is designed to increase (reinforce) positive behaviors and decrease problem behaviors. The BIP may be used when a student's behaviors interfere with the student's learning, the learning of other students, and/or when they are engaging in unsafe behaviors. Problem behaviors can be triggered by a wide range of factors that could include frustrations at school, issues at home, or social pressures. A BIP is developed to help your child replace problem behaviors with more appropriate behaviors. This plan is developed by reviewing the results of the Functional Behavior Assessment (FBA). A BIP is a plan that is designed to teach and reinforce positive behaviors. It can help your child learn problem-solving skills and appropriate ways to respond to those things that may trigger inappropriate behavior.

Power Cards

A Power Card is a visual strategy developed by Elisa Gagnon (2001) to help promote desired behaviors that utilizes a child's special interest, favorite character or celebrity to help them understand expectations, clarify choices, teach consequences for behavior or use more appropriate social responses. They are similar to social stories in that they give the individual using them reminders of tools to help them succeed in a given a situation. They are also simply written in a story format that is relatable and specific to the individual.

escape/avoid

A child demonstrates a behavior to get out of the task that they are assigned to do or to avoid a situation they might not enjoy

What is autism spectrum disorder?

A neurodevelopmental disorder characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors

Word Strategies

All of the strategies that you know in order to pronounce the word and figure out its definition.

antecedent, behavior, consequence (ABC)

An ABC analysis looks at what happens before during and after a target behavior occurs. ‣Antecedent: what happened before the behavior occurred? Includes: setting (where), events (when), interactions (who interacting with)(I.e.: working independently in a quiet space; "sit down") ‣Behavior: what was the individual doing? Includes: specific (focus on target behavior), detailed ( describe what you see and hear), objective (just the facts)(i.e.: hitting, biting, kicking, ran away, flop, crying with tears, etc.) ‣ Consequence: How did you respond to the behavior? (i.e.: redirect, gave preferred item, first/then, continued to say "sit down", provided prompts, etc.)

auxiliary verb

An auxiliary verb is a verb that adds functional or grammatical meaning to the clause in which it occurs, so as to express tense, aspect, modality, voice, emphasis, etc. Auxiliary verbs usually accompany an infinitive verb or a participle, which respectively provide the main semantic content of the clause.

ABC examples

Antecedents EX 1. Bag of chips on the table EX 2.Touched a client with the flu Behavior EX 1. "Chips" EX 2. Wash hands with warm water and soap Consequences EX 1. Mom hands the child the bag of chips EX 2. Germs removed from hands

Applied Behavior Analysis

Applied Behavior Analysis (ABA) is a type of therapy that focuses on improving specific behaviors, such as social skills, communication, reading, and academics as well as adaptive learning skills, such as fine motor dexterity, hygiene, grooming, domestic capabilities, punctuality, and job competence

Autism Spectrum Disorder criteria Continued

B. Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history (examples are illustrative, not exhaustive; see text): 1. Stereotyped or repetitive motor movements, use of objects, or speech (e.g., simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases). 2. Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior (e.g., extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat food every day). 3. Highly restricted, fixated interests that are abnormal in intensity or focus (e.g., strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest). 4. Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment (e.g., apparent indifference to pain/temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement).

Social Communication Disorder (cont.)

B. The deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance, individually or in combination. C. The onset of the symptoms is in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities). D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains or word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.

functional communication training (Positive Behavior Supports)

Background ◦An approach designed for individuals who exhibit maladaptive (i.e., "problem") behaviors (that are not adaptive to a learning environment) -Old terms were "challenging" behavior or "problem" behavior ◦Based on operant learning theory -stimulus - response - reinforcement or antecedent - behavior - consequence (ABC) ◦Applied behavior analysis a related concept Principles -Maladaptive behaviors serve some type of communication function -A way to gain attention or influence others' behavior - Maladaptive behaviors that are effective may occur instead of conventional modes -Maladaptive behaviors are more likely in persons with limited communication skills -Behaviors can be understood in terms of their antecedents and consequences -Antecedent environmental stimuli might precede or trigger behaviors -Behaviors increase if they produce desirable consequences - A "socially acceptable" alternative that serves the same function might replace a behavior -Most efficient behavior will dominate ("response efficiency") -Replacement (acceptable) behavior must also be effective (response success) -Replacement behavior needs to be easy for the client (response mastery)

Autism Spectrum Disorder criteria Continued..

