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80 Cards in this Set
- Front
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what is transdisciplinary intervention? how can it be incorporated into IEP development
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the specialists and the teachers work together.
work on dictating who does what. audiologist checks hearing. reading specialist works on reading and writing skills, learning-disability teacher works with regular teacher |
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what kinds of modifications of the classroom program might be included in an IEP for a school age child
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providing auditory training equipment, modifying grading, providing an aide, sign or oral interpreter, only put a few questions on a page
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discuss family involvement in the intervention program for a school age child
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IDEA requires it
keep the famil informed with weekly notes or a telephone call every few months. |
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how can the student be involved in intervention planning
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let child point out his/her own strengths and weaknesses and let them set priorities
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discuss behavior management techniques that can be used in classroom intervention for students in the L4L stage
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use positive behavior suport which takes emphasis from punishment based approaches toward instruction that emphasizes functional skill development,
make problem enviornments less likely to occur can use social story give praise when a certain behavior has not occurred for a period of time |
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what 4 principles should guide intervention at the L4L stage
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curriculum based instruction: target goals based on curriculum
intergrate oral and written language:we want to provide both oral and written opportunities for students to practice the forms and functions targeted in the intervention go meta:direct attention to language and cognitive stills a student uses in the curriculum. use basic comprehension activities for vocab, production of language forms suc as advanced morphemes, complex senteces and adverbial usage, talk about what is appropriate in various contexts preventitive intervention |
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what is preventitive intervention
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we can use screening measures to identify children with poor PA skills and start with strenghtening these skills through PA traning
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what is the role of CD invtervention in the L4L period
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get child to use new forms and learn new behaviors in a clinician directed way
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what kinds of goals are appropriately targeted with CD approaches at the l4l level
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behavior mod,
pa, vocabulary, sentence structures |
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discuss forms of scaffolding that can be helpful to students with LLD
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creation of optimal task conditions: reducing stress and undue effort. reducing the amount of material
gudiance of selective attention: higligting important info by using visual, verbal and intonational cues provision of external support |
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describe the basic principles and some activities for addressing vocab development in the l4l stage
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activate what students already know (brainstorming)
make connections among words and topics use both spoken and written contexts refine and reformulate meanings use the words for writing and additional reading |
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discuss approahes to word retrieval problems
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use visual maps to help increase semantic associates,
massed practice phonological cues (do a session of bl words) |
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what are some way s to work on semantic integration and inferencing ability
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begin with material the clinician tells or reads to the student before working on inferencing in material the student reads himself
use literature based activities use prediction activities students can write their own stories around classroom themes or curricular content leaving off the ending so that another student can take it and finish it interactive computer games |
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discuss using assessment data on comprehension skills and strategies to design a program for syntactic intervention
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would want to use both an expressive and receptive approach at the metalinguistic level.
i.e. have them discuss characters in the story that was read aloud to them to see who did what to form an appropriate passive sentence |
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how can literature based approaches be used to target syntactic skills
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can use literature based script approaches to develop complex sentece use
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what 4 principles should guide intervention at the L4L stage
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curriculum based instruction: target goals based on curriculum
intergrate oral and written language:we want to provide both oral and written opportunities for students to practice the forms and functions targeted in the intervention go meta:direct attention to language and cognitive stills a student uses in the curriculum. use basic comprehension activities for vocab, production of language forms suc as advanced morphemes, complex senteces and adverbial usage, talk about what is appropriate in various contexts preventitive intervention |
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what is preventitive intervention
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we can use screening measures to identify children with poor PA skills and start with strenghtening these skills through PA traning
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what is the role of CD invtervention in the L4L period
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get child to use new forms and learn new behaviors in a clinician directed way
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what kinds of goals are appropriately targeted with CD approaches at the l4l level
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behavior mod,
pa, vocabulary, sentence structures |
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discuss forms of scaffolding that can be helpful to students with LLD
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creation of optimal task conditions: reducing stress and undue effort. reducing the amount of material
gudiance of selective attention: higligting important info by using visual, verbal and intonational cues provision of external support |
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discuss methods for addressing the development of advanced morphological markers. how can this work be used to work on spelling too?
