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35 Cards in this Set
- Front
- Back
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Speech/language pathology (SLPS) the professionals who help students maximize their communication skills- worked in schools and provide support services to teachers and direct services to students and their families.
-American Speech-Hearing- Language Association [ASHA] |
Stuttering for example can create stress when listeners react to nonfluent speech with embarrassment, guilt, frustration, or anger.
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Communication: is the process of exchanging knowledge, ideas, opinions, and feelings through the use of verbal and nonverbal language. (e.g. the speaker uses the word for a purpose: give me the red ball)
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The respiratory system: is the group of muscles and organs (diaphragm, chest muscle, lungs, throat) that taken in oxygen and expel gases from our bodies.
-Its secondary function is to provide the air and pressure necessary to produce speech sounds. |
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Speech impairments: Abnormal speech that is unintelligible, is unpleasant, or interferes with communication.
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Loudeness: An aspect of voice, referring to the intensity of the sound produced while speaking.
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Language Impairments: Language is the complex system we use to communicate our thoughts to others. Oral language is expressed through the use of speech sounds that are combined to produce words and sentences. The use of sound, letters (symbols), and words is governed by the rules of language.
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The sound system of language Phonology: includes rules govern various sound combinations. Swahili and Native American languages use clicking sounds not found in European languages.
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Content: An aspect of language that governs the intent and meaning of the message delivered in a communication.
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Social conventions or rules are used to initiate conversations and to communicate with others. Children who have problems with pragmatics and communicative competence may not know how to join in a ball game at recess, so instead they barge in, disrupt the game, and alienate their peers in the process.
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Speech
Usually their speech does not influence their academic learning. If their speech disorder is severe and sustained, however they may have difficulties with peers in social interactions. -Social difficulties are particularly common for those who stutter. Stuttering can negatively affect a person’s sense of adequacy and confidence. |
People who stutter avoid situations in which they have to talk. Consequently, their disability can influence the types of jobs they seek, the friends they make, their relationships with others, and their overall quality of life.
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Receptive language: Students with language disorders often exhibit problems with receptive language, which can create negative academic and social outcomes.
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Students with language impairments are at higher risk of having difficulties developing positive peer relationships.
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Reading and Academic Performance: Mounting research evidence shows that children identified with language impairments during the preschool years are very likely to be identified as having learning disabilities by the third or fourth grade.
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Prevalence
At age 3- when children who are not developing oral language are first identified- the speech or language impairments category is almost nine times larger that the learning disabilities category. |
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Prevalence
However, at third grade (age 8) – when reading problems become more clearly apparent- the learning disabilities category becomes almost the same size as the speech or language impairments category. |
Cleft palate: An opening in the roof of the mouth causing too much air to pass through the nasal cavity, resulting in a speech impairment.
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Pre referral
When speech or language abilities of a student present concerns, SLPs play a vital role in helping teachers schedule different interventions and instructional procedures to determine whether alterations to the learning environment result in improved performance or whether intensive special education services are required. |
Early Intervention
So when young children do not develop language at the expected rate, intervention both at home and at preschool (or day care) is needed. In every community, early intervention programs are available to provide therapy and instruction to children and to assist parents in helping their children develop language skills. |
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Early Intervention
With training and guidance from SLPs, parents can be excellent language teachers for their children with language impairments. In fact when home based intervention is provided by the parents, children’s language scores improve more than when only clinic-based instruction is provided by professionals. |
Data Based Practices: Collaborative Strategic Reading (CSR)
During the passage reading -Click and clunk: Students read the text, noting any passages that made sense (clicks) or were difficult to understand (clunks). When a clunk is encountered, students may use several fix up strategies to determine the meaning. |
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Obturator: A device that creates a closure between the oral and nasal cavities when the soft palate is missing or damaged; helps compensate for a cleft palate.
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Collaboration
SLPs are an important resource to general and special education teachers. Almost every school in the United States has an SLP working at least once a week, usually more often. |
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Learning Disabilities
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Internationally, it is defined, as it is here in the United States, as a disability that affects ones ability to read and write, which contributes to over all school failure as demands of the curriculum increase across the grades.
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In the 20’s and 30’s Samuel Orton a specialist in neurology, developed theories and remedial reading techniques for children with severe reading problems, whom he called “dyslexic”.
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Learning Disabilities Defined
Professionals and parents used the term learning disabilities to describe a condition of unexpected underachievement- academic performance significantly below what would be predicted from the individual’s talents and potential shown in other areas. |
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IQ/achievement discrepancy
This means they show a difference between their potential (score on s intelligence test) and their performance (academic achievement) and that this discrepancy is significant (at least 2 years behind their expected grade level) |
Reading/ Learning Disabilities
Their rates of reading fluency are far from those of their classmates. As these students progress through school, their reading problems compound, making it almost impossible to perform well on other academic task. The result is overall under achievement. |
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Attributions: Explanations individuals give themselves for their success or failure.
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Attributions
Are self-explanations about reasons for ones success or failure. Differences in motivation and attributions may account for differences in the way people understand the relationship between effort and accomplishment. |
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Learned Helplessness: when people expect to fail they become too dependent on others and give up too easy. LH gives the appearance of being passive and not involved in learning.
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Students with learned helplessness do not ask questions, seek help, or read related material to learn more.
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Nonstrategic Approaches to Learning
Being proficient in the use of thinking skills- classifying, associating, and sequencing- also helps students become more strategic learners. |
Classifying items enables the learner to categorize and group items together in terms of the characteristics they have in common. With instruction and practice, these thinking skills can be learned and developed into useful tools for learning that help students approach learning task more purposefully.