C. Symptoms must be present in the early developmental period (but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life). D. Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. E. These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay. Intellectual disability and autism spectrum disorder frequently co-occur; to make comorbid diagnoses of autism spectrum disorder and intellectual disability, social communication should be below that expected for general developmental level.

Characteristics of Expository Text

Content is Factual Information Presentation is dense (many ideas) Background/inferred information is important Vocabulary is academic in nature ◦Academic vocabulary list Organization is variable depending on purpose Sentence structure is complex

Contrastive episodes (Syntax and Grammar Treatment (Strategies)

Contrastive episodes - Grammatical Forms Read Fey, Long, and Finestack's (2003) explanation of the contrast strategy (p. 9). This strategy is useful for teaching productions of both semantic and grammatical forms that contrast. Fey et al. included the following examples (p. 9). EX: ◦Don't put it INSIDE the fence. Put it OUTSIDE . ◦I like the BLUE dress. Suzy likes the PINK one. ◦You want THAT fast car. We want THIS fast car. ◦John WASN'T laughing, but Suzy WAS .

Contrastive modeling (language and academics)

Contrastive modeling - Complex Sentences Read Eisenberg's (2013) explanation of contrastive modeling (p. 172). This strategy is useful for teaching variations on sentence constituents. Eisenberg included the following example with a contrast in the infinitive (i.e., Mickey is the one who swims in the first version and Donald is the one who swims in the second). EX: Adult: Mickey wants to swim. Tell me that. Child: Mickey wants to swim. Adult: Good, you can make Mickey swim. Now Mickey wants Donald to swim. Child: Mickey wants to swim. Adult: Try it again. Mickey wants DONALD to swim. Child: Mickey wants Donald to swim. Adult: Excellent. You can make Donald swim. (p. 172)

Corrected practice (Syntax and Grammar Treatment (Strategies)

Corrected Practice Read Eisenberg's (2013) explanation of corrected practice (pp. 171-172). This strategy is useful for teaching a variety of grammatical forms. Eisenberg included the following example (p. 172). Adult: Look how pretty this cat is. Tell me all the things that happened to make the cat so pretty. Start with the cat∼ Child: The cat washed. Adult: Oops, something's missing. Say it like this. The cat was washed. Child: The cat was washed. Adult: And next? Child: The cat rinsed off. Adult: Listen to how I say it. The cat WAS rinsed off. You say that. Child: The cat was rinsed off. Adult: Great, you said all the words. And then what? Child: The cat dried. Adult: Oops, something's missing. Listen. The cat WAS dried off. You say that. Child: The cat was dried [sic] off. Adult: Excellent and then? Child: The cat was brushed. Adult: Yes, you did a great job getting all the words in the sentence.

Autism Spectrum Disorder criteria : DSM V Diagnostic Criteria for Autism Spectrum Disorder

DSM V Diagnostic Criteria for Autism Spectrum Disorder A. Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history (examples are illustrative, not exhaustive, see text): •1. Deficits in social-emotional reciprocity, ranging, for example, from abnormal social approach and failure of normal back-and-forth conversation; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions. •2. Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication. •3. Deficits in developing, maintaining, and understanding relationships, ranging, for example, from difficulties adjusting behavior to suit various social contexts; to difficulties in sharing imaginative paly or in making friends; to absence of interest in peers. •Have to specify the severity with the following categories: "requiring support" (Level 1); "requiring substantial support" (Level 2); "requiring very substantial support" (Level 3).

functional behavioral assessment

Define the behavior Gather and analyze information ◦Indirect information (e.g., interviews, records) ◦Direct observation Determine the reason for the behavior Make a plan ◦Try the plan ◦Gather data ◦Decide if it is working

Behavior Intervention Plan Components

Description of the behavior(s) and impact Context of the behavior (e.g., triggers) ◦Why it happens Intervention plan (see examples in folder) ◦Goal - eliminate or replace behavior ◦Strategies or supports ◦Reinforcers ◦Data

noun phrase elaboration

Elaborated noun phrase (ENP) Elements. The most basic noun phrase consists of only a single word/noun. Example: "Bears like honey."