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you can have them look at root words with different morpholigical markers and have them talk about the difference between the words. you can work on spelling by having them discuss the different spellings of these words and markers
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discuss the role of developing literate language syntax in a preventive intervention program
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can work on noun and verb phrase elaboration in areas the client showed areas of deficit syntactically
noun phrase: encourage students to move from simple, unelaborated forms to providing more detal and modulation in their senteces verb phrase: through adverbial and auxiliary marking |
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how can conversational discourse skills be targeted in an intervention program
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work on the range of advanced intentions expressed, the way the client can modify the message depending on the context, as well as the management of discourse turns, topics and breakdowns
work on contextual variation through role playing (politeness, assertiveness, tact), provide opportunities for students to use communicative intentions they may not be using, can work on a topic maintenance activity |
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describe methods for working on classroom discourse skills
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can set up a mini classroom where hidden curriculum rules are firts discussed and made explicit and practiced.
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what are some intervention approaches for developing narrative comprehension
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can develop a preparatory set before reading a story which activates their background knowledge about the story's topic and to get them ready to take in new information (can use story's title). make sure you control the situation though to make it relevant to the narrative that is going to be read
directed reading-thinking activities to establish preparatory sets. students are shown the book to be read and told the title but not told the story's topic. they then make predictions about the story. these predictions are written down and compared to the actual story literature webbing. clinician writes down parts of story on cards before and kids put the story in order that they think it will happen repeated scaffolded exposure. ask "wh" questions write a book report |
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describe a story-grammar approach to intervention for narrative production
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need to be at a truen narrative stage
post the story grammar elements on a wall chart. can use story maps or webs, can be asked to generate group stories by modifying stories ( 3 little pigs), word-processing computer programs |
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discuss some methods for developing cohesive marking in stories
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work on prounouns by taking senteces that contain a referent and prounoun and have the child identify each
the clinician can pull out ambigous sentences with a pronoun from a story being read and have the child predict which character the ambigous sentence is talking about take propositions from classroom literature selections and work on combining them using apporpriate conjunctions and relations (look at box at top of page 546) |
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describe the sequence of development of phonological awareness and give some activties that can be used to develop each level
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1. rhyming: substitute other words that rhyme in rhyming stories
2. segment words into syllables: can do "dancing with words" where kids do a different motion for each syllable 3. identify words with same beginning sound: can cut out pictures of words that have the same beginning sound 4. identify words with same end sound: same 5. count sounds in words and segment cv, vc and cvc words into phonemes: can use coins and prolongation 6. segment ccvc, cvcc, and ccvcc words into phonemes: same 7. manipulate sounds in words (say fun without the /f/) |
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discuss some curriculum and literature based metalinguistic awareness activities
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paraphrasing, editing, spelling activties
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how can editing student writing be used as a metalinguistic activity
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can have the clinician give them a sample writing and then move on to self-correction or peer-correction. can have students intentionally include errors for editing (capitalization errors, spelling, morphological marking, word use). can start with one type of error at a time and then ade multiple. discuss why the error is wrong...
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describe dollaghan's comprehension-monitoring program
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1) taught to recognize inadequacies in the acoustic signal and react to them (encouraged to ask questions if signal is too soft, fast, doesn't make sense)
2) add in words that are inexplicit or ambiguous |
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describe some organizational and learning strategies that can be taught at the l4l stage
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creating inferential sets: what do i already know about this topic
self-questioning: "what am i supposed to do" "what is my plan" think alouds buddy programs use graphic organizers |
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discuss some alternative forms of scheduling for the school slp
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see child 4 times a week for 6 to 10 weeks and then again like that later in the year
3:1 model: see them for 3 weeks then take 1 week off for consultative services groups |
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what are the advantages and disadvantages of clinical or pullout model of service delivery in schools
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less distratcing, quiet, personalized, intensive attention, child can be prepped
taking them out of class, less functional |
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discuss the roles an slp can play in a language based or resource classroom
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serves as the classroom teacher and creates a program focues on developing oral language skills and emergent literacy
works on curriculum with teacher works on metas provide instruction in general communication skills |
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discuss how an slp can maximize the effectiveness of a consultative program
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work with teachers to find ways to help students succeed
learn from teachers present the problems we see and ask the teachers how we can best help them to help the student succeed |
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describe 3 types of in-service presentations an slp might give in a school setting
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demonstration: specialists form several disciplines can demonstrate materials
casepstudy: specialists and regular educators discuss a particular case in depth so that principles and problems can be seen from a variety of points of view literature session: professionals get together to talk about things they've read |
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what are some strategies for developing administrative support for a collaborative program
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argue the way in which collaboration allows slps to support not only students with eips but other at-risk students who many not qualify for direct services
stressing the increase in slp productivity available with this model present this in one-page written format that summarizes strengths and keep administrators informed on success |
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describe several different forms of implementation of collaborative teaching
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develping collaborative relations, effective lesson planning, collaborative curriculum planning
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***describe several methods of collaborative teaching
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parallel teaching, alternative teaching, team teaching, station teaching, one teach, one support
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desribe the framework for an effective classroom lesson
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create an anticipatory set
state the objective give the purpose of hte lesson provide an input model provide guded practice close the lesson provide distributive practice (p563) |
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what are some ways we can involve teachers as we develop collaborative programming
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use forms that structure our interactions with teachers and think together with them about prereqs content and accommodations necessary
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what is the goal of intervention for an adolescent or young adult at the l4l stage
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foster independence in vocational and living situations
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what is community-referenced curriculum? how can it be implemented? what are ways to develop reading and writing skills for these students?
