SLP 6011 Lecture 4

What are some forms of syntax that he student will need to be successful in the classroom?

*Advanced morphology Develop understanding of relationships between root words and derivations Spelling relationships: medicine, muscle, social Match related words *Complex sentences Noun phrase elaboration Verb phrase elaboration Auxiliary verb marking

Any word can be classified into ____ tiers

3

What are the basic principles for addressing vocabulary development (semantics)

Activate what student already knows- select words from curriculum--brainstorm Make connections among words-predictions Use spoken and written contexts-identify vocab from reading; generate definitions Refine and reformulate meanings Use for writing and additional reading

clinician-directed

Activities designed and directed by the clinician Students are instructed to follow the clinician's lead (operant) Drill play contexts can target a variety of goals Language targets should not be isolated but should result from curriculum assessment Apply guiding principles relevant to curriculum Ex: if suffixes are a problem: work on math concepts using -er and -est (bigger/smallest) *good for phonological awareness *can't do this type of therapy all the time because child won't carryover-generlize

Focus on metalinguistic skills

Activities that direct conscious attention to the language and cognitive skills used in the curriculum Talk about language forms and functions, state rules and principles explicitly, focus attention on the structure of language Role play appropriate language, rules, comprehension monitoring

Targets for language intervention for children in the L4L stage:

Advanced morphological markers Complex sentences Abstract vocabulary-multiple meaning words Adverbial marking Precise conjunctions Linguistic cohesion markers-such as pronouns Elaboration of noun phrases-to get complex sentences Reduce word finding difficulties

complex sentences verb phrase elaboration-what do you work on?

Adverbs (slightly, somewhat, extremely)

Curriculum-based instruction

Avoid working on a language agenda/intervention that is isolated from how language needs to be used to participate in curriculum

Who can scaffolding be used for?

Can be used for students and/or teachers

What are the 3 types of service delivery models?

Clinical model—traditional pull out Language-based classroom Consultation and collaboration

What are the basic intervention processes?

Clinician-Directed Child-centered Hybrid

what are the 4 guiding principals of intervention?

Curriculum-based instruction-don't teach curriculum, support it by working on language that impacts it. Incorporate curriculum into intervention-provide functional improvement Integrate oral and written language-* start with oral then when they have it integrate the written *e.g. if you can answer "wh" questions orally then have to write the answers also Focus on metalinguistic skills ex: combining sentences-now that know how to use and combine simple sentences-have them find combined sentences in reading ex: of role play- teacher lines up students from big to biggest and explains why each student goes into each spot Preventative intervention- When possible let struglers join your intervention group

What are the 3 elements in Gray's Social Stories?

Descriptive sentences - identify problem and describe it Directive sentences - tell what child should do in situation Perspective sentences - describe internal states of others or one self in situation

what are some organizational and learning strategies that will help get students ready to learn?

Develop anticipatory sets provide prior knowledge introduce the topic introduce material to be studied what predictions do students have about the material to be learned

Positive behavior support (PBS)

Engineering environments that make problem behavior less likely to occur

What is another intervention that can be used for with LLD who have behavior problems?

Gray's Social Stories Manages problem behaviors Written individually for children for common situations

What is Section 504?

Instead of an IEP student has accommodation plans(doesn't have score from standardized test to qualify for special education services, but still has a need

What do you do to keep the family involved in IEP?

Keeping family informed during assessments and interventions Weekly notes or newsletters sent home of students progress

What is the difference between Multidisciplinary and transdisciplinary intervention?

M-the teacher, audiologist, and SLP come together but come form their own perspective areas-from different goals T-Professional work on the same goals as the other-trans means across

What is the main intervention goal for children in the L4L stange

Main goal: develop a literate language style

complex sentences noun phrase elaboration-what do you work on?

Noun phrase elaboration Multiple modifiers (big, red, firetruck) Prepositional phrases Relative clauses (This is the house "that Jack built")

Integrate oral and written language

Provide oral and written opportunities to practice form and functions in intervention e.g., Literacy socialization, phonological awareness, comprehension/use of vocabulary Intermediate grades need to progressively become more literate and decontextualized in nature

clinical model-traditional pull out

Quiet, intensive Advantage: can preview the classroom lesson and prime appropriate responses Can work on metas Disadvantage: may not be relevant to what is going on in classroom Sit in/pull out vs. pull out/sit in

What are curriculum and literature-based activities that can be used to figure out if your kids are meta(thinking about, being able to focus) Have your kids...