Postive Behavior Supports (PBS)

Evidence-based approach to promoting desirable behaviors while discouraging undesirable one. Based on the assumption that problem behavior cannot be effectively addressed unless their causes are understood -Meaning in behaviors -Learning impacts of behaviors -Proactive prevention strategies -Teaching new skills ◦FCT is an example -Reactive strategies

expository/informational text

Exposition is: Fiction - Try to be informational, but it isn't always truthful informational ■ Informational discourse, often involves writing ■ Expresses logical & scientific thought ■ Abstract with greater mental distance between the speaker and the event -Reading about times in history that we were not a part of -We don't personally know then or have a connection with them ■ Predominate discourse in upper grades ○ A little bit of a gender difference ■ Boys generally like expository texts This is a mode of writing whose purpose is to convey information or to explain and establish the validity of an idea in a logical, clear, and concrete manner. **there is a lot more to this.... Students expected to both: ◦Comprehend expository text ◦Generate (write) expository text SLPs involved because of language demands ◦Incorporate content area text ◦Target language goals, knowledge retention and memory, processes for understanding text

relative clauses

Follow a noun and add information Go after a subject or object noun Begin with relative pronoun (that, who, whose, which) or no pronoun Examples ◦The children visited their grandparents who lived in another state. ◦The girl who is wearing a purple shirt is a UNI student. ◦The family has a dog that they found at an animal shelter. Modifying subject noun ◦Relative pronoun in subject position - The boy who is wearing a red shirt is my friend. ◦Relative pronoun (as object) - The shirt that my friend is wearing is red. Modifying object noun ◦Relative pronoun in subject position - I liked the author who wrote the new textbook. ◦Relative pronoun in object position - The student read an article that she summarized for her paper. Explanation Function of relative clauses - provide information about a noun Forms of relative clauses ◦Follow subject noun (relative pronoun as subject or object in the clause) also called center embedded ◦Follow object noun (relative pronoun as subject or object in the clause) Relative pronouns - that, who, whose, which

object complement

Function as the object within the main clause Begin with that, wh-word, infinitive phrase, gerund (-ing), or unmarked verb Go with verbs for "state of being or communicative act" or "mental state' Examples ◦He heard that his favorite team won a game. ◦She forgot where she put her cell phone. ◦The students decided to study for their test. ◦Jane found her cat sleeping on the bed. That - The student almost forgot that the paper was due the next day. Wh-word - The parent wondered what the child was thinking. Infinitive - The student decided to bring treats for her classmates. Gerund (ing) - The dog started barking at the neighbor's cat. Explanation Function of object complement clauses - object of the verb Form of object complement clauses - words such as that, wh-words, to Verbs for object complement clauses - state of being (e.g, think, know, conclude, decide, predict) or communicative acts (e.g., state, tell, say, explain)

Executive Functions Strategies (Get Ready - Do - Done, STOP)

Get Ready - Do - Done -The "Get Ready, Do, Done" model—created by speech and language pathologists and experts in executive function support Kristen Jacobsen and Sarah Ward—is a strategy for developing independent executive functioning. It aims to help students with the planning, organizing, and problem solving needed for future success. According to Strategies for Improving Executive Function Skills to Plan, Organize, and Problem -Solve for School Success we know that executive functions allow us to: -Demonstrate situational awareness - Read the Room -Predict possible outcomes and Recall past experiences -Generate a plan to achieve that outcome (even if it is a novel event) -Initiate appropriate actions and or responses to achieve this outcome - Monitor in an ongoing manner the success or failure of one's behavior -Modify performance based on self monitoring and situational (planned vs. actual) -Shift flexibly between activities (awareness of expected and unexpected outcomes) (Ward, 2016)

Why use SOCCSS?