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Generalize: To transfer learning from particular instances to other environments, people, times, or events.
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Inability to Generalize
Most students with learning disabilities are unable to generalize- that is, to transfer their learning to novel situations or extend their learning of one skill to similar skills. Example, they might apply a newly learned study skill in history class but not in English class. |
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Thinking skills: Classifying, Categorizing, and Grouping Items Table 5.3
Chunking: Organizing information by groups If you forget a grocery list and are already at the store, remember items by groups. -Vegetables-potatoes and corn -Frozen foods- ice cream, pizza, and TV dinners. |
Of even more concern is their tendency to be victimized- threatened, physically assaulted, or subjected to theft of their belongings- more than their peers. It is not surprising that some students with learning disabilities prefer pull-out-programs and do not like inclusive classroom situations.
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Early identification
Preschoolers typically are not identified as having learning disabilities. During the preschool years, youngsters are identified with language impairments, but then, in third grade, learning disabilities become the prevailing label. |
Response to intervention (RTI) a multi tiered pre referral method of increasingly intensive interventions; used to identify “non-responders” or students with learning disabilities.
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Discrepancy Formulas
With such concerns, why were discrepancy formulas used for so long? One important reason is that they give the identification process some appearance of objectivity. Another reason is that the results are easy for parents and teachers to understand. |
Discrepancy Formulas
Diagnosticians or school psychologist give a child an IQ test and an achievement test and then apply the formula. Whether the child is included in the learning disabilities category thus becomes a cut-and-dried, yes-or-no answer. Another reason is that achievement /discrepancy systems is fairly easy to apply. |
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Phonics: The sounds represented by letters and letter groups.
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Core Skills of Reading
Phonological- awareness identifying, separating, and manipulating the sound units of spoken language. Indicators of phonological awareness include hearing and identifying sounds in words, breaking or segmenting words and phrases into their smallest units and rhyming. |
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Students who fail to acquire the core skills of early reading soon after entering school become poor readers.
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Table 5.4 Fundamental Reading Skills
Word identification/ reads individual words quickly - Reads words from grade level word list accurately and at a satisfactory rate. |
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Mnemonics: a learning strategy that promotes remembering information by associating the first letters of items in a list with a word, sentence, or picture (e.g. HOMES for the great Lakes)
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Dr. George Still is generally considered to be the first to officially document the characteristics that we now associate with ADHD. Children have problems with inattention and impulsivity, which he attributed to a “defect of moral control”
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Although studies during this time period became more rigorous with regard to medical treatment for these characteristics (i.e. stimulant use), non- validated treatments that focus on the reduction of sugar and food additives in a child’s diet become popular, as did the unfounded belief that hyperactivity could be attributed to poor child-rearing practices.
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General Education Students with ADHD
If the condition does not cause school failure, students may receive accommodations (such as extended time on test or assignments) through section 504 of the Rehabilitation Act, instead of direct special education services to address their unique learning needs. |
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Comorbidity: Coexisting disabilities.
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Inattention: Inability to pay attention or focus.
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Inattention characteristics
Students with ADHD may miss many problems on a math sheet, even when it is clear that they have the skills needed to complete them accurately, because they get distracted and do not focus for the seemingly short time required to complete each individual problem. Students who cannot focus on the smaller details of a task or who pay attention to the wrong features of the task are said to be inattentive. |
Putting Structure to Learning: Self-Management Skills
1. Have students evaluate their own work, helping to correct their mistakes. 2. Teach and have students practice study skills such as skimming, previewing, and high lighting. 3. Teach techniques such as learning strategies and the use of content organizers. |
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Social Behavior
Teach self-management strategies. |
Executive functions: Higher- order cognitive functions that influence the ability to plan, elf-regulate, and engage in goal- directed behavior.
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Causes
A biological predisposition places some individuals more at risk for developing ADHD. Most experts believe the condition is due to inherent differences in the way the brains of individuals with ADHD function, which supports the growing consensus that ADHD has neurological basis. |
Causes
It also appears that genetics may contribute to ADHD; condition is often observed in many members of the same family. |
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Overcoming Challenges
To gain improvement in both academics and behavior requires a combination of behavioral and medical interventions. |
Identification
Even if the student’s pediatrician or family doctor makes a diagnosis of ADHD, school personnel must also make a determination about whether the student qualifies for accommodations though Section 504, or for special education services. They use multilevel approach to gather all the information they need to understand the nature of the individual’s problems and types of supports and services needed. |
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Table 6.3 Possible Solutions to Educational Performance Problems
Educational performance problems: Remaining on task Potential Solution: Seat student away from distractions (e.g. door, window computer stations) |
Instructional Accommodations
A desk or work area in a quite, relatively distraction-free are of the classroom is more conducive to concentration than a desk next to high-traffic areas, such as those near the pencil sharpener, hallway door, or trashcan. |
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Goal Setting: determining desired behavior and its criterion.
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Goal setting is helpful to both teachers and students as they determine the level of expected performance for a task. Hyden and her teacher decide that her goal is to maintain on-task behavior for an entire 30-minute period.
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Countoons
This technique provides a clear picture- a visual- of the target behavior and its occurrence; provides immediate feedback; its an active way to involve students; facilitates communication among students, the teacher, and the family. |
Technology
Because both those with and those without disabilities use many of these helpful technological devices they do not call attention to the individual with the problem. |
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Technology
Also, because of the increase in the number of devices and software, the increasingly low cost, and the fact that their use is commonly accepted, the distinction between instructional and assistive technologies is becoming blurred. |
Partnership w/ families and communities
Teachers also assist families in home implementation of those techniques that have proved effective at school. |
