SPHP 143 TEST 4
*First 3 tiers of RTI*
*Tier 1:* Regular education classroom, no modifications *Tier 2:* Regular education classroom, minor modifications *Tier 3:* Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.)
help parents find out about what kind of services?
- About local adult literacy services and English classes - For example, English classes are often offered at night through local educational agencies.
**SG#27: Speech and language considerations for IACs*
- Articulatory-phonological skills may be negatively impacted by low oral muscle tone - Some IAC refuse to even chew, let alone speak - Again, dental/orthodontic needs may have been neglected
what did Stoll, Tolentino, and Roseberry-McKibbin (CSHA) study?
- CLD families with ASD children - These families believed in mainstream causes of ASD and also in mainstream treatment (e.g., early intervention, dietary modifications, etc.)
*Mendez, Crais, Castro, & Kainz. (2015): Results*
- Ch who received vocab instruction in both Spanish and English substantially outperformed ch who were taught in English only Presenting target vocab words in Spanish 1st, English 2nd promoted greater learning
*Kay-Raining Bird et al. 2005: Results*
- Children with Down Syndrome growing up in a French-English bilingual environment were able to acquire two languages - They had a similar number of vocabulary words compared to a monolingual English-speaking group of children with Down Syndrome
*SG#3: Individuals with Disabilities Education Act (IDEA 2004)* (ppt 12 s17)
- LEAs (local education agencies) are allowed to eliminate the IQ-achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services - There is a greater emphasis on pre-referral services - Schools may now use more funds for early intervention
What is the Every Student Succeeds Act (signed by Obama on 12/10/15)? (ppt 12 s15)
- Requires annual math and reading testing grades 3-8 and once in high school - Lets states set own education goals - Reduces federal government's role in dictating sanctions for low-performing schools
*Seung, Siddiqui, & Elder, 2006: Results*
- Research with a Korean child with autism showed that learning Korean first had a positive impact on his rate of English acquisition - It also enabled him to continue his progress in Korean
*SG#6: Traditional "Non-Collaborative" Spec. Ed. Services - GEN. Ed. Classroom* (Fig. 13.1)
- Student struggles, unable to keep pace academically. - Teacher refers to spec. ed. so "experts can handle the problem" outside of classroom
Different countries have different forms of what?
- sign language - may or may not be similar to ASL
Culturally linguistically diverse (CLD) children with hearing impaired (HI) more likely to be in...?
- special education - restrictive environments that mainstream children
by encouraging students to read to their parents in English, this helps develop what?
- students' literacy skills - Many parents want to learn English, and they are helped by hearing their children read to them in English.
*Bilingualism and LI*
- that having a LI does not impede bilingual child in being able to "handle" two languages - children with special needs can and do become bilingual
what are Kimochis- Seven Keys to Effective Communication (developed by Ellen Pritchard Dodge and colleagues, 2010)?
-A new resource for supporting social skills -"feeling" plush toys -Help children discuss feelings constructibely -Program: 7 keys to successful communication (e.g., "choose words that help instead of hurt)
when you are having students journal, what are some topics you can have them write about?
-About their experiences -pre-planned subjects
how should a child sit while writing?
-Make sure the child is sitting at 90 degree angles. -feet should be flat on the floor, her posture straight, and her stomach touching the table. -nonwriting hand should be flat and should support the paper as she writes.
what did Diane Blevins, Santa Ana, CA do to combat these problems?
-Preschoolers at risk for language difficulties were seen by SLPAs; they received language support
what are the 4 areas English Language Arts Consists of?
-Reading -Writing -Speaking and Listening -Language
how did teachers structuring small group activities to include a mix of ELL and monolingual children help?
-The ELL children because they did not have to negotiate entry into the groups; they were automatically included. -They gained more exposure to English and more opportunities to interact with other children.
Justice et al.
-When teachers of disadvantaged preschoolers used print referencing strategies, ↑gains than ch not exposed -Gains: print concept knowledge, alphabet knowledge, name writing
where can practical strategies for a variety of settings be used?
-in therapy rooms (e.g., pull-out) -learning centers -general education classrooms
If ELL students with LI sound out basic sight words each time they encounter these, what will happen to reading comprehension and fluency?
-reading comprehension and fluency will be slowed down greatly -Professionals can drill these sight words with students until the students can read them quickly and automatically
why are ELL students with LIs particularly vulnerable to written language difficulties?
1) written materials are in their second language of English 2) their LI often makes written language difficult.
The majority of IAC are what age?
2 years old or younger
the # adopted has dropped by almost how much?
2/3
when were the CCSS enacted?
2010
how many seconds should you wait when giving extra processing time?
4-5 seconds after asking a question
how many states have adopted CCSS?
46 states
*SG#1: How many options are there for ELL students who qualify for special education?* (ppt 12)
5
what are the Decreasing numbers of IAC in the U.S. in 2012?
8,668 children
expository reading makes up what percent of reading done in college and the workforce?
80%
For example, children from how many different languages were represented in Elk Grove Unified?
80-90; Many from low-income homes
*SG#15: Cohen-Minran et al. (2016): Research*
A retro. study that examined the effect of small-group intervention with 220 Hebrew-speaking children ages 3-5 years They were Israeli and low-income and had low language skills, especially vocabulary. The question: did children in the preschool program show greater increases than controls who didn't enroll in the program?
*SG#1: Option 5:* For ELL Students who qualify for special Ed (ppt 12 s10)
Bilingual special education classroom
what do teachers assume when children come to kindergarten?
Children come to school ready for paper-pencil tasks; they should start writing immediately
what does Biemiller say to do?
Choose words that give children more sophisticated ways to talk about what they already know
what is deep reading?
Close, attentive, critical reading
*SG#1: Option 1:* For ELL Students who qualify for special Ed (ppt 12 s5)
Consultative, collaborative service provision in which ELL students remains in the general education classroom and the teacher receives assistance from special education personnel, ESL teachers, and/or bilingual staff members
*CLD*
Culturally & Linguistically Diverse
even though narrative story books are important to development, books that present expository information can be used starting in preschool to prepare who specifically?