If your child becomes anxious in social situations or is unsure how to act when engaging with peers this may contribute to your child having negative feelings about interacting with others which, may in turn lead to avoiding social situations altogether or displaying challenging behavior. The SOCCSS strategy may be useful in helping your child understand more about a specific social situation as well as the choices and strategies available to him/her. The strategy will also teach your child how to make appropriate choices as well as identify the consequences of their potential actions. Ultimately the expectation would be that your child can use this strategy independently.

inflectional morphemes

Inflectional affixes: suffix that added to a word to assign a particular grammatical property such as tense, number, possession, comparison. there are eight "inflectional affixes" in English, and these are all suffixes. - s plural s/es -'s noun possessive -s verb present tense third person singular -ing verb present participle/gerund -ed verb simple past tense -en verb past perfect participle -er adjective comparative -est adjective superlative

Verb inflections

Inflections. Inflection is the name for the extra letter or letters added to nouns, verbs and adjectives in their different grammatical forms. Nouns are inflected in the plural, verbs are inflected in the various tenses, and adjectives are inflected in the comparative/superlative

Modeling (Syntax and Grammar Treatment (Strategies)

Language modeling strategies: ■ Highlight/emphasize your language ■ Expand ■ Focused Stimulation -From Eisenburg's (2013) -This strategy is useful for teaching productions of longer and more complex sentences - In modeling, the child first listens to the entire set of models while looking at the pictures before being asked to talk about the same set of pictures. - Similar to auditory bombardment -After hearing the models, the child is asked to talk about the same set of pictures or a new set of pictures. Step 1: Modeling Adult: Here's a boy wearing a raincoat. Here's another boy wearing a sweatshirt. This girl knows the boy wearing the raincoat. She doesn't know the boy wearing the sweatshirt. She says hi to the boy wearing the raincoat. Now you tell me the story. Step 2: Production Adult {pointing to first boy}: Who's here? Child: The boy is wearing a raincoat. Adult: Here's a boy wearing a raincoat. You say that. Child: Here's a boy wearing a raincoat. Adult: Very good. {pointing to second boy} And here? Child: That's a boy wearing a sweatshirt. Adult: Yes, that is a boy wearing a sweatshirt. Who does the girl know? Child: The boy wearing the raincoat. Adult: That's right. Can you say the whole thing? She∼ Child: She knows the boy wearing the raincoat. Adult: And this boy? She∼ Child: She doesn't know him. Adult: She doesn't know the boy∼ Child: Wearing the raincoat. Adult: Say the whole thing. She∼ Child: She doesn't know the boy wearing the raincoat. Adult: So which boy does she say hi to? She∼ Adult: Excellent and then? Child: The cat was brushed. Adult: Yes, you did a great job getting all the words in the sentence.

Syntax Story (Syntax and Grammar Treatment (Strategies)

Level of Language - naturalness -Possible treatment goals -Important treatment elements -Considerations for appropriate populations "Syntax Story" - 1 ◦Neil and Warren liked to play in the attic. It was fun up there, but it was scary too. They always turned on the light so they could see. One day Neil and Warren started to go upstairs. ◦"Where are you going? asked Dad. ◦"Are you going to the attic?" ◦"Yes, we are! shouted Warren. ◦"Neil and I are going up now. We are going to play up there." ◦"Oh, you are, are you," thought Dad.

Behavior Intervention Plan

Needed when behaviors could: ◦Cause injury to self or others ◦Interfere with a child's learning ◦Interfere with the learning of peers

Informativeness

Read Fey, Long, and Finestack's (2003) first principle of grammatical intervention (p. 4). One way to make grammatical interventions more meaningful is to implement activities based on the informativeness principle. Use an activity that goes beyond direct imitation An example for "is verbing" ◦Provide two pictures that illustrate actions ◦Describe one use the target form, e.g., "The boy is jumping" and ask the client to select it ◦Next, let the client choose a picture to describe and you select it ◦Provide natural consequences (make the correct selection, pretend to be confused, choose an incorrect picture, etc.)

response effectiveness

Replacement (acceptable) behavior must also be effective ("response effectiveness") ○ Does the behavior give them what they want?