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regulate the domains in which the student must fuction
take inventories and do role play or activities that include community aspects can use the making words program, computer assisted programs, practice reading job applications, newspaper advertisements, filling out forms, writing letters of inquiry, use meta skills in all of the above about what they do and don't understand |
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Jennifer:
1. What are 3 of Fey et al.’s 10 recommendations for grammar intervention with children with SLI? |
a. I think the easiest ones to remember are:
i. don't use telegraphic speech ii. intervention should be functional and meaningful for the child iii. grammar should not be the only area of intervention (incorporate other skills into intervention) iv. Use sentence recasts v. Use intermediate goals |
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Jennifer
2. What is one of the trends in the grammar development profile of SLI children? (There were 3 mentioned). |
a. Delayed acquisition and longer time from 1st use to mastery.
b. They omit morphemes such as articles, copulas, tense inflections. c. As they age, deficits show in narratives. |
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Jennifer
3. Telegraphic speech should not be used in grammar intervention for children with SLI because a. Comprehension may exceed expression b. It could exacerbate problems with omitting weakly stressed morphemes c. Children learn morphology more quickly in morphologically rich language d. Function words cue children to the grammatical class of new vocabulary words e. All of the above |
E
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Tom:
1. Briefly describe one type of impairment that can occur with Fetal Alcohol Spectrum Disorder. |
a. social communication impairment
i. A child with this disorder will have trouble understanding situations from another person's perspective. Most often, they will look at it through their own microcosmic prism. |
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tom
2. What is meant by "mental state verb production"? |
b. verbs that are used to describe mental status (think, know and guess are examples)
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tom
3. In treating a child with FASD, what effect did role playing accomplish when accompanied by social situation checklists? |
c. in this case study, the child was more apt to think about other perspectives that people could conceive of. When the checklists weren't used, the child typically chose the "first" option that came to mind rather than the "best" option that may have been prompted by further introspection.
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Sarah:
1. When choosing a method for service delivery an SLP should utilize an evidenced based decision making process for efficient and effective outcomes. The PAC framework was developed with 3 premises which can be applied to any SLP’s service delivery decision making process. The first premise was to demonstrate essential characteristics that define good service delivery. Please list them below |
efficacy, coordination, continuity, participation, economy
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sarah
2. The second premise was to make sure that the service delivery was creative and flexible. Please list examples of ways that SLPs can be creative and flexible when offering options to clients. |
• Types of services provided
• The amount of direct time the SLP spends with the client • The location for providing services • The provider who delivers the services • The mode of service delivery • The materials and techniques used for assessment and intervention |
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sarah
3. The third premise was to clearly specify the provider, activity, and context in the treatment plan. Please describe each below: |
• Providers: those partners who can foster meaningful change in the communication performance by implementing appropriate procedures to elicit, modify and/or reinforce the communication responses
• Activities: tasks that comprise total case management for clients with communication disorders. • Contexts: those situations, conditions, environments, or interactions where communication is required. |
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Dena
what are three factors that impact decoding at different stages of development? |
- Phonological Awareness,
- Visual Orthographic Representations (VOI’s) - Morphological Awareness |
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Dena
2. What was the intervention that was chosen to help Brad with his phonetic decoding? |
continuous voicing
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Dena
3. Name one area that Brad displayed improvement in post intervention: |
- He was able to accurately segment words containing at least seven phonemes and to use phonetic decoding whenever he encountered an unfamiliar word in texts
- His VOIs appeared to be developing, as evidenced by increases in reading rate and fluency - He had fewer spelling errors on in-class exams and self-reports that he was now consciously checking “the middle of the words” whenever he was uncertain about the spelling of the word - Substantial improvement on his overall reading abilities also was noted. On both the Word Attack and Word Identification subtests of the WRMT-R, his post-intervention scores were within the typical range of scores for students his age - The SLP noted increases in self-confidence and decreases in comments regarding deficient reading skills |
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Lacey:
1. Children who read for __ minutes per day encounter 15,000 to 30,000 unfamiliar words per year. |
25
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Lacey
2. Gender differences were observed in the study conducted by Nippold et al. (2005). One specific difference identified was that _____ were more likely than _____ to report that they spent no time reading for pleasure. |
boys, girls
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Lacey
3. List the most popular and least popular reading materials that were identified in the study by Nippold et al. (2005). |
