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17 Cards in this Set
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Definition of advanced lg development
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typ dev b/w 12 & early adulthood
characterized by: 1) advanced literate lg skills 2) formal operational thought |
age 12 thru early adulthood
- adv literate lg skills - formal operational thought |
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Definition:
Formal operational thought |
- new cog dev process of adv lg
- refers to cog processes like: critical thinking; math; science; verbal reasoning; inductive reasoning; deductive reasoning - affects lg use b/c allows for broader range of metacog/ling activities |
Cog processes:
- critical thinking - math, science - verbal reasoning - reasoning Allows for broader range of metacog/ling activities --> affects lg use! |
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Literate lg skills in Adv Lg
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- new discourse: expository & persuasive
- elaborate & expand meanings of known words - derivations - morphosyntax - meanings by synonyms, antonyms, homonyms - vocab acq involves lit lg forms: adv conjucts; adv of likelihood & magnitude; precise & tech terms related to curric; verbs w/ presuppositional (regret), metaling (predict), & metacog (hypothesize) components; words w/ multiple meanings; words w/ multiple fxns - new syntactic skills (growth inside & b/w sentences; increase use of conj & cohesions) - new pragmatic skills: figurative lg from puns/sarcasm; idioms, metaphors, similes; slang/"in-group lg" becomes important to determine gp member/peer acceptance; lg for persuasion, negotiation, & to est social dominance; talk itself is "major medium of soc interaxn" -- used to be shared activity |
Expository, persuasive discourse
Elaborate meanings known wds Derivations of wds Syn, antonym, homonym meanings Vocab acq involves lit lg forms (metaling/cog wds partic) Syntax - inc use of conj, cohesion Prags - fig lg, sarcasm, idioms, metaphors, slang |
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New demands of secondary classroom
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- deal w/ multiple teachers w/ varied teaching styles & rules
- be able to use & integrate prior knowlege simultaneously to complete assignments -must increase work prod b/c of greater workload - be able to use "working memory" - work independently - use logic & crit thinking to eval info |
Multiple teachers
Integrate prior knowledge for assignments Increase work production Working memory Work independently Logic, crit think to eval info |
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How are students involved in the Ax process?
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- Student can do self-assess; e.g. fill out form about learning skills
- overall clinician should not have "hidden agenda' in Ax process & should explain to students what & how behaviors are going to be tested --> should emphasize skills being assessed not just imp for school, but for peer interaxn & occupational skills |
Self assess;
SLP = no hidden agenda; explain that skills assessed imp for academics, peer interaxn, occupation |
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Why is student involvement important?
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- In adolescence, child shifts from family as primary social unit to one of independence & peer orientation = SLP needs to take this dev shift into acct and provide STUDENT-CENTERED program
- to create investment (motivation) in the Ax process for student |
Shift from family as prim social unit --> independence
Provide student-centered program Creates investment/motivation in Ax process for student |
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Referral process in Adv Lg / Marketing SLP services to studetns
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- one way NOT referred is thru mass screenings -- take too much time.
- students in at-risk populations are screened (those on verge of dropping out; having probs that are nto related to motivation). - also imp to screen juvenile delinquents - other ways: referred by teachers/counselors @ school through CHECKLISTS. Cklist can be distributed to teachers; practical and time-saving for teachers, can be distributed to them at in-services discussing needs of students with LLD at AL level - when student has "wobbly" skills from cklist analysis, SLP can step in and use Std Tests to check eligibility for services. - note about Std Tests: cannot always be used to ID lg deficits b/c they may not be sensitive to higher level lg skills needed at AL level - other way to be referred is thru SELF-REFERRAL: SLPs must think of how to attract students to lg programs. Work w/ admins to get students credit toward graduation when they enroll in lg program run by SLP; title class w/ name that does not stigmatize students; program should emphasize interaxn among speaking, writing, listening, reading, etc not only as they apply to academics but also as they apply to interpersaonal/vocational success |
Mass screenings = too much time
Should screen: -- at-risk populations -- juvenile delinquents Referred by teachers/counselors w/ checklist Self-referral -- attract students to lg class w/ credits; call it smthg like "Communication Studies" |
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Establishing level of fxn as being in Adv Lg level
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- After establishing elibility, find out if fxn in AL or at lower level through short conversational sample
- also supplement w/ writing sample, can be artifact from class - students @ L4L will have a few gramm errors, writing samples look like those of normally dev 3rd/4th graders - students at AL stage will exhibit word-finding probs, limited vocab, pragmatic errors; but otherwise have mastered oral lg. Writing charac by competence in mechanics, few complex sentences within, semantic content, having organization; but will be less mature writing than peers |
Short conversational sample, supplement w/ writing sample (artifact)
L4L level: wr look like TD 3rd/4th grader, have gramm errors in speech AL level: word-finding probs, limited vocab, prag errors; otherwise mastered oral lg. Wr = competence in mechanics but few complex sent; less mature than peers |