Response (Mastery)

Replacement behavior needs to be easy for the client ("response mastery")

Pronouns

Replaces a noun. Examples: I, he, she, they, it, his

SOCCSS

SOCCSS (Situation, Option, Consequences, Choices, Strategies, Simulation) is a teaching strategy that is meant to help your child analyze and comprehend social interactions. -This technique may help your child to reflect on a problem or situation, determine alternative options and strategies, recognize consequences and choose an appropriate course of action. - The goal of SOCCSS is to provide your child with socially appropriate responses to specific situations. -The SOCCSS strategy provides a step-by-step process for helping your child build the skills needed for social competence.

Behavior mapping

Social Behavior Mapping is a cognitive behavior strategy that teaches individuals about the specific relationship between behaviors, others' perspectives, others' actions (consequences) and the student's own emotions about those around him or her. ■ Teaches them so socialize appropriately instead of inappropriately

Social Cognition

Social cognition refers to the mental processes involved in perceiving, attending to, remembering, thinking about, and making sense of the people in our social world (Moskowitz, 2005). Deficits in social cognition include: -deficits in social and emotional learning including difficulty managing emotions -appreciating the perspectives of others, developing prosocial goals -using interpersonal skills to handle developmentally appropriate tasks (Payton et al., 2000); -difficulty differentiating one's own feelings from the feelings of others (i.e., Theory of Mind); -difficulty integrating diverse information to construct meaning in context (i.e., central coherence) (Frith & HappÈ, 1994).

Social Reciprocity

Social reciprocity is the back-and-forth flow of social interaction. The term reciprocity refers to how the behavior of one person influences and is influenced by the behavior of another person and vice versa. Social reciprocity is the dance of social interaction and involves partners working together on a common goal of successful interaction. Adjustments are made by both partners until success is achieved. The skills involved in social reciprocity in very young children begin with showing interest in interacting with others and exchanging smiles. This builds to being able to share conventional meanings with words, and later topics, in conversation. - Starts with non verbals then goes to conversational level Responsive back and forth -Caregiver: "oooooo" - See if the child responds Deficits in social reciprocity include: -difficulty initiating and responding to bids for interaction -limitations with maintaining turn-taking in interactions -problems with providing contingent responses to bids for interaction initiated by others.

incredible 5 point scale

Teach social and emotional concepts to individuals on the autism spectrum. 5: I AM GOING TO EXPLODE 4: I AM GETTING ANGRY 3: I AM A LITTLE NERVOUS 2: FEELING OK 1: CALM AND RELAXED

Tier vocabulary (Tier I, Tier II, Tier III)

Tier 1: classroom instruction. basic words that rarely need to be taught - swing, colors, strong, whiskers Tier 2: small group instruction. high frequency words for capable language learners; important to have in one's vocabulary-. ridiculous, graceful, whimpering, greedily Tier 3: Individual instruction. low frequency; usually specific to an academic domain; best learned in the content area. -Biomass, extraction, emergent, forest floor

behavioral "triggers"

To explain it in terms of behavior management, a trigger is a thought about a situation that leads to an inappropriate response to that situation. In other words, it's not the situation or the feeling that's the problem; it's how kids think about these things and what they say to themselves that causes problems.

adverbial clause

Types of conjunctions ◦Time - e.g., before, when, after, since, while, whenever, until ◦Place - e.g., where, wherever ◦Condition - e.g., because, if, unless ◦Contrast - e.g., although, whereas, even though ◦Purpose - e.g., in order to, so that EX: ◦You should set the table before you sit down to eat. ◦The cat could sleep wherever it chose. ◦The student achieved a perfect score even though the test was difficult. Explanation Function of adverbial clauses - convey time, place, conditions Form of adverbial clauses - start with conjunction Position of adverbial clause - before or after the main clause

behavior or social skill cue cards

What's happening now? (During) 1. Be specific: Focus only on the target behavior - Target behavior: Name calling Don't focus on running in the classroom or hitting 2. Be Detailed: Describe what you see and hear. -Record everything that is said or done. -If the child called the teacher a name, say: The child stood next to the teacher and said "you're a dummy" in a loud voice." 3. Be Objective: Just the facts. Keep opinions and interpretations of the behavior out. - Instead of saying "he kicked the child viciously," say "he kicked the child hard in the leg."

sentence constituents

a constituent is a linguistic part of a larger sentence, phrase, or clause. For instance, all the words and phrases that make up a sentence are said to be constituents of that sentence.

