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21 Cards in this Set
- Front
- Back
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1. What is transdisciplinary intervention? How can int be incorporated into the IEP process?
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- Specialists & teachers working together across disciplines to design effective I program. Audiologists, reading teachers, SLP, psychologists, LD/behavioralists work on team to write and sign the IEP (this is the law! - everyone must sign IEP)
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2. What kinds of modifications of the classroom program might be included in an IEP for a school age child?
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- Installing FM systems for those with hearing impairment
- Assigning aide/ oral interpreter to student - Modifying grading to be P/F for DD students - Modifications to classroom assignments; giving half the words on a spelling list to a kid with LLD. Including these modifications is an important part of writing the IEP |
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3. How can the stuent be involved in Ix planning?
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SLP can give them survey or questionnaire that pinpoints strengths and weaknesses of student, but also gives student buy-in to their education.
Or, let them sit in on certain meetings (IEP). Letting student give feedback may increase chances of child cooperating with Ix process |
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4. Discuss behavior management techniques that can be used in classroom Ix for students in L4L
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- Positive Behavior Support (PBS)
- DRO - social stories PBS consists of two procedures: functional behavior analysis & implementing comprehensive intervention. - FBA is used to ID why prob behavior occurs and what purpose it serves (comm or otherwise). Typically performed by school psych. - Implementing comprehensive Ix: SLP's role is to deliver FCT (functional communication training). FCT is when we teach students to replace socially unacceptable behav with more communicative acts. 5 parts of FCT: 1) behavior hypotheses: finding out why student does maladapt behav; 2) long-term supports: finding strategies to help child's quality of life for long term; 3) Prevention strategies: changing environment to minimize chances of problematic behav; 4) replacement of social/comm skills: teaching adaptive/conventional comm skills to replace maladapt behav; 5) consequential strategies: outlining how team will respond to both adaptive/mal behav DRO (differential reinforcement of other) is strategy regarding mal behav. Student is reinforced for specified period of time in which there is no mal behav. Slowly, intervals between reinf are increased. Look at adaptive behavior student adopted and shape into target behavior. Social stories: intended for autistic children originally; stories can be written to fit child's needs or purchased already written. Illustrate three components of social situations: 1) what is the social sit (this should be one the child has probs with) 2) what they should do to succeed in that sit 3) descriptions of what other peoples' internal states are during given social sit |
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5. What four principles should guide Ix at L4L stage?
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Four principles:
1) make sure Ix is relevant to curriculum (curriculum-based) 2) integrate oral and written language during Ix process 3) "go meta" -- encourage focus on activities like talking about talking and thinking about thinking (metaling/metacog skills); 4) intervening with children who are likely to become diagnosed with LLD in future (preventive intervention) |
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6. What is preventive intervention?
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Intervening with children vulnerable to LLDs means incorporating the other three principles (curriculum-based; integrate oral & written; "go meta") so taht lang problems do not reoccur at later stage in learning process.
Also may mean targeting students in general pop of classroom if they too seem vulnerable to LLDs (via collab intervention) |
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7. What is the role of CD intervention in the L4L period?
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- As long as Ix goals relate to and are relevant to child's curriculum, we can target them. CD intervention can be used to create drill play contexts that target, for example, morphological markers, vocab, sent structures
- Can also use CD Ix to implement cognitive behavior modification. Way of gettting child to slowly build their own skills of "going meta". In other words, thru series of steps we can get child to develop comp monitoring as well as metacognitive strategies they need to increase learning skills |
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8. Discuss forms of scaffolding that can be helpful to students with LLD.