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Ax methods:
LITERATE LEXICON |
- have child read passage that contains difficult, unfamiliar words; get them to guess defs of those words
- students who have problems doing so will need to learn how to use context to infer meaning in Ix program OR, - artifact analysis (look at collection of HW assignments) -- can tell what words they need help with - words that are helpful to raise level of leterate lexicon are metacognitive/metaling verbs; e.g. remember, doubt, hypothesizd, infer, assert, imply, concede, report. Also imp: factive verbs - presuppose/assume truth of clauses that follow them -- know, notice, regret, forget; opposites are non-factives express uncertainty of following clause -- think, believe, figure, suppose, say, guess - all of the metacog, factive, metaling verbs can be assessed using checklist in which students fill out which words they feel shakey on ... then use these in Ix |
Child read passage w/ difficult wds; guess defs
Artifact analysis -- can tell what words they need help with Helpful words for raising level of literate lexicon: metacog/ling verbs and factives/nonfactives. To Ax these, student can self-eval with checklist |
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Ax methods:
CLASSROOM DISCOURSE |
- can't observe in classroom without embarrassing; ask teacher to audio record class; listen and learn what is expected and how they interact
- can interview teachers about student's perf while looking at what kinds of probelms might encounter. Have teacher rate listening skills; what changes they would like to see in client's perf - can also directly survey student; modify interview to make questions for student; use info provided by student to focus on classes they described as problematic; use info to see what extent they are able to self-eval classroom discourse perf - also consider evaluating listening skills; particularly critical listening, to assess perf in class discourse. FIRST, assess basic listening by having them listen to a recording of class lecture and then check comp; if they have problems summarizing, can use dynamic Ax to scaffold response. THEN, check crit listen skills -- have client watch commercial or political speech that attempts to persuade viewers; then assess ability to read between lines of what is said and ifer 'hidden agenda' of speaker. If they fail, SLP will know to work on this in Ix |
Teacher audio-record class
Interview teacher; use checklist; teacher rate listening skills Directly survey student for self-eval Eval listening skills -- basic listening, critical listening. Scaffold response if they have problems. |
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Ax methods:
SYNTACTIC PRODUCTION |
- want ecologically valid, literate sample -- get narrative! b/c most data is based on narrative tasks, can compare to research; can be analyzed for other aspects of adv lg; contains more complex lg than conversation
- how to elicit -- cartoon strips or wordless picture books; 1. ask them to retell episode, 2. generate ending for story - elicit/assess both written & oral domains - 3 main areas: T-unit length; clause density; use of high-level structures T-UNIT LENGTH: - in words -small but steady increase in T-unit length during adol, w/ bigger changes in writing than speech - 6th/7th grade - oral lengths greater than written - mid-adol: oral & written length equal - late adol (10th grade): written samples longer than oral, diff increases up thru 12th grade - useful to use this measure to doc imp shift -- want to make sure written prod is catching up to/exceeding oral lg in later adol CLAUSE DENSITY: - subordination index: ratio of total clauses summed across T-units; divded by # T-units - early adol: SI higher in speech than writing; mid-late adol: written = speech - increases thru adol very small; don't expect big changes; but SI should be at least 1.3 in oral samples for all adol & index for written at least equal to spoken sample SI for mid-late adol - Subord highly dep on context, audience -- why it's imp to get literate sample HIGH LEVEL STRUCTURES: - HLS: appear with freq but serve as markers of adv literate lg style - several instances of HLSs in sample can be considered to be prod adquately complex forms of exp - two caveats: 1. context very imp; only appear in formal situations; use is never obligatory; 2. these are low-frequency forms; won't find more than a few in short sample; just looking for the existence of any |
Elicit narrative -- oral and written
3 areas to Ax: -- T-unit length --> first oral lengths greater than written, then equal length, then 10th grade written samples longer than oral; use this measure to document shift -- Clause density --> total clauses / total T-units; higher in oral than written in early adol, then catches up; should be at least 1.3 oral for all adol and wr=sp for mid-late adol; subord dep on context so imp to get literate sample -- High-level structures --> serve as markers of adv literate lg; caveats= context very imp, only appear in formal, use never obligatory; won't find more than a few in short sample, just looking for existence of any |
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Ax methods:
CONVERSATIONAL SKILLS |
4 major areas:
- initiation and responsiveness - turn-taking and repair - topic structure - cohesion/coherence Methods: - Adolescent Conversational Analysis: designed specifically for AL; looks @ ling/paraling features, examines use of comm fxn & conversational rules - Pragmatic Rating Scale: designed for use in conversation b/w adult fam and children w/ autism; Because analyzing free speech interaxns can be very laborious there are various shortcuts --- - norm-referenced tests; help with eligibility fo adol who may not otherwise qualify on syntax/sem tests - structures obs: solves problem of osme behaviors failing to appear -- use probes - role-playing: assess two skills that contrib to convo competence in aodol: interpersonal negotiation strategies; use of special speech registers. Create hypothetical situations. |
Initiation & responsiveness