ELL children for the greatly increased emphasis on expository reading beginning in the early grades of elementary school.
Remember that some parents are non-literate in...?
English
what do the standards of CCSS address?
English Language Arts and Math
what do cultural mediators do?
Help families realize that in the U.S., they are expected to be an integral part of the educational team.
*SG#15: Nanci Bell-Visualize and Verbalize - ↑ Vocab*
Helps students learn to form detailed mental images to increase skills in vocab, reading, writing.
*IAC*
Internationally Adopted Children
*IDEA, 2004 Definition of LI* (ppt 12)
Knowing that the laws are strict about who receives services, we can *look further at the definition of "language impairment" as a category for putting an ELL student on an IEP*
RTI is in response to what laws?
No Child Left Behind and IDEA 2004
*SG#3: IDEA, 2004 Special Focus* (ppt 12 s18)
On children in K-3 who don't technically qualify for special education but who need additional support —ELLs too - On children who are having difficulty developing their basic reading skills, especially in the early grades
*Primary language impairment (PLI)* (ppt 12)
Recent research defines PLI as students who have: - Underlying language difficulties - Cognitive processing difficulties in 1) working memory, 2) attention, 3) speed of processing
*SG#17: Morphology awareness (MA)*
Recognition, understanding, and use of word parts that carry significance
why do we need to emphasize content words through increase volume and stress?
Research has shown that LI students lack the ability to identify the "big" words, or content words and separate them out from the smaller words (function words).
*SG#1: There is a range of options for ELL students who qualify for special ed. after _____ has been found to be insufficient to meet their specific learning needs* (ppt 12)
RtI
what does a multimodal approach to instruction and intervention—Universal Design of Learning mean?
See, hear, touch to fully learn and retain material.
what did Kohnert (2013) state?
The overall purpose of intervention with bilingual students who have LIs is to effect positive changes in both English and L1
what modality do we us in the U.S.?
U.S.--auditory modality. We expect students to hear things once and remember them.
what is a way you can use rhythm sticks to promote phonological awareness?
Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable.
Research has found great success with classroom...?
amplification
what happens when students have strong MA?
approach novel multisyllabic word, break it into parts- predict word's meaning
Here in the U.S., what do we as professionals routinely expect families to do?
be involved in their children's learning
why should you not give important information when the room is noisy?
because students often have difficulty with figure-ground ability, or the ability to "pick out" the professional's voice from other auditory stimuli.
what are digitods
born after 2007 and do not know how to use a keyboard
remember, we are in the business of providing hope for a...?
bright future
how should you represent various languages?
by having signs in key areas (e.g., one school I worked in had the word "welcome" in 20 different languages on signs in the front office)
what do at-risk students need?
caring role models
what should you create to show diversity?
classroom bulletin boards
So we know from research that the younger IAC are at the age of adoption, the better their chances for...?
developing language normally
true/false: In many cultures, infants and young children are considered conversational partners.
false! - Many cultures value quietness in children - Thus, they may receive a great deal of love and affection, but language stimulation may not be occurring at a level expected by mainstream society.
true/false: Children with LI can't learn 2 languages effectively.
false! - they can and do learn - being bilingual is not a disadvantage
true/false: We don't have to show interest in students' home countries, languages, and cultures.
false! we should show interest
Listening conditions in the classroom need to be _______________.
favorable
In home countries of IAC, they are usually found where?
in orphanages
*SG#11: The Universal Design for Learning* (ppt 12 s24)
incorporates multiple means of: *1) Representation:* visual, auditory, tactile, paper, digital *2) Expression:* oral and written, web-based projects *3) Engagement:* motivate students to sustain effort and maintain interest
who often confuses right and left?
many ELL students with LI so we should over teach right vs. left
what has been found to help ELL children "open up" for the first time as they sang songs in their second language of English"
routines such as singing
for example what are some new words that can be used for known words?
search, hunt --> explore have to--> required keep going--> maintain lucky--> fortunate
What has ASHA been increasingly emphasizing?
the role of the SLP in supporting students with written language problems
what happens when an ELL child with LI can be taught such words/phrases as "Hi" "How's it going?" "Can I play?,"
they immediately open themselves up to more language exposure and interaction with other children.
True/False: We need to increase family involvement in students' learning.
true!
true/false: According to Kathleen Morris, Smell in orphanages is so bad that some visitors throw up when they enter.
true! :(
what should you use to represent various cultural and linguistic groups?
use intervention materials
display objects and pictures representing what?
various cultures
*Goal for holistic strategies approach*
vocational success!!
what is the skittle test?
we want them to over exaggerate the spacing when they first learn to write so we want them to be able to fit a skittle between each word they write) (you can let them eat it after you measure it you could use a cheerio if you want to be healthier)
what can we help parents understand?
what U.S. schools expect of them and their children
the laws are strict about what? (IDEA, 2004) (ppt 12 s20)
who receives services
Johnston and Wong (2002) recommend what?
"functional equivalents."
