Articles and their Findings Flashcards
Ehren
Instruction vs Therapy PDF
Instruction is to keep all children at same standard and therapy dynamically adds supports for children’s deficits to get them to grade level standards
Paul Ch 10
SLPs in Schools assess, treat, collaborate and many more things in the prevention and identification of language-learning disabilities in adherence to IDEA and ESSA. Oral language and literacy are highly linked
Paul Ch 11
RTI, IEP development, importance of assessing complex language abilities req for academic success, tailoring intervention plans.
VDEO Blue Book
SLPs are involved in prevention, assessment, intervention, and collaboration with educators and families through various delivery modes such as direct services, and using a comprehensive assessment system
Reference guide for assessment terminology and screening tools, including LSA, types of texts and comm skills, and functional comm assessments
How does language impair a student’s ability to participate in school activities, gather data from 4 sources: classroom performance, standardized tests, language probes, and teacher/parent observations to determine levels of impact and plan intervention.
VDOE SLI Eligibility Worksheet
Does the child fall under category for sp ed services under SLI?
SLI definition- a comm disorder such as dysfluency, impaired articulation, expressive or receptive language impairment or a voice impairment that adversely affects a child’s educational performance.
To est eligibility, team must document a significant discrepancy from typical comm skills one domain of SLI, ensure it is not due to LEP or dialects, impacts the student’s edu performance and confirms they need specially designed instruction due to SLI.
Miller
Dynamic Assessment and Intervention
Test-teach-retest model of dyn assess with two friends story. Between testings we model, guide questions, and provide feedback to support language development
Paul Ch 13
Eval of lang development for literate language skills such as comp of expository texts, advanced vocab, fig lang, and written discourse, as well as metacognitive skills.
Prath and Palafox
Building vocab, expanding sentence structure and teaching grammar, practicing narrative skills and increasing comprehension is emphasized via dialogic reading using the PEER strategy (Prompt, evaluate, expand, repeat) through activities such as story retell and books
Heilmann, Tucci, Plante, Miller
Assessing funct lang in school aged children using LSA
Language sample analysis
detailed insight into all linguistic domains, test-retest validity and has norms with easy to use computer software (SALT, CLAN). Helps look deeply at functional language skills in school aged population
Prath and Palafox Common Core
K- ask and answer qs about key details in a text, identify characters/settings/events, retell familiar stories
1st- ask and answer qs, understand main message, describe details
2nd- ask W (and how) qs to understand text, recount stories and determine moral, describe character reactions
3rd- describe character traits and motivation
4th- refer to details, make inferences, identify theme and summarize
5th- quote text to explain meaning and inferences, explain character responses, compare and contrast characters/settings/events
6-8: Engage in discussions, building on others’ ideas,
Reflect and paraphrase key ideas, Present ideas logically, with clear eye contact and volume, Clarify the meaning of unknown words, Understand figurative language and word relationships
Ninth and Tenth Grade
Engage in discussions, connecting ideas and asking questions.
Present clear, concise information with evidence.
Clarify meanings of unknown words.
Understand figurative language and word nuances.
Eleventh and Twelfth Grade
Participate in discussions, clarifying and challenging ideas.
Present clear and logical information with appropriate evidence.
Clarify meanings of unknown words.
Understand figurative language and word nuances.
VDOE Reporting Scores
It stresses the importance of following standardized test administration procedures and clearly reporting any modifications or accommodations used during testing. If a test is administered in a nonstandard manner (e.g., extra time, repeated instructions, use of alternative response formats), this must be documented, as such modifications can invalidate norm-referenced score
Sp Ed Overview and Timeline
Intervention services
Referral for eval (25 days)
Consent for eval
Eval process (25 days from consent)
IEP meeting (60 days until instated)
Placement recommendation
Sp Ed service implementation
Parental consent for placement
Spaulding
Eligibility Criteria for LI: Low end of normal always appropriate?
arbitrary cutoff scores can limit children who fall within 1 SD of the mean from getting supports, very few tests are fabulous at measuring language in school aged kids and can lead to misdiagnosis if not used/reported properly. THIS IS WHY WE ALWAYS USE MULTIPLE SOURCES OF DATA TO IDENTIFY
Peterson
Accurately Identifying Lang Dis in School age Kids Using Dynamic Assessment of Narrative Lang
Great spec and sensitivity making a highly accurate LD dx. Highly accurate, reduces bias since we can account for diversity
Power de Fur
Unpacking standards for Intervention, Perspectives on School based issues
Standards-based IEPs to align with gen ed cirriculum, so SLPs should be familiar with these standards and assess classroom materials to help with intervention- effective tx is a product of SLP and teacher collab.
Rudebusch
Common Core Standards to Standards Based IEPs
Standards based IEPs, aligning students with gen ed cirriculum (keeping high standards). Steps include consider the content standards and skills required at the grade level, consider the data, determine PLOP, develop measurable goals, assess progress, identify where special supports are needed, and select appropriate assessments
Oetting
SLI in context of non-standard dialect
Dialect did not alter significantly MLU, children with SLI will still show morphological difficulties beyond what would be expected for age or dialect patterns, standardized tests exclude dialects leading to misdx
Craig
Be aware of AAE, understanding the phonological differences can prevent misdx
