5/6- TX-Specific Strategies for Dev. Oral&Written Lang.Skills cont'd + Considerations in Service Delviery to Special Pop.

Question 1

How will preschool children be, if they receive comprehensive support in oral and written language skills?

Answer 1

More successful in elementary school and beyond

Question 2

T/F: when working with elementary-aged and adolescent students we are trying to enhance their literate and oral skills, many SLPs don’t view literacy as something that is “our job”?

Answer 2

True

Question 3

T/F: Many of us (SLPs) in public schools work with students who have oral language problems, and literacy is viewed as the province of other professionals such as resource specialists?

Answer 3

True

Question 4

In regards to literacy, who has been increasingly emphasizing the role of the SLP in supporting students with written language problems?

Answer 4

ASHA

Question 5

Why are ELL students with LIs particularly vulnerable to written language difficulties?

Answer 5

1) written materials are in their second language of English
2) their LI often makes written language difficult.

Question 6

T/F: There are many easy, simple, inexpensive activities that SLPs can incorporate into therapy to provide additional support to these students?

Answer 6

True

Question 7

T/F: Today in the U.S., barely any of SpEd referrals involve students who have difficulty with writing?

Answer 7

False, most of the SpEd referrals involve students who have difficulty with writing

Question 8

What are three reasons for students having difficulty with writing?

Answer 8

1. Have poor composition skills
2. Have weak hand-finger muscles, poor finger dexterity
3. Background: writing and other pre-readiness fine motor skills not emphasized

Question 9

T/F: In many homes, parents don’t have the money for materials to develop fine motor skills

Answer 9

True

This is because children watch a lot of TV and have a great deal of screen time in general

Question 10

T/F: Teachers assume that children come to school ready for paper-pencil tasks; they should start writing immediately

Answer 10

True

Question 11

What’s the problem with teachers assuming children come to school ready for paper-pencil tasks?

Answer 11

Many children aren’t ready and need to do activities like painting and playing with clay

Question 12

T/F: In today’s kindergartens, there is no time for playing with clay and painting; children are asked to write before they are ready?

Answer 12

True :(

Question 13

What is the program called that’s multi sensory, and is a developmental approach that is virtually 100% successful?

Answer 13

Handwriting without Tears

Question 14

Why is Handwriting Without Tears such a good program?

Answer 14

It is excellent for ELL children; it is very visual and tactile

It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.

Question 15

T/F: There isn’t really any simple, inexpensive activities that can be used to help children who
have difficulty with writing and fine motor skills?

Answer 15

False, there are MANY

Question 16

What are simple, inexpensive activities that can be used to help children who have difficulty with writing and fine motor skills?

Answer 16

Small pencils—accurate grip (no fat pencils!!)

In upper left hand corner—where to begin writing

Letters in clay for play dough

Trace letters in a salt or sand tray—kinesthetic “feel” or letter

Tear newspaper into strips, then crunch into little balls

Trace letters in glitter gel-filled ziploc bags

Question 17

Why would having the child pick up small objects with tweezers be a good activity where you could, “kill 2 birds with 1 stone”?

Answer 17

If we are teaching vocabulary through small objects, we can “kill 2 birds with one stone” by having children use tweezers to pick up these objects; this will help develop fine motor skills.

Question 18

T/F: Never encourage the child to squeeze a squishy ball during listening activities. This doesn’t enhances attention and impairs hand and finger muscles.

Answer 18

False

*We want to encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles.

Question 19

Why do we want to overteach right vs left?

Answer 19

Many ELL students with LI confuse right and left. I have pre-adolescents who are still inaccurate with these concepts!

Make sure the child is sitting at 90 degree angles. Her feet should be flat on the floor, her posture straight, and her stomach touching the table. Her nonwriting hand should be flat and should support the paper as she writes.

Question 20

What are some techniques we can teach students in therapy regarding left and right?

Answer 20

Have the child write letters in the air, writing from the shoulder

Have the child wake up her body by stomping on the floor, moving around—this will enhance concentration.

If the child is a leftie, the paper is turned in the opposite direction

Question 21

What are the most common letters in the Dolce reading list?

Answer 21

A, S, T, O, N, E

Question 22

What is a technique we should teach the children when first learning to write?

Answer 22

Exaggerate their spacing

Question 23

What is the skittle test?

Answer 23

You measure their spacing with a skittle. If they leave enough space between words for a skittle they get to eat it.

Question 24

T/F: The majority of Internationally Adopted Children (IAC) are 2 years old or younger?

Answer 24

True

Question 25

What are the top sending countries for international adopted children?

Answer 25

1. China
2. Ethiopia
3. Russia (no more) as of Dec. 2012
4. South Korea
5. Ukraine

Question 26

T/F: The number of IAC in the US has significantly increased?

Answer 26

FALSE; # of IAC has dropped by 2/3

Question 27

Hwa-Froelich, D. (2012). Supporting development in internationally adopted children states what?

Answer 27

U.S. families adopt CH from abroad 4-16x more than families from other countries

Most adopted before 2 yrs

Most studies: South Korean and
Romanian

South Korean: positive outcomes

Romanian: negative outcomes

Question 28

How does a child become an orphan?

Answer 28

Some have parents who are dead

In many cases, parents put their children into orphanages b/c cannot afford to feed them

Also, in some cases, parents are not married; great disgrace in some countries, so the child is placed in an orphanage

Question 29

Who is Kathleen Morris?

Answer 29

• Practical strategies for therapists working with SI/SPD Disorders
• Volunteered: Russian, Romanian, Bulgarian orphanages
• She has also worked for 17 years as the founder and director of two Sensory integration (SI) clinics

Question 30

What did Kathleen Morris state about Russion cities?

Answer 30

mothers abandon CH on streets

Walking along holding hands; mother says “look there!” drops CH’s hand, runs away

Orphanage workers go out PMs to look inside manholes—CH hiding from cold

Question 31

What did Morris say about orphanages?

Answer 31

The smell is so bad that some visitors throw up when they enter

In some Bulgarian orphanages, schedule:

 1. Breakfast
 2. Sit on bench 
 3. Lunch
 4. Sit on bench 
 5. Dinner 
 6. Go to bed—stay there

Question 32

What did former student Marilyn Stansfield, who worked in Romanian orphanage, say about orphanage workers?

Answer 32

They stole supplies—diapers, wheelchair parts, bottles, soap, combs, toilet paper

Sometimes Marilyn told not to change a wet diaper or use shampoo during a bath

Workers took orphans’ food

Question 33

Marilyn also volunteered for a hospital for abandoned babies and described this place as what?

Answer 33

• 8 beds/room
• The babies only human contact was during diaper change
• Not held or cuddled
• All meals included: blanket/pillow propped next to heads, bottle placed on blanket

Question 34

When Marilyn did try to feed an infant from a bottle, what happened?

Answer 34

• Wouldn’t eat, he just stared at Marilyn
• Nurse said: the baby is unfamiliar with being held while fed
• Too much sensory input