*SG#2: Incorporating Multicultural into Spec. Ed & Gen. Ed - Additive Approach* (ppt 12 s39-40)
*1) Add old curriculum to existing* curriculum to take other cultures into account (in addition to the dominant culture) - The basic structure of the curriculum is not altered *2) Use maps of the U.S. and the world.* - helps foster cultural and ethnic pride as well as geographic knowledge 3) Show interest in home countries, languages, & cultures* *4) Providing fairy tales from various cultural backgrounds*
*SG#7: ELL students & Tx: Choosing the Language of Intervention* (ppt 12 sX & 36)
*1) Level of proficiency in L1 & English* - Ideal: support both L1 and English in tx - Especially beneficial to introduce new concepts in L1 first and reinforce them in English *2) language used in the home* - if L1 not reinforced/developed in school, student may lose ability to communicate at home *3) Resources available intervention in L1 & English* - ideal SLP fluent in L1 & L2 - next best is interpreter
*SG#10: Components of Holistic Strategies - Vocational Success* (Fig. 14.1)
*Competent Academic & Social Lang* _______________↑___________________↑________________↑ ________________*Common Core Standards* _______________ | ___________________|_________________| *Social Lang.* __________*Vocab.*_____ *Literacy* ________________| ___________________|_________________| *Univ. Design 4 learning*__|__________ *Use of tech.* _______________↓___________________↓________________*↓* ________________*Cognitive Processing Skills* ________________ - working memory ________________ - attention ________________ - speed of processing
*SG#14: Increasing Literacy Skills*
*Foundation: envior. experiences & exposure* 1) oral language: begins with phonological awareness __________↓ 2) phonological awareness leads to... __________↓ 3) reading,writing,spelling
*SG#6: Instructional Continuum for ELL Levels* (Fig. 13.2)
*No IEP* *1)* Gen. Ed teaches provide all-English learning environment; no modifications to accommodate the struggling teacher *2)* Gen. Ed teacher makes minor modifications such as seating the student in front, allowing additl. time for HW, & repeating directions. *3)* Gen. Ed. teacher enlists support of other personnel such as resource specialist, SLPs, and ESL Specialists to help struggling student succeed in the classroom. *IEP* *4)* Student is assessed for spec. ed., qualifies, and an IEP is written. Student stays in reg. classroom most of time, receiving pullout spec. ed services. *5)* Student has IEP & placed into self-contained spec. ed class taught by spec. ed professional.
*SG#15: Cohen-Minran et al. (2016): Sessions & Their Phases*
*Sessions 1-2* the SLP read book to ch with illustrations and demonstrations, explaining new vocab *Sessions 3-6* with same book used related activities - *Planning phase:* using pictures to introduce activity, SLP talked about how to carry out the activity - *Experiencing Phase:* Children use real fruit and real knives and cut their own fruits - *Reconstructing Phase:* SLP used pictures to allow children to re-tell the activities they'd done
what did Ellesef (Adoption and pragmatic problems. ADVANCE for SLPs, December issue) study?
- 5-10 years post-adoption, some children tested high on standardized test of language - But significant pragmatic deficits - Pragmatic deficits interfered with academic performance and social interactions inside and outside school (usually a social worker is the one that works with kids)
Marilyn also volunteered at a Romanian hospital for abandoned babies. What did she say about that?
- 8 beds in a room - Only human contact = diaper change - Not held or cuddled - All meals: blanket/pillow propped next to heads, bottle placed on blanket
why do Some educators tell parents to "speak only English at home"?
- Because they believe that an ELL child with a LI will be confused by a dual language environment - However, research has shown that this is not true
*SG#23: Reetzke et al. (2015): Results*
- Being exposed to 2 languages did not adversely affect child - Still had good Chinese development
Basically, there is a strong emphasis on effective...? (there are 10 things)
- Body language (good and appropriate) - Eye contact - Patience! - Continuing topic - Listening to, understanding others - Not interrupting - Main idea, with supporting details - Remembering what you heard - Considering others' ideas and come away with a consensus
2014 Annual Report on Intercountry Adoption—posted March 31, 2015 (U.S. Bureau of Consular Affairs), what top 4 countries were children adopted from?
- China - Ethiopia - Haiti - South Korea
teach parents to C.A.R.E. What does it stand for?
- Comment - Ask questions - Respond - Extend
*SG#23: Reetzke et al. (2015): Research*
- Communicative development in bilingually exposed Chinese children with Autism Spectrum - Interviewed parents of Chinese children with ASD
*Universal Design Ultimate goals* (ELL & LI)
- Competent academic language skills (meeting Common Core State Standards) - Competent social skills - Personal fulfillment and vocational success
**SG#27: challenge for many IAC*
- Decrease cognitive-linguistic stimulation in L1 (if they have this the cone is kind of fragile) - Rapid L1 loss - Weak conceptual foundation upon which to build L2
Again, remember that social-emotional-pragmatics problems needing tx may include what 4 things?
- Decreased theory of mind - Difficulty regulating emotion - Poor comprehension of abstract and inferential information - Difficulty interpreting body language, facial expressions, and gestures
*SG#15: Cohen-Minran et al. (2016): SLP in Sessions*
- Emphasized relevant nouns and verbs - Encouraged conversation - Asked questions - Sentence completion - Related known to unknown knowledge
what do we need to do to help CLD deaf students?
- Encourage development and use of sign language - don't force children to be oral only
what are some suggestions for parents who are non-literate in English?
- Encourage local library - Garage sales and flea markets
*SG#36: Glennen, 2015: areas of weakness*
- Expressive syntax (short sentences) - Verbal short term memory - Probably due to early environmental deprivation and learning a new language after the initial critical period had passed
*what are some acculturation issues for IACs?*
- Frequently, IAC are abruptly taken out of their familiar surroundings and placed into totally new environments - This is especially hard on older IAC - They may miss the familiarity of surroundings they have known all their lives - Used to interacting with other children, not adults
according to Hwa-Froelich 2012, what are some major parent concerns?
- HIV infection - Latent TB - Immunization status (countries often do not keep track of immunizations) - Short stature
*what are some challenges impacting service delivery for students with ASD?*
- If children are not speaking, some pediatricians say "bilingualism at home" and tell parents children with "grow out of it" - Many countries: little to no recognition of phenomenon of ASD. Stigma. - Some families not comfortable with play-based treatment, may prefer highly structured treatment
*SG#21: Students with augumentative/alternative communication (AAC) needs. How comfortable are families with high-tech devices?*
- If they are not, we might need to introduce low-tech devices or even boards with pictures - Researchers recommend: picture communication systems printed both in L1 and English
*SG#36: Glennen, S. (2015): Research*
- Internationally adopted children in the early school years: Relative strengths and weaknesses in language abilities - IAC adopted between 1-4 years of age were assessed at 5 and 6-7 years - Children were from Russia, Kazakhstan, Hungary, and Romania (mostly Russia)
Many families are just surviving. What are some ways to help them with their child's homework?