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3 forms of scaffolding:
- Creation of Optimal Task Conditions - Guidance of Selective Attention - Provision of External Support 1) Creation of Optimal Task: - reduce amt of stress / undue effort a student uses to complete a curricular task - collaborate w/ teacher to reduce amt of material covered in which student has to produce, present material in smaller units - clinician can also create optimal task demands by structuring written work the student is required to produce (eg. instead of free writing a book rep, clinician provides a form for student to complete) 2) Guidance of Selective Attn: - highlight important info by using visual, verbal, intonational cues - highlighter is used by clinician to highlight potentially difficult words in passage - before passage read, student told to look @ those words - then has opp to guess word's meaning or inform the clinician they need to look it up in dictionary - clinician can also inform student to listen for tricky words and then use heavy intonational stress when reading them 3) Provision of External Support: - prime students to succeed in class activities - best done in svc deliv systems that combine collab Ix w/ some clinical sessions - prep clients in pull-out session - includes asking client question which will be asked in class, previewing activities, generating their own list to answer the question - results in client knowing answer when clinician gives lesson to entire class - allows them to demonstrate knowledge to mainstream students, also reinf what they learned - look smart; result in self-conf boost |
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9. Describe basic principles & some activities for addressing vocab development in L4L stage.
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Five step program:
1) Activate what students already know -exclusive brainstorming; lit in classroom is chosen; provide words that may give student trouble or student makes list of words they find hard; new words, in oral&written form; student discusses and decides which words go with topic for day and which don't 2) Make connections among words, topics - give student list of words from lit and ask student to guess topic of the section; use "predict-o-gram"; work on story macrostructure can accompany vocab development; "word maps" can be used to make connections 3) Use both spoken/written texts - read passage to students; ask students to raise hand when they hear word from word list; write list of words and discuss what they know about each; then asked to make list of words they know and can define, share with group; group can then discuss defs and create glossary 4) Refine and reformulate meanings - GIve student list of words in varying contexts; name what words they know and what words they have trouble with; teacher can help student look up defs in dictionary; clinician reads passage containing these words; students talk about how words are used in context; students can comment on section in order to understand words better 5) use words for writing and additional reading - ask students to write sci fi story about solar system using words from list; students listen to each other's stories; write group story containing all words on list |
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10. Discuss approaches to word-finding problems.
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Activities for supporting Vocab, Morph, and Spelling through Word Study:
- Root of the day - Rots and Branches - Word sorting - homophone rummy - homophone concentration Word Retrieval Strategies: - Metaling Reinforcement: Make students aware of syll structure of target word. Present grid of cells representing number of syll ffor target word. Segment word into sylls, then student write each syll in one of the boxes. Student asked to say each syll while touching its box, pronounce each syll with clap - Phonetic Neighbor Cue: GIve a prompt word that is a "phonetic neighbor" or shares some phonetic properties of target word (hip for hippopotamus). Taught to link each cue to target word and to think of prompt word but not say it. - Rehearsal: Massed practice, in response to picture of written cues is used, but requirement also to use each target word in sentence is added. |
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11. What are some ways to work on semantic integration and inferencing ability?
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1. Students can write their own stories around classroom themes
- Divide up indiv and write short story (leave off ending) - Gather as group, read aloud story - Discuss what would be good ending for story - Create story as group and construct ending that everyone agrees on 2. Interactive Computer Games - activity allows student to predict upcoming event - clinician needs to provide a lot of metalinguistic, contextual support - student can become enthralled by game and not absorbing info if not kept on task -clinician can ask students to verbally explain what is happening in story 3. Writing responses to passage from classroom literature - passage from reading material in class is given to student -studnet comments on passage, predicuts what will happen next -student can be asked to ID "sentence bridges" (explaining what connects sents) |
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12. Discuss using assessment data on comprehension skills and strategies to design a program for syntactic intervention.
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- If comp and production are low, focused stimulation and lit-based scripting can target both
- or if comp is fine and production is low, do activities to target expression w/ less emphasis on comp input |
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13. How can lit-based approaches be used to target syntactic skills?
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If passive sentences were the target:
1) Give student pairs of sents taken from book used in class (a. Fog Bneson always kept Ben chained and b. Ben was always kept chained by Fog Benson) 2) Discuss char 3) draw pics to illustrate first sentence 4) clinician discusses what "was" and "by" signaled 5) students create more sent abt what char did to someone 6) Clinician writes down and asks students to make passive equivalents 7) Discuss structures that signal a passive sentence - Structure can be used for other targeted forms In choosing syntactic forms to target, take into account: -- Ax of student's syn abilities -- Ax and understanding of demands of classroom discourse plus - Literary language req of curriciulum |
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14. Discuss methods for addressing dev of advanced morphological markers.