a. Most popular reading materials: magazines, novels, and comics
b. Least popular reading materials: plays, technical books, and |
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Michelle:
1. Name three models of service delivery. |
a. Pullout
b. Classroom Based c. Indirect-collaborative |
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Michelle:
2. Cirrin et al. (2010) found five acceptable journal articles about service delivery models over a 30 year time span. Explain the significance of this statistic. |
a. There is not much external evidence available to guide SLPs in determining which service delivery model to use at the elementary school level
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Michelle:
3. The traditional, and most frequently used, model of service delivery for speech-language pathology in the schools is ____. |
pullout
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Katie Mitter:
1. Text-based media allows young people with SLI more time to do what? |
a. Answer: This allows more time to read, think, write, and edit language
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Katie Mitter
2. In contrast to narrative or expository discourse, research into later language development and studies of adolescents with SLI have shown that conversational discourse is what? |
a. Answer: Conversational discourse is rarely challenging enough to reveal language vulnerabilities in older individuals
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Katie Mitter
3. The results of the study revealed that _________ ________ restricted text-based use of cell phones by adolescents with SLI. |
a. Answer: Social Difficulties
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Ellen:
1. What were the two treatment procedures/activities used in this study? |
a. Analyzing video clips from movies and role plays.
b. Conversation game. |
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Ellen
2. Name 1 of the 4 important factors the authors suggested to consider when deciding whether or not to use a program for social language intervention |
a. The client’s motivation to interact with peers.
b. The client’s cognitive level relative to their meta-conversational skills. c. Whether or not the parent/caregiver can/will be extensively involved in program (using it outside the clinic) d. The clinician’s ability and patience to carry out the extensive intervention program. |
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Ellen
3. What were the overall treatment outcomes for Larry in Brinton, Robinson, & Fujiki’s study on social language intervention? |
c. Larry improved in the clinic setting, at home, and in the
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Rachel Lott:
1. What characteristics of adolescent conversation have been proven difficult for individuals with language impairments? |
a. fast paced
b. decontextual c. full of metaphors, innuendos, and sarcasm |
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Rachel Lott
2. What two types of activities were employed in Larry’s treatment sessions with the goal of improving communication skills? |
a. Analyzing video clips of interactions
b. “the conversation game” |
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Rachel Lott
3. How was generalization of Larry’s conversational strategies determined/ documented over the course of treatment? |
field observations recorded by his mother in a log
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Krysten
1. As stated in the article "Social Competence in Children with Language Impairment: Making Connections", what is social communication? |
the overlap of language and social behavior in social interaction
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Krysten:
2. As stated in the article “Social Competence in Children with Language Impairment: Making Connections”, emotion ________ involves the ability to recognize and interpret the emotions of others using cues such as facial expression, tone of voice, and situational context. (Pick one) a. regulation b. hiding c. understanding d. misuse |
understanding
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Krysten
3. True or False: The “combination omelet” model suggests that aspects of language are interconnected rather than the result of a causal chain, as stated in the article “Social Competence in Children with Language Impairment: Making Connections”. |
True
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Kristi-
1. According to the present study by Throneburg et al. (2000), what type of service delivery model was found to be most effective for teaching curricular vocabulary skills to students who qualified for speech and language services? |
collaborative model
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Kristi
2. According to the present study by Thronenburg et al. (2000), what type of service delivery model is most frequently employed? |
slp works independently/no true collaboration
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3. As identified within the article by Throneburg et al. (2000), what are three advantages of the collaborative model?
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a. Increasing SLPs knowledge of curriculum
b. Increase teachers’ strategies in working with children who have communication disoders. c. Improve generalization to classroom curriculum. |
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Meghan
4. What are three types of service delivery models according to Adamczyk et al. (2010), for school-age children? |
a. Pull-out method
b. Inclusive classroom based c. Indirect- consultative intervention |
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Meghan
2. In the three studies analyzing the most effective service delivery model for strengthening vocabulary knowledge from Adamczyk et al. (2010), did students exhibit greater gains with a collaborative classroom model or a pullout model of intervention? |
greater gains with collaborative model
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Meghan
3. What are three components that a service delivery model must address? |
a. Where service is to be delivered
b. By whom the service will be delivered c. In what dosage the service will be delivered |