- Keep assignments short and simple - When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families. - I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it
what research did Ron Gillam conduct?
- Low-SES (some bilingual) parents given wordless books to read; others—books with print - Wordless books generated richer language during reading than print books! - parents were more animated and discussed wordless books more creatively
*SG#27: Potential areas of concern for IACs*
- Malnourishment—decrease brain development and decreased general health - Decrease dental care (its not just about the teeth its also the occlusion which affects speech) - Decrease gross, fine motor skills - Behavioral issues - Physical abuse and neglect - Diminished emotional bonding opportunities - Potential alcoholism in birth mothers (especially in Eastern European)
what are terms of service delivery?
- May be CILF-FALF gap-hard for parents—CILF usually develops fast - Good for parents to read, play games, provide sensory stimulation - Environment needs to be well structured with daily routines but need to watch out for over stimulation - Ideal to videotape parent-children interaction, watch it together and give feedback
*SG#36: Glennen, S. (2015): Results*
- Most IAC are adopted by college-educated parents with incomes that are 300% above poverty level - IAC's language skills doing well at ages 5-7 years - Good vocab skills, average in other language areas
What two acts are focused on diverse students?
- No Child Left Behind Act (2001) which was replaced by... - Every Student Succeeds Act (2015)
what does Former student Marilyn Stansfield, (worked in Romanian orphanage) say?
- Orphanage workers stole supplies-diapers, wheelchair parts, bottles, soap, combs, toilet paper - Sometimes told not to change a wet diaper or use shampoo during a bath - Workers took orphans' food
what happens when children are evaluated?
- Parent report is usually highly reliable and valid - MacArther Communicative Development Inventory is popular (on test) - Use prelinguistic measures of joint attention, symbolic play, object permanence, prespeech vocalization
*SG#19: General considerations for IACs*
- Possible post-traumatic stress syndrome - Consequent need for psychological services, emotional support - Adoptive parents may need these services also--feel overwhelmed
*SG#1: Option 2:* For ELL Students who qualify for special Ed (ppt 12 s6)
- Pull-out services in English (or, ideally, bilingual tx) conducted 1-2x a week in specialist's room - Usually group, but could be individual
*SG#15: Cohen-Minran et al. (2016): What Worked to ↑ Vocab*
- Repeated readings of the same book - Different activities enabling ch to use words in different settings - Effective to see ch in small groups in regular classroom during school day THUS: If preschool students receive comprehensive support in oral and written language skills, they will be far more successful in elementary school and beyond.
where did Kathleen Morris volunteer?
- Russian, Romanian, Bulgarian orphanages - She has also worked for 17 years as the founder and director of two SI clinics
*SG#15: Cohen-Minran et al. (2016): Methods*
- SLPs saw children in their classrooms in small groups once a week for 7 months - Each classroom had 30-35 children, and they were divided into groups of 5-6 to work with the SLP - 6 sessions per book (total of 3 books during the 7 months)
*SG#25: how do IAC become an "orphan"?*
- Some have parents who are dead - In many cases, however, parents put their children into orphanages (cannot afford to feed them) - Also, in some cases, parents are not married; great disgrace in some countries, so the child is placed in an orphanage
*SG#6: Traditional "Non-Collaborative" Spec. Ed. Services - SPEC. Ed. Classroom* (Fig. 13.1)
- Student receives services outside of classroom. - "expert" such as a SLP or resource specialist assumes responsibility for "handling the problem" - IEP created for student - Classroom teacher relieved of responsibility and makes no changes in teaching methods or materials
*IDEA 2004: LI in ELL students* (ppt 12 s12)
- Students who speak a second language must be assessed in both the primary (first) language (L1) and English - Must show delays in BOTH the primary language and English in order to be diagnosed as having a language impairment (LI) - ELL student-- true LI if difficulties learning in BOTH languages
what are some activities for Increasing Morphological Awareness?
- Teach the terms affix, prefix, suffix, root word. Explicitly teach students that affixes are extra parts that are "fixed on" to root words. Affixes at the beginning of words are called prefixes because "pre" means "before;" suffixes come at the end of the word - Have students highlight the root word in words such as hopeful, carefully, sleepless, workable, unhelpful - Make affix and root word card decks. In one bag, put root words; in another bag, put prefixes and suffixes - Provide each student with a sheet of paper. Have them select 5 root words and 5 suffixes - Set a timer for 3 minutes, and have them create as many words as they can with their roots and suffixes. These words can then be put into sentences - Ask students to bring in a classroom textbook (e.g., a language arts or social studies book) Write down 10 "big words" highlight root words- yellow, prefixes- green, suffixes- blue
how can we help families become more involved in their children's learning and schooling?
- Through the use of the services of cultural mediators as mentioned - We can also meet with parents at the school site or conduct home visits - During these visits, it is helpful to show samples of their children's work as well as pictures of their children involved in school activities
what did Hwa-Froelich 2012 research?
- U.S. families adopt children from abroad 4-16x more than families from other countries (because we can afford it) - Most studies: South Korean and Romanian - South Korean: kids that are adopted usually have positive outcomes (speech & language, fine motor, cognitive etc.) - Romanian: kids that are adopted usually have negative outcomes
what activity helps foster cultural and ethnic pride as well as geographic knowledge?
- Use maps of the U.S. and the world - I ask my students where their ancestors are from, and if they know this information, we find their countries of origin on a globe
what do we need to do with students who have developmental delays?
- We have to be careful, because ELL students tend to be overidentified - Students with DD can still be bilingual! - Be careful about early intervention recommendations, because parents may not believe that early independence is important
We must make teachers and administrators aware of the difference between what two types of students? (ppt 12 s13)
- a student with typical underlying language learning ability who needs more time and exposure to English (non special education) - and the student who is truly LI (qualifies for special education).
what else should you ask them?
