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30 Cards in this Set
- Front
- Back
transdisciplinary planning
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specialists and teachers work together across their disciplines to design effective intervention. services coordinated among specialists in consultation with teacher
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IEP
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Individual Education Plan: include reg ed teacher, student's Present Levels, annual goals, objectives, summary of services, amount of participation in regular ed, justification of student's placement, modifications/accommodation, dates of services, review date
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Positive Behavior Supports
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instruction that emphasizes functional skill development. 2 procedures: FBA and intervention. Use of positive reinforcement for appropriate bx.
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Social Story
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Carol Gray (1995)
1. Descriptive sentence of setting 2. Directive sentence - what child should do in setting 3. Perspective - internal states of others during target situation |
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L4L
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Language for Learning stage:
5 - 12 years old. "talking to learn", "literate language style". *Oral narrative skills very important* |
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:Principle 1: Curriculum-based
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Integrate SLP intervention with the demands of the classroom.
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Principle 2: oral & written language
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literacy socialization, metalinguistic & phonological awareness, narrative activities. A variety of language experiences for each objective
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Principle 3: Meta
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conscious attention to language. thinking and talking about forms/functions in structure of language
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Principle 4: Prevention
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For younger students: supplement oral language program with semantics, syntax, phonological awareness through classroom collaboration
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Intervention Processes
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-Clinician-directed
-Child-centered -hybrid intervention |
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Clinician-directed Activities
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*drill play
*cognitive behavior modification: tell child strategy, why it's important, think aloud, child's turn. Good for self monitoring |
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Child-Centered Activities
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*Scaffolding (3 forms): 1) Optimal task conditions - reduce amt of work for student, present in smaller chunks. 2) Selective Attention - highlight important info with verbal, visual, intonational cues. 3) External Support - prep students in pull-out session prior to lecture
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Hybrid Activities
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Includes most intervention methods. Some degree of direction by clinician but less structure than operant procedures.
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Semantics
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Vocabulary development is in-depth (elaborated exposure): brainstorm about what child already knows, make connections among words and topics, use speaking and writing contexts, refine meanings, use the wrods for writing/reading.
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Word-Finding
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Visual mapping - a visual representation of words surrounding a common curricular theme. Incorporate phonological cues - organize words phonologically
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Inferencing
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Use prediction activities. Use classroom literature. Ask an inferential question following a sentence.
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Syntax
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Integrate expression and comprehension of complex forms. If comprehension is good, focus on expression and writing. Work at a metalinguistic level
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Morphology
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most incorrect usage is in writing. Match related words (social/society), incorporate spelling.
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complex sentences
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literature-based script approaches, analyze sentences taken from classroom content, match different sentence forms for same meaning. Combine sentences into 1, paraphrase sentences
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Pragmatics
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Role playing - politeness, tact, assertiveness, conversational discourse. Barrier games for presuppositional skills
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Narrative Production
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*Prewriting - drawing
*Story web - graphic organizer *Schematic structure - a guide to including all parts of a story *Self-regulated strategy development - "think sheets" |
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The Metas
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talking about/evaluating their language and bring it to higher level of awareness: Phonological awareness, metalinguistics, metacognition,
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Phonological Awareness Normal sequence
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rhyming - segment words to syllables - alliteration - same final sounds - count sound in words and segment in phonemes - manipulate sounds
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SLP-A can:
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Assistant can: speech/hearing screenings, follow tx plans, document progress, assist assessment, file papers, program AAC, prepare schedule, maintain equipment
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SLP-A cannot:
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conduct assessments, interpret assessments, write IEPs, implement tx w/o supervision, dismiss students, make referrals, communicate with family or staff w/o SLP permission, represent self as SLP
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Service Delivery Models
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clinical (pull-out)
consultation (work with teacher) & collaboration (guest teaching) |
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Co-teach approaches
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one teach/one support, parallel teaching, station teaching, alternative teaching, team teaching
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Goal of the older student
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Main goal is independence in vocational and living situations
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Adolescent in L4L intervention
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functional discourse, functional literacy, match students language to their surroundings, curriculum is community referenced, computer assisted programs, meta skills
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Goals for L4L child
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basic oral language, reading, writing, functioning in classroom
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