Turn-taking, repair Topic structure Cohesion/coherence Methods: Adol Convo Analysis Pragmatic Rating Scale Norm-ref tests Structured observation Role-playing -- negotiation strategies; speech registers |
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Ax of NARRATIVES / NARRATIVE ANALYSIS @ AL Stage
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- become more complex, elab during adolescent years
- focus on parts that could cause greatest difficulty -- internal responses, plans, motivations; drawing inf to summ story; cohesive marking; literate lg forms - use curriculum-based Ax to look @ narr skills: review story from Eng class, ID major parts/make inferences - TD children dev summ skills during AL stage. Abilities for summarizing: understanding events; understanding connxns among propositions of story; IDing story rammar elements that organize story; remembering sequence of events; selecting most salient info to be included in summary; generating concise version of that info - First parts can be Ax using std reading comp instruments; results indicate readiness to be assessed/receive intervention for making summaries. Don't have them summ reading material above their reading level - To judge summaries: eval following: - is it a good rep of sequence of events? does it include central elements of story & exclude minor details Is it concise and coherent? - Also examine narr sample for use of cohesive mkrs. 3 types of cohesive markers used by better writers: Lexical Cohesion (several words @ diff points to link ideas to same concept -- comparative, superlative, etc); Reference (use of pronouns, proverbs); Substitution (synonyms as co-referents). If more than 3-4 errors per 100 wds, prob w/ use of cohesion inferred - Evidence of literal lexicon -- use of metaling & metacog verbs; adverbs; conj - Use of Connectives: linking within/across sentences, will also give info abt narrative skills. Expect minimum 5 different connectives in writing sample of 30-50 T-units. Can give judgments tasks -- give client list of sentences and ask them to judge whether each makes sense or not |
Focus on:
internal responses; plans; motivations; inferences for summary; cohesive marking; literate lg forms Curric-based Ax Nec abilities for summary: understanding events; understanding connxns among propositions of story; IDing story grammar elements; remembering sequence; selecting salient info; generate concise version Once readiness is proven w/ reading comp instruments... Eval if: Good sequence w/ central elements Cohesive markers: lexical cohesion, reference, substitution (>3-4 errors per 100 --> problems) Literal lexicon: use of metaling/cog verbs; adv; conj Connectives: linking within/across sent (5 per 30-50 T-units) |
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Ax of process/products of WRITING
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- expository writing skills develop/are expected; can be analyzed for these elements:
PREMISE (statement of writer's position); ELABORATION (extension or examples of premise, reason, conclusion); CONCLUSION (closing statement) - Look @ expository assignments from class work as a way of analying these elements. Weak/absent elements can be addressed in Ix program. - Good area for collaborative teaching b/c many typical students also have problems with expository writing |
Expository writing develop/are expected
Analyze for elements: -- Premise -- Elaboration -- Conclusion Look @ artifacts from class Good area for collaborative teaching b/c TD students have problems with expository writing too |
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Ax of META SKILLS
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META-LINGUISTIC SKILL:
- have student edit writing -- focuses on form rather than content - have student paraphrase - if having trouble with either, provide scaffolding (e.g. look first for misspelled words, then for S-V agreement, etc.; for paraphrasing, work with ambiguous sentences) META-PRAGMATIC ABILITY: - Have student describe rules of various interactive situations - Video: script in what to say; which situation is more apporpriate for S-T interaction? What would be appropriate ending to story? COMPREHENSION MONITORING - barrier games plus curriculum-based Ax: use audiotapes of teacher's lecture - turn down volume on lecture, have student provide what is missing; if they can't, rewind & listen again; do this until info is retained META-COGNITION - ability to plan, organize, reflect in own cognitive strategies is important development of formal operational period - aka "executive fxn" - have student think out loud abt how they'd go about completing task such as getting better grades in class - clinician provides focused assistance -- remind student of task; suggest new strategy if having difficulty; remind student to use strategy discussed, etc. |
Metalinguistic Skills:
edit; paraphrase Metapragmatic Ability: describe rules of situations; video as script Comprehension monitoring: barrier games + curriculum = audiotapes of teacher's lecture Metacognition: think out loud how to do task like getting better grades in class; SLP provide focused assistance |
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Individual Transition Plans -- what, for whom?
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- ITPs required by IDEA legislation for LLDs age 16-21.
- addresses progress towards high school graduation; outlines the post-secondary education or training the student needs, discusses the community-living support required and makes preliminary plans to help the student succeed in employment and daily living settings |
IDEA; LLDs 16-21
progress to HS graduation; outlines post-secondary edu / training student needs; community-living support required; makes prelim plans to help succeed in employ / daily living settings |
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Transition planning for student going from HS --> employment, or HS --> higher ed
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- Wherever the student is placed, assessment of the language needed to work/live in that place is crucial. “Teach to the test”
- Make sure the family is also involved in the ITP process! The family knows best what the client’s strengths and weaknesses are. |
Teach to the test; Ax of lg needed to work/live in place crucial
Family should be involved in ITP process |