- ask them to teach me some words in their languages - students love being the teacher!
MA helps with...?
- decoding - spelling - comprehension - oral langugae
what happens if a child is cut off from his home language?
- decreases his ability to communicate with family members - leads to relationship problems - limits his educational and career opportunities
what are some other ways to incorporate multiculturalism?
- developing thematic units (e.g., Black History Month, Cinco de Mayo, Chinese New Year) - teaching the entire group or class words, phrases, songs in various languages - use biographical sketches with culturally and linguistically diverse role models (e.g., story about a Hispanic female astronaut)
*SG#18: Preview-View-Review Approach*
- helps students read deeply -We can use their class text books, especially their language arts books
According to Kathleen Morris, what happens in Russian cities?
- mothers abandon children on streets - Walking along holding hands; mother says, "look there!" drops child's hand, runs away - Orphanage workers go out at night to look inside manholes—children hiding from cold
Remember that in some cultures SLPs may have better success engaging the support of who, for things like carryover of homework assignments?
- older siblings - parents and grandparents may speak little-no English - Older siblings usually do speak English, and can be most helpful in assisting with homework assignments and other carryover activities
Studies show that if a teacher uses an FM system and students hear her voice more loudly, they may...?
- pay better attention - participate more in discussions - learn new vocab words faster
what is Anecdotal evidence?
- pediatricians may tell adoptive parents "wait and see" - Increasingly, this is being viewed as unacceptable; currently, most experts recommend that adoptive parents just assume that children will need additional services and stimulation in all areas of development
how do some other cultures feel about being involved in their child's learning?
- school and related activities are the responsibility of professionals-- families should not interfere - Thus, families may be offended at being asked to participate in educational decisions, carryover activities, etc.
what do parents need to understand?
- the academic/ curricular standards of their children's schools - If parents can volunteer in their children's classrooms, they will understand the demands of the curriculum much better
major considerations when an ELL student is placed into therapy
- the extent to which the student's L1 and English will be used in therapy
what are tier 1 words?
- the most basic, common words that many students pick up automatically from their environment (e.g. clock, happy, play)
what is a morpheme?
- the smallest unit of linguistic meaning - We have free and bound morphemes
what do we need to emphasize about the child?
- their good qualities - When I work with parents (or other caretakers), I discuss the child's good, polite behavior (if this indeed the case!). - Families from many cultures highly value courtesy, obedience, and cooperativeness in children - If I can emphasize the positive, families are often more willing to cooperate in carrying out their children's treatment plans.
Ask parents to come and visit. what can they do?
- they can wear native country dress, and talk about their cultures and customs - parents can share food and recipes (e.g., one mother taught a preschool class how to use chopsticks, and chopsticks are now part of the play kitchen
what is the CCSS shift of expository text?
-50/50% at elementary level, -60 (exp)/40% middle school, -75 (exp)/25% high school
what did Nelson find?
-80 percent students: core instruction in classroom -15% targeted small group: specialized instruction, or RtI -5% of kids are put into special ed
why is reading difficult for ELL students with LI?
-Academic materials are written in their second language of English -The LI often makes reading difficult -And, many children are seldom read to at home
how can you use preparatory sets?
-Always begin an activity or therapy session with a preparatory set -Make sure the students know what is ahead -In this way, students know the "layout" and are prepared for what will follow. (For example: "We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.")
in the past students asked how they felt about readings; relate reading to personal experience. How has that changed with CCSS?
-CCSS de-emphasize feelings and personal experience, demanding evidence. -Students must present arguments justified by text they have read.
what are the steps of the total physical response (TPR)?
-Clinician: touch your chin (clinician alone does this) -Clinician: touch your chin (clinician and children do this together) -Clinician: touch your chin (children alone carry out the command)
what are movement breaks designed to do?
-Cross crawls from Brain Gym—designed to increase communication between the right and left hemisphere -Wake up the brain!
Ukrainetz et al
-ELL kindergarteners (including lo-SES Hispanic) exposed to PA activities over a year--good reading progress -Even when tx provided in short, intensive periods (as opposed to longer, more drawn out less intense periods), ch made gains -Maintained over time
why is it important to do a great deal of review, repeat information, and rephrase it?
-ELL students with LI benefit from hearing information repeated and reviewed often. -Rephrasing is helpful. (For example: "There are 8 planets in the solar system. The earth is one of the planets closest to the sun. - The earth, one of 8 planets in the solar system, is close to the sun.")
what are some ways you can incorporate movement and movement breaks?
-Fidget toys helpful— have a basket of them -Brief 20-second brain gym exercises such as cross-crawl, arm wave to "wake up the brain" and cross midline
what are some widespread reasons children have difficulty with fine motor?
-In many homes, parents don't have the money for materials to develop fine motor skills -Children watch a lot of TV and have a great deal of screen time in general
what are the key changes in ELA (English language acquisition) standards?
-Increase text complexity, emphasis on expository (informational) text -Students: analyze, infer, provide evidence
what is handwriting without tears?
-Is a multisensory, developmental approach that is virtually 100% successful. -It is excellent for ELL children; it is very visual and tactile -It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.
what are some ways you can make book reading enjoyable and motivating?
-Keep it short! -Predictable books- simplified, repetitive text -Have highly exciting or dramatic story themes -Have manipulative parts like flaps and movable tabs to engage children. -Have buttons to press that make noises (e.g., a choo-choo noise for a train) or play music. -Have many colorful pictures that accompany the words. Often, children who have limited exposure to books will become disinterested in books that have many words on each page.
what is TPR an excellent strategy for who?
-LI students who are in the early stages of learning English -Great for silent period
why does roseberry believe a kindle and the nook are advantageous?
-Reading is much "cooler" -Make font size larger without embarrassment
in the old days what were the two education options for student?