affix

an affix is a morpheme that is attached to a word stem to form a new word or word form.

infinitive clause

consists of an infinitive with a subject and all complements and modifiers of the infinitive. The entire clause is used as a noun

Sequential Language

strategy of first targeting linguistic forms in drill and then incorporating production of the forms into embedded activities

morphological treatment approaches

· Word study strategies

Structure of Intervention (from readings)

•Planning Phase •Doing Phase •Review Phase •Monitoring Performance •Involving Stakeholders -involving other people - involve peers

Pragmatics definition

•Pragmatics: use of language to communicate in real contexts •Communicative intent, language to perform acitions, manage conversations, adjust conversations, understand social conventions for politeness •What about the ability to read emotional cues for other others thing and feel (social cognition) -Pragmatics is only one component of social communication -Pragmatics (social interactions and functions)

When can autism be diagnosed?

•Research has shown that ASD can be diagnosed as early as 1 year of age •No big smiles or other warm, joyful expressions by six months or thereafter •No back-and-forth sharing of sounds, smiles or other facial expressions by nine months •No babbling by 12 months •No back-and-forth gestures such as pointing, showing, reaching or waving by 12 months •No words by 16 months •No meaningful, two-word phrases (not including imitating or repeating) by 24 months •Any loss of speech, babbling or social skills at any age

Morphology

•study of the rules that govern how morphemes, the minimal meaningful units of language, are used in a language •Study of word structure •Involves inflections (e.g., endings like plural -s that change a word in number or tense) and derivations (e.g., endings like -er in teacher that change a word's grammatical category) •Involves breaking down/building words and meaning

obtain attention/desired object

○ A child demonstrates a behavior to gain attention or an object that they want ○ Want to give them a more appropriate form of communication rather than having them act out to get something that they want ○ If they have difficulties with verbal communication -- think about strategies/forms of communication that they can use that don't require them to be verbal

verb form elaboration

○ Auxiliary verbs (verb used in forming the tense, moods, and voices of other verbs) "am, is, are, was, were" ○ Verb inflections: change that signals the grammatical function of verbs, such as -s or -ing ○ From Eisenberg (2013) - Children with LI = difficulty w/ verb tense markers (regular past tense -ed, regular third person present tense -s, auxiliary be, copula be, auxiliary do) May use modals (e.g., can, will, could, would) less frequently - Intervention Three-step plan for working on modals. ○ 1st: Provide a single-modal form for each modality fnx (e.g., can for ability, may for permission, will for volition, could for possibility, should for obligation). ○ 2nd: Work on coding diff. functions w/ the same modal (e.g., can to express permission as well as ability). ○ 3rd: Contrast present and past forms for the same function (e.g., can and could to express ability). ○ SIMPLE VERB FORMS: Involve combining a single modal w/ a bare verb (e.g., could bake), or combining an auxiliary with an inflected verb to form the progressive (e.g., was baking), passive (e.g., was baked)

cause and effect words/phrases

○ Cause and effect is a relationship between events or things, where one is the result of the other or others. This is a combination of action and reaction. Therefore Only when, except when if_______, then________

Autism Spectrum Disorder criteria

○ Changes to Diagnosis of Autism ■ DSM V made 3 major changes to the diagnosis of Autism 1. The former subtypes of autism - including autistic disorder, Asperger syndrome and PDD-NOS - are now folded into one broad category of autism spectrum disorder (ASD). 2. Rather than three categories of symptoms (social difficulties, communication impairments and repetitive/restricted behaviors), there are now two - social-communication impairment and repetitive/restricted behaviors. 3. Children with social-communication impairments who don't have two or more types of repetitive/restricted behavior receive the new diagnosis of social communication disorder (SCD).