Rephrase a sentence - find another way to say it Edit their or others work Rewriting information for younger student Draw a cartoon Diagrams/maps Phonological awareness

consultation and collaborarion

SLP consults with teacher to help increase success in classroom Observation and curriculum based assessment is critical Box 13-10 pg 487 or box 12-13 page 558 SLP collaborates by "sitting in" or "guest teaching" Administrative support is key: increase SLP productivity; all children benefit; Develop collaborative relations: start small with one or two teachers One teach one support Station teaching Parallel teaching Alternative teaching Team teaching Effective lesson planning: take the lead; create a framework for lesson plans Box 13-14 pg 491 or box 12-16 page 563 Box 13-13 pg 562 or box 12-15 page 562

Functional Communication Training (FCT)

SLP's teach students to replace socially unacceptable behaviors with a more adaptive communicative act

child-centered: scaffolding

Scaffolding *Involves id student's ZPD in curricular language skills and devising activities that scaffold current level of function into the ZPD with clinician support *Creation of optimal tasks - work with classroom teacher to reduce amount of material a student has to process, work into smaller segments, and allow extra time for completion Make modifications/accommodations *Guidance of selective attention- highlighting the important info with visual, verbal, intonational cues *Provision of external support- prime students for success in classroom Give the student a "heads up" of what will be asked or covered in pull out so they will be successful in classroom e.g. multiple meaning problems or abstract problems- in pull out work on synonyms for vocab. use in science such as crust and core to prime*

Language based classroom

Self contained language stimulation classrooms SLP as classroom teacher/resource room collaboration

How do you involve the student in the planning process?

Short questionnaire for school-age clients (figure 12-1, pg 483)

Hybrid

Some degree of clinician directed Less structure than traditional operant procedures Be creative to accommodate the student's needs do most therapy here

Who work together in a transdisciplinary planned intervention?

Specialists and teachers work together

Differential Reinforcement of Other (DRO)

Student reinforced after specific period where undesirable behavior has not occured e.g. working on calling out for 5-10 minutes and reinforce behavior with verbal praise, time on computer, stickers, etc.

The majority of word instruction comes form which tier for SLP's

Tier 2 e.g. words such as however, therefore

what are some pragmatic interventions?

Use conversational discourse as a context for practicing the forms and meanings addressed in intervention—create a pragmatic context for use of vocabulary, inferencing, syntactic, morphologic forms Intervention through role-playing Politeness, tact, assertiveness Use barrier games Presuppositional skills, vocabulary, sentence structure, clarification, communicative repair,

What are interventions for children with LLD with behavior problems?

Use positive behavior support (PBS) Functional Communication Training (FCT) Differential Reinforcement of Other (DRO)

complex sentences auxiliary verb making-what do you work on?

Varying and combined auxiliaries to modulate meaning of verbs Present perfect tense "have arrived" Past perfect tense "had arrived" Combinations "could have arrived"

Child-centered: whole language

Whole language classroom Focus on speaking, listening, reading and writing comparably CC strengths-emphasis on meaningful oral/written skills across the curriculum Problems- it doesn't use explicit instruction in areas of phonological awareness, narrative development, comprehension monitoring (metas) Particularly important and effective for improving literacy in culturally diverse and students with LLD

Preventative intervention

Why wait? Preschoolers with Hx of language disorders, poor literacy socialization, or cultural differences have a good chance of being LLD. Implement increased PA, language activities that foster emerging literacy, and metalinguistics.

What is ZPD

Zone of Proximal Development-child needs to be ready to learn skill

LLD frequently have __________ and __________ problems.

attention and behavioral

why do students have word retrieval problems?

b/c can't remember phonological representations of word can't relate word to specific categories

Tier 1

basic words everyone knows don't have to teach common words

How can literature-based approaches be used to target syntax?

ch. 10 page 380 Appendix 9-1 second edition or Chpt 9 page 421 Appendix 9-1 third edition Books that use semantic and syntactic patterns commonly targeted in language intervention

Who attends an IEP meeting? What do they discuss?

everyone on the team to discuss intervention goals

IEP is _____-______, eventhough intervention is in educational setting

family centered

What does the LLD attention and behavioral problems stem from?

not being able to communicate and having difficulty conveying meaning

Tier 3

not used very often content specific these words are established to understanding content and words teacher is going to teach

What is the most CC technique

scaffolding

If students learn ____ words, these words will add _______ to their speech.

tier 2 production(expressive and comprehension)

To plan intervention language for learning Students require _________ planning

transdisciplinary

What are approaches to word-retrieval problems for semantics

use visual map to increase semantic associations around a specific curriculum topic e.g. graphic organizer Increase retrieval of phonological codes by focusing on the phonological structure of words (differences/similarities) use massed practice to increase speed of retrieval (timed RAN)

In semantics associate anything you can to the _____.

word

Tier 2

words that are high frequency used by a mature speaker will appear across curriculum e.g. main idea, drawing conclusions, introduction