-Regular education in the classroom or -Special education with an IEP
Turnbull & Justice (2012)
-Research shows that merely exposing children to new words through reading is OK, but more is needed
what problem did Diane Blevins, Santa Ana, CA face?
-Santa Ana had a deluge of "at risk" preschoolers referred for assessment and probable intervention -Many were ELLs -It would have cost $2 million to hire enough SLPs to serve all these children
you need to make good seating arrangements in classroom settings. what are some ways to do this?
-Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content. -ELL students with LI need to sit close to the front of the classroom.
if concrete experiences are not available to teach vocabulary what should you use?
-Small objects next best -Pictures-3rd choice -Google Images is so helpful -Youtube sometimes has relevant videos; I always prescreen just in case!
what are some simple and inexpensive activities that can be used to help children who have difficulty with writing and fine motor skills?
-Small pencils- accurate grip (no fat pencils!!!) -Put a happy face in upper left hand corner of the paper so that they know where to begin writing. -Letters in clay/playdough -Trace letters in salt or sand tray—kinesthetic "feel" of letter -Tear newspaper into strips, crunch into little balls (really works the muscles of the hands and fingers) -Have the child pick up small objects with tweezers. If we are teaching vocabulary through small objects, we can "kill 2 birds with one stone" by having children use tweezers to pick up these objects; this will help develop fine motor skills. -Encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles.
why should you slow down your rate of speech?
-Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students. -LI students—especially those who are ELLs—profit when professionals slow down and pause more often.
what is another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more? and how did it help?
-Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children.
how can you teach students to use visualization, form pictures of information that they read or hear?
-Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV. -Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). (For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.)
what is picture walk?
-The adult looks at the pictures and discusses them with the child before actually reading -This can be done in any language
what are some other ideas to promote phonological awareness?
-Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word. -Use rhymes such as Dr. Seuss. Many ELL preschoolers with LI have underdeveloped rhyming skills. (there is an app for the ipad)
*SG#18: what kind of books should we use in the preview-view-review approach?*
-Use classroom textbooks to teach students this approach -This helps teach class curriculum content and enhance reading skills
Students benefit from learning words "deeply" and retain the words better when what?
-We provide elaborated discussions about meanings of words in context -We prime words in discussion BEFORE reading a passage -Students actively practice using new words in sentences (usually orally because its fast maybe 2 sentences in 30 minutes if writing)
To increase comprehension of vocabulary we should....
-When reading, place each word in context of story -Define using student friendly definitions (e.g., what does trapped mean? Trapped means stuck. Can you think of another word or phrase that means trapped?) -Provide examples beyond story context -Students provide examples beyond story context.
how can teachers/SLPs "double their message?"
-by adding gesture, action, or directed gaze. -This increases the child's comprehension and confidence
why might some children not be motivated to read?
-can be due to lack of exposure to books in the home, lack of desire to sit still and focus, and other variables. -Thus, it is extremely important for professionals to make reading books motivating and enjoyable.
you should have children engage in drama and role-playing activities in order to encourage what?
-expressive language -social interaction skills (Costumes and puppets help if they are shy! Do karaoke machines and microphones)
how does emphasizing content words through increase volume and stress help Ell students with LI?
-it can support low-SES ELL students with LI. (For example: "The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.")
teachers assuming children come to school ready for paper and pencil tasks is wrong. What is the reality?
-many are not ready and need to do activities like painting and playing with clay -In today's kindergartens, there is no time for this; children are asked to write before they are ready
what are some things you can do to promote comprehension of expository text?
-questioning -make connections -inferring information -determining the importance in text -synthesizing information
name some common environmental signs that preschoolers need to recognize
-stop sign -poison -bathrooms -crosswalk
what does Tabors recommend?
-that teachers give children some immediate, routine phrases to use to initiate conversation with peers.
what are some ways you can limit distractions?
-use office -Corner of room, nothing on wall—like a library carrel/cubicle -Headphones--block out noise
*SG#14: Phonological awareness*
1) Ability to consciously reflect on and manipulate the sound system of a lang 2) Foundational to success in reading, writing, and spelling -(kids needs to be able to rhyme, sound blending, syllables etc.)
*Before kindergarten, our preschool students need to do...*
1) Display interest in reading & Sharing books 2) Hold a book right side up 3) and have print awareness 4) ID front, back of book 5) ID top, bottom of page 6) Look at and turn pages left to right 7) ID title on book cover 8) Identify titles of favorite books** 9) Distinguish between pictures and print on a page 10) Know where the story begins in the book 11) Identify letters that occur in their own names 12) Print the first letter of their name 13) Recite the first 10 letters of the alphabet 14) Point to the first letter in a word** 15) Differentiate uppercase from lowercase letters 16) Use terms such as letter, word, alphabet 17) Point to words individually as they are read 18) Respond to signs in the classroom 19) Recognize common environmental signs (e.g., stop sign)
*3 things do we need to do in intervention* (ppt 12)
1) Improve language skills 2) Work directly on improving cognitive processing skills 3) Modify child's environment using the principles of Universal Design for Learning (UDL)
Today in the U.S., most special education referrals involve students who have difficulty with writing. What are the reasons for this difficulty?
1) Poor composition skills (like when you just sit down and write a story out of your head) (she doesn't't work on that because she isn't qualified to but this might be part of it) 2) Weak hand/finger muscles, poor finger dexterity 3) from limited background: limited writing, other pre-readiness fine motor skills (she does do these two things in her therapy its not in the IEP but she does slide it into her therapy if possible)
*SG#13: 4 major goals of the Common Core State Standards (CCSS)*
1) create globally competitive citizens in 21st century. 2) prepare—college 3)create critical redears who "read deeply" 4) students need to be responsible citizens who use evidence for deliberation
According to Kathleen Morris, what is the schedule in some Bulgarian orphanages?