Students with more significant disabilities/AAC

○ Communication and Literacy Focus ○ AAC and importance of aided input ○ Teaching reading and writing: ■ Resources: Center for Disabilities Studies Resources, Dynamic Learning Maps Resources, Children with Disabilities: Reading & Writing the 4-Blocks Way, From MeVille to WeVille

chronological words/phrases

○ Connecting what issues in regard to when they occur First, early Then, next Second, third, etcetera Finally, later, later, lastly

Educational Impact/Adverse effect

○ Considering the meaning of "Adversely Affects" according to IDEA, states must make a free appropriate public education available to "any individual child with a disability who needs special education and related services, even if the child has not failed or been retained in a course or grade, and is advancing form grade to grade"

Morphosyntactic goals

○ High priority morphosyntactic goals -Regular past tense - Irregular past tense - Third person singular regular - Copula and auxiliary BE verbs ○ Lower priority morphosyntactic goals - Present progressive ing - Plural endings - Possessive endings - Third person irregular - Articles a and the

Linguistic Demands (Roberts 2012)

○ In addition to working with the children identified for speech and language services, SLPs serve as an important source of expertise for classroom teachers. There are many children who do not qualify for speech and language services, but are likely to struggle with the linguistic demands of informational text and of differentiating between genres. Under the new standards, teachers will be expected to teach language structure and use specific to the three broad genres encompassed in the CCSSs (narrative, informational, and persuasive). Depending on the content of previous state standards and curricula, this may not be something with which they have a great deal of experience. These changes will make it increasingly important that SLPs and teachers develop a more synergistic relationship between classroom instruction and speech and language efforts. Depending on the level of support needed, this may involve SLPs modeling language lessons and teaching methods for classroom teachers, co-teaching select lessons, leading staff development on the topic, or simply making themselves available to teachers as a consultation resource.

Treatment Ideas Lang & Lit connections

○ Literacy: connection between language & reading/writing ■ Vocabulary ■ Syntax & text structure (narrative vs. expository) ■ Comprehension ● Not necessarily answering Wh- questions ● Strategies to be successful: ○ Summarize, main idea, supporting details ○ Implicit vs. explicit questions ○ Right there, Think and Search, In My Head (QAR strategies) ● Writing skills ○ Graphic organizers ○ Assistive technology for writing support (text to speech, word prediction) ○ Mnemonic strategies: DARE, EmPOWER ○ Spelling: SPELL-2 Program (language approach to spelling using speech to print concepts) ○ **leave the teaching of the conventions of writing (capitalization, punctuations, "memorization of spelling words" to general ed/special education, our focus should be the language/organization of writing

multi-tiered systems of support

○ Providing services and interventions to struggling learnings at increasing levels of intensity - Universal screening - High-quality instruction - Interventions matched to student need - Frequent progress monitoring - The use of child response data to make educational decisions

practice strategies - repetition, identification, manipulation (combining or deconstruction)

○ Repetition - Providing students with repeated opportunities to actively reflect on and think about the meaning of base words and affixes in language and literacy contexts ○ Identification -Intervention should focus on both the recognition of meaning and patterns in words and include identification and production activities such as word sorts and word-building activities ○ Manipulation - Clinician manipulates activities to increase the number of opportunities for the child's specific target form

Classroom instruction

○ TRI Level - Tier I ○ Evidence based classroom instruction

Small group instruction

○ TRI Level - Tier II ○ Evidence based small group instruction Type of instruction that helps students learn to generalize skills more quickly, allows for social interactions, permits more flexible involvement with the teacher, helps students learn from other peers.

individualized instruction

○ TRI Level - Tier III ○ Evidence based, intensive individual instruction ○ E.g., speech-language services, support from learning disabilities specialist

Direct Vocabulary Instruction

● Morphology ● Inflectional morphemes ● Derviational morphemes ● Morphological treatment approaches Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and quality of exposures to words that students will encounter in their reading. Treatment strategies you already know ◦Juxtapositions ◦Contrastive modeling - Complex sentences ◦Corrected practice ◦Modeling ◦Partial imitation ◦Syntax stories

Vocabulary & Morphology Interventions

● Tier Vocabulary (Tier I, II, III) ● Comprehension strategy instruction

explicit instruction (metalinguistic)

◦An explanation of the general task, e.g., saying sentences, ◦An explanation of the target form such as "saying of the little parts, like /əd/ if someone did something in the past" (SuppS3) ◦Feedback beginning to a request for clarification and progressing through emphatic recast + try again, forced choice, and elicited imitation ◦Supplement S3 has two example of the activities ◦Supplement S4 has a list of activities and verbs