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Show relationships w/ root words and derivations via Concentration style game. Cards:
- social, monster, disorder, monstrous, order, society Discuss how they are related in meaning and in spelling. This can be used to work on spelling, too: - if child spells muscle but omits the 'c', pair it with muscular so that connections can be made between what is heard, its meanings and spellings (medicine/medical; social/society) - explain that English ahs so many irregularities due to preserving these connections by keeping similar spelling patterns even though pronunciation may change over time |
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15. Discuss role of developing literate lg syntax in preventive intervention program.
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Complex forms are necessary for literate lg so even w/out assessment date, we can work on following to prevent later problems with literary lg genres.
1) Noun phrase elaboration -- encourage multiple modifiers, prep phrases, relative clauses 2) Verb phrase elaboration - encourage discovery of uses and meanings of adverbs 3) Auxiliary verb marking - teach present perfect tense (have arrived), past perfect tense (had arrived) and aux combos (could have arrived) to modulate and elaborate meanings of verbs (Use Mr Borwn Can Moo, Can You?) and tape alter text to suit needs. |
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16. How can conversational discourse skills be targeted in intervention?
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Use games, role-play or activities to promote modification of the message depending on context and management of discourse turns, topics and breakdowns.
Lots of commercially available programs. Set up activity whereby student has to solve problem and then explain to someone else how to do the task Role play different characters having scripts deal with politeness, tact, or assertiveness Provide discourse opportunity and cueing to stay on topic for a client that strays |
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17.Describe methods for working on classroom discourse skills.
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Ix involves using event scripts, oral scripts, or written scripts, for example, as with an event script:
- construct "mini classroom" - hidden curriculum rules are first discussed explicitly - discuss school event/routine - do activity involving script, vary roles - teacher encouraged to provide correction to students who fail to adhere to rules the group generated - if clinician is teacher, he/she can purposefully give unclear directions or violate rules of script prompting students to ask for clarification and assert themselves in group |
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18. Describe some activities that would promote phonological awareness.
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- Scavenger hunt for pictures/items that start/end with targeted sound
- Play with rhymes, including making up words (a la Dr Seuss) - Dances with words = different body movement for each syllable in classroom readings - Drawings or cutouts of themed words that start with same sound (ie foods that begin with m or vehicles that begin with t) |
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19. What are some organizational and learning strategies an SLP might teach to an L4L student?
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Teach to actively control, coordinate, and monitor their learning activities and processes; promote strategies by:
- Creating inferential sets -- "What I know" chart. Fill in whatthey knew before reading, what they learned from reading and waht they still need to know. - Self-questioning: asking self-guided questions: what is my job, what am i supposed to do, what is my plan how can i do it, am i using my plan, how did i do? - Think Alouds: talk out what you'll need to do to complete your task (eg how to write your book report) - Reciprocal teaching and buddy programs: pairs cue each other to predict, generate questions, summarize, clarify - Use graphic organizers and sensory imaging: students taught to draw, map, or visualize material to help comprehend and recall |
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20. What are the advantages and disadvantages of clinical/pullout model of service delivery?
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Pros:
- quiet and less distracting setting - SLP able to provide intensive Ix with scaffolding that the child would not be able to receive in classroom Cons: - child away from mainstream classroom and could be missing valuable content if Ix is scheduled at bad time, leaving student to fall further behind. - Child might develop a stigma |
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21. Discuss some of the elements needed for a successful collab Ix model.
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- SLP must have administrative support and buy in from teachers
- Once SLP has teachers to collab with, there are some ideas that will support a successful relationship with teachers: have weekly meetings, attend grade level and curriculum meetings to become familiar with content and procedures, plan first lesson and be sure to consult with teacher that it's approp for whole class; maintain discipline while delivering a well-structured, content-rich lesson, gear lesson toward classroom themes; be on time; provide follow-up lesson materials; ask for feedback from teacher. Students will gain much more thru collab than each teacher and specialist working on their own goals and objectives. |