1. Breakfast 2. Sit on bench 3. Lunch 4. Sit on bench 5. Dinner 6. Go to bed-stay there
*Hierarchy you should use when teaching phonological awareness*
1. Count the # of words in a sentence 2. Count the number of syllables in a word 3. Count the number of sounds in a word 4. Identify rhyming words 5. Use sound blending skills (e.g., "What word is this? S-u-n" 6. Identify the first sound in a word 7. Identify the last sound in a word
*SG#12: 10 strategies for modifying the physical and linguistic environment for ELL students with LI* (ppt 13)
1. Limit clutter and distractions in the environment (use the office) 2. Do not give important information when the room is noisy 3. Make good seating arrangements in classroom settings 4. Use Preparatory Sets 5. Slow down your rate of speech 6. Do a great deal of review—repeat information and rephrase it 7. Emphasize content words through increased volume and stress 8. Give extra processing time 9. Use a multimodal approach to instruction and intervention (Universal Design of Learning) 10. Incorporate movement and movement breaks
*SG#18: Review the text* (Preview-View-Review)
1. Look over chapter headings and divisions again 2. Ask questions about the content 3. Help the student answer questions at the end of the chapter 4. Have the student summarize the chapter in her own words 5. Ask the student for his opinions about what was read (with supporting evidence) 6. Ask the student if she has any questions about the chapter 7. Help the student make up test questions about the content they have just read.
*SG#18: Overview the chapter - Preview Step* (Preview-View-Review)
1. Read the text aloud and have students follow along 2. Stop and have students explain content in their own words 3. Help the student organize and outline notes and readings 4. Review class notes which pertain to chapter. 5. Scaffold (start on a easy foundation and help them build off that) 6. Use context to increase comprehension
*SG#18: Preview step*
1. overview of the chapter 2. Read main idea sentence of key paragraphs 3. Highlight key vocab 4. Read the concluding paragraph or the summary
What percent of U.S. students are made up of ELLs?
11%
Montgomery (ASHA Schools Conference) says to truly "learn" vocab typically-developing students need how many encounters?
12
currently what percent of text in elementary school is expository?
15%
what are the Decreasing numbers of IAC in the U.S. in 2004?
23,000 children
Montgomery (ASHA Schools Conference) says to truly "learn" vocab LI students need how many encounters?
25
if a child gets an IEP what tiers should you move to?
4 or 5
It is estimated that the average, monolingual English-speaking adult forgets what percent of what he heard within 72 hours of hearing it?
95%
what are the most frequent letters in the Dolch list?
A STONE- we want these letters to be automatic for them
*Mendez, Crais, Castro, & Kainz. (2015) Research*
A culturally and linguistically diverse responsive vocabulary approach for young Latino dual language learners
what is the definition of language?
A system of symbols that represents concepts formed by exposure and experience
*SG#9: Guideline for Collaborate IEP Goals to Support Classroom Curriculum - Common Core Library*
A wonderful App created by WAGmob Simple 'n Easy. If a SLP is writing an IEP goal, s/he can go to the Speaking and Listening Standards (for example) and use any that are appropriate in the IEP. For instance, second grade speaking and listening standard 2 says "The student will participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups." This can easily be written as an IEP goal.
what were the results of Diane Blevins, Santa Ana, CA study?
At the end, approximately 95% of the children were functioning well and were no longer "at risk"—did not need special ed testing; 5% went on to IEPs
*ELL with LI: Major Therapy Goals* (ppt 12)
ELL with an LI has difficulty learning: - any language - L1 - English
MA is challenging for who?
ELLs with LI- L1 morphology may be quite different than English
*SG#15: Cohen-Minran et al. (2016): Results*
Experimental group scored significantly higher on vocab measures and sentence imitation tasks
what were the results of Parrish-Morris et al. 2013?
Group 1 (electronic) ch-lower comprehension; parent-ch reading together also negatively affected.
*SG#27: Post-institutional Autistic Syndrome & IAC*
IAC experienced such abuse and neglect that they exhibit autistic-like behaviors (e.g., rocking, hair-pulling)
*SG#3: IDEA 2004 & Overrepresentation of Groups in Spec. Ed* (ppt 12 s19)
If a particular group of students (e.g., ELL students) is overrepresented in spec.ee, *states will be required to provide coordinated, comprehensive, early intervention programs for these students*
*SG#1: Option 4:* For ELL Students who qualify for special Ed (ppt 12 s10)
Monolingual English special education classroom (hopefully with primary language support using a bilingual teacher, tutor, etc.)
*SG#1: Option 3:* For ELL Students who qualify for special Ed (ppt 12 s8)
Placement in regular bilingual education or Sheltered English classroom with support from special education
IAC may have what?
Post-institutional Autistic Syndrome: experienced such abuse and neglect that they exhibit autistic-like behaviors (e.g., rocking, hair-pulling)
what did Kathleen Morris research?
Practical strategies for therapists working with SI/SPD Disorders
what is a risk factor for ELLs with LI when it comes to processing information?
Processing information in L2 under less-than-ideal conditions
what is pragmatics?
Speaking and listening standards stress rules of discourse (conversation)
Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinokff, R.M., & Collins, M.F. (2013). Once upon a time: Parent-child dialogue and storybook reading in the electronic era. Brain and Education, 7, 200-211.
Used 165 parent-child pairs: 1. Group 1 pairs used battery-operated, touch sensitive electronic books 2. Group 2 pairs used traditional paper books
many ELL students profit from having what?
a specially assigned peer buddy who speaks the same language they do
What does the No Child Left Behind Act (2001) strongly emphasize?
achievement for low-income, diverse, ELL students
why are preschooler ELLs with LI especially vulnerable?
because they may be rejected by peers, even as young as 3 years of age
preschoolers will be far more successful in elementary school and beyond if they receive what?
comprehensive support in oral and written language skills
With very limited exposure and experience, some IAC may have very limited...?
conceptual foundations
When low-SES children first learn new vocabulary the vocabulary needs to be what?
contextualized—concrete experiences are best
In order to implement the Common Core State Standards into intervention, many experts today agree that when working with students with LI, even if they are ELLs, it is optimal to focus on what?
developing "Tier 2" vocabulary words
With regard to note taking students should be taught to distinguish between what two kinds of words?
distinguish between content and function words—"big" and "little" words
There is an increased focus of what in our schools?
diverse students
make sure the environment represents what?
diversity
what does Idea 2004 emphasize?
especially emphasizes intervention for reading in the early grades to prevent problems later on
we can also incorporate multiculturalism by providing what?
fairy tales from various cultural backgrounds
true or false: there are very few simple and inexpensive activities that can be used to help children who have difficulty with writing and fine motor skills
false
In today's world, more children are being cared for by who?
grandparents
Students especially benefit from visualizing, or making pictures in their brain as an adjunct to reading or listening. What does visualizing help?
helps information to be retained better, thus aiding in listening and reading comprehension.
what are tier 2 words?
high frequency words found across a variety of domains (e.g., fortunate, coincidence, similar)
what are tier 3 words?
highly specialized, and the frequency of their use is low (peninsula, isotope, radiation)
The student with age-appropriate L1 skills and low scores in English (ppt 12 s13)
is NOT LI and is not a candidate for special education
what happens if a child is cut off from one of his languages?
it can have a negative impact in many areas as we said before
With regard to note taking,, should students be explicitly taught to write function words or key/content words?
key/content words
The CCSS have a strong emphasis on building morphological awareness skills beginning in what grade?
kindergarten
how much exposure do some deaf CLD children have to sign language?
little to no exposure
what is Tier 5?
more of a special day class
more than what percent of English words are morphologically complex?
more than 50%
SLPs are becoming increasingly involved in providing services to IAC, especially on...?
multidisciplinary teams
do most SLPs view literacy as something that is "our job"?
no
do preschoolers attend to print on their own?
no, adults prompt children to attend to print
according to CCSS should we modify expectations for students with disabilities?
no, don't modify expectations, but do provide accommodations
when developing vocabulary skills is drilling without context effective?
no, it is important for students of all ages to build their content knowledge/ conceptual foundation within meaningful contexts
use what in place of reading?
oral storytelling
because we begin in kindergarten, we can implement simple, inexpensive activities to promote morphological awareness skills as part of...?
overall programs to build oral and literate language skills in ELLs with LI
we need to remember that __________ need support too!
parents
don't ever discourage students from doing what?
speaking their primary language
being bilingual and bicultural is...?
special
If 5-6 months of tier 3 is not enough what is the next step?
special ed
what does TPR help students form?
stronger associations between words and their referents.
what do many low SES students have little experience with?
structure so we need to teach it explicitly
give an example of how students can distinguish between function words and content words
students can underline or highlight the key/content words in sentences. -The weather is hot in the summer. -Abraham Lincoln was a president of the United States. -Many people think that dogs are man's best friend. -When they learn to do this, they can then be taught to take notes, writing down just the key/content words.
using preparatory set is especially for who?
students not accustomed to structure
CCSS in Language Arts emphasizes what?
synonyms
in some places what are teachers using to combat the need for limited distractions
teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher's voice is amplified. This is especially true of ELL students with LI
IAC who show initial delays may still have them later, so what do we always need to do?
test when the children are newly adopted and follow up
Because the Common Core State Standards have put a great emphasis on expository reading what do some experts recommend?
that professionals expose children to expository reading as young as preschool These books relate to interesting topics such as jellyfish, slugs, and lizards.
what is one of the most helpful things for the preschool children?
the establishment of a consistent set of routines that were simple and used daily.
what should we encourage development and maintenance of?
the first or primary language
*SG#1: Available options depend greatly upon what?* (For ELL Students who qualify for special Ed)
the particular school district and what state it is in
What do we always have to keep in mind?
the possibility of poverty
we should encourage the use of what language?
the primary language
what is the environment like in classrooms today?
they have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting
*SG#13: overarching goal of CCSS*
to create students who are ready to succeed in a twenty-first century, globally competitive society.
we should encourage students to do what with their parents?
to read to their parents in English
what should we try to convey is "cool"?
to speak a different language and to have lived in another country
True/False: It is important to think flexibly. (ppt 12 s11)
true!
true/false: we need to help parents understand the relevance of talking to infants and small children.
true!
what happens if students can no longer effectively communicate with their grandparents (and other significant adults in their lives)?
valuable relationships are negatively impacted
*SG#1: What do you have to find out about?* (For ELL Students who qualify for special Ed) (ppt 12)
what your particular school district offers
Both mainstream and culturally and linguistically diverse students benefit when?
when Culturally and linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom
what can these role models show students?
why a higher education can benefit them
If students have lived in another country prior to coming to the U.S., or if they immigrate back and forth between their country and the U.S., should you ask them questions about their home country?
yes
are more schools across the U.S. implementing RTI?
yes
does RTI help lighten the special ed caseload?
yes
will students preform better if "wait time" is given to process info?
yes
can you provide books written in different languages?
yes!
do parents and students need to understand basic school routines?
yes! - For example, many parents don't know that they need to send a lunch to school with their child or send money so their child can buy a lunch - Immigrant students may not realize that if they get a hall pass to go to the bathroom, they need to come right back to class. It is not acceptable to stop and spend ½ hour on the playground!
should we ask teachers to provide us information about what vocabulary they are teaching in the classroom?
yes, because we want to develop knowledge of classroom/curriculum vocabulary.
do typically developing ELL students have difficulty with picking out the professional's voice from other auditory stimuli as well?
yes, even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.
If students draw pictures of new words they are learning, will they remember words much better?
yes, she uses one where they draw a picture, write a sentence, break down syllables
do many ELLs benefit from Tier 3? why or why not?
yes, they do not need special ed
LOOK AT FIG. 13.1 PG. 323
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