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Language Disorders > ch. 12: Intervening at the Language-for-Learning Stage (L4L) > Flashcards

ch. 12: Intervening at the Language-for-Learning Stage (L4L) Flashcards

1
Q

Planning Intervention in the L4L Stage: Transdisciplinary Approach

A 
SLP
OT/PT
Regular Ed Teacher
Special Ed Teacher
Reading Specialist
Audiologist
School Psychologist
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2
Q

Planning Intervention in the L4L Stage: Preparation of the IEP

A
  • include targets in traditional oral language areas
  • procedures for modifying the classroom environment
  • jusstify that placement in LRE
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3
Q

Planning Intervention in the L4L Stage: 504 Plans

A
  • those who do not qualitfy for IDEA (IEP)

- 504 plan instead of IEP

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4
Q

Planning Intervention in the L4L Stage: Family centered intervention

A

keep family informed throughout assessment and intervention, not just the IEP meeting
Home programs
IEP Meetings and planning
Progress reports
enlist clients in identifying their own areas of strengths and weaknesses and in setting priorities on goals.

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5
Q

Planning Intervention in the L4L Stage: Behavioral issues in intervention planning

A

-using positive behavior supports (PBS): movement away from punishment-based approaches that emphasize obedience and compliance and toward instruction that emphasizes functional skill development. 2 procedures
1. Functional Behavior Assessment: identify why problem behavior occurs and what purpose it serves
2. Implementing Comprehensive intervention: addresses the functions of the behavior as determined by FBA. multiple intervention strategies. SLP delivers functional communication training (FCT)
Emphasizes developing functional skills
Identify problem behaviors
Then choose an intervention strategy

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6
Q

Guiding Principles of Intervention

A

Curriculum based instruction
Integrate oral and written language
Improving metaskills
Collaborate to prevent school failure by participating RTI

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7
Q

Guiding Principles of Intervention: Use Curriculum-Based Instruction

A
  • Try to address the literacy issues using the language goals.
  • RTI Tier 1 and 2, or regular classroom setting
  • Integrate our language intervention with the demands our students face in the classroom every day.
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8
Q

Guiding Principles of Intervention: Integrate oral and written language

A

Provide opportunities for written language as well.

provide intervention for oral language, as well as print formss

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9
Q

Guiding Principles of Intervention: Improving Meta Skills

A
  • Improve awareness, will result in improving vocabulary and syntax.
  • Through self regulation, assessment and monitoring.
  • activities that direct conscious attention to the language and cognitive skills a student uses in the curriculum
  • “talking about talking and thinking about thinking”
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10
Q

Guiding Principles of Intervention: Collaborate to prevent school failure by participating in RTI

A

-Prevent reading and writing disabilities in children, and prevent the requirement for special education

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11
Q

Clinician Directed

A

-Structured
-Clinician decides the targets
-More formal
Drill play
Articulation
Semantics
Cognitive behavior therapy
Give a new word and ask them to put it in the activity
Use a specific strategy to improve comprehension, clinician demonstrates strategy and then ask the client to carry out the strategy.
Think Aloud Strategy

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12
Q

Child-Centered Intervention

A 
Let the child lead the treatment
Scaffolding
Creation of optimal task conditions
Guidance of selective attention
Provision of external support
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13
Q

Hybrid

A

mixture of both

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14
Q

Scaffolding

A

identifying the student’s zone of proximal development in curricular language skills and devising activities that scaffold his current level of function into the ZPD by means of clinical support

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15
Q

Hybrid Intervention for Syntax and Morphology

A

Select targets for instruction
Provide guided practice in using targets in both spoken (listening & speaking) and written (reading & writing) contexts
Teach advanced morphology to support spelling and reading comprehension (by teaching relations between root words and affixes)
Literate language form (complex sentences, noun phrase & verb phrase elaboration)

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16
Q

Hybrid Intervention for Semantics

A
  • Use elaborated exposure (repeated & active engagement) with new words in writing and in speech
    • Oral language skills helps in building reading comprehension
    • Increasing vocabulary increases reading comprehension
  • Use metacognitive approaches to teach students strategies for learning new words
  • Teach dictionary skills explicitly
  • Use word study approach (link to spelling)
  • Word finding difficulties
    • Visual maps to increase semantic association
    • Massed practice to increase speed of retrieval
    • Use of phonological cues and self-cues
  • Semantic integration and inferencing
    • Prediction activities
    • Practice answering inferential questions
    • Use of ‘sentence bridges’
    • Interactive computer games
17
Q

Hybrid Intervention for Pragmatics: Conversational Discourse

A

Conversational discourse

  • Role playing for Contextual variation (politeness, tact, assertiveness)
  • Discourse management
    • Cueing
    • Conversational mapping
    • Video modeling
    • Conversational treatment program
  • Presuppositional skill and communicative repair
    • Barrier games
    • Peer editing
18
Q

Hybrid Intervention for Pragmatics: Classroom Discourse

A

Classroom discourse

  • Collaboration with teachers to accommodate student needs
  • Metalinguistic discussion of structure of classroom scripts
19
Q

Hybrid Intervention for Pragmatics: Narrative Skill

A 
Narrative Comprehension
Develop preparatory sets (to activate background knowledge)
Use directed reading-thinking activities
Literature webs
Generating questions based on pre-reading activities
Use communicative reading strategies
Encourage “think-aloud”
Provide repeated exposure to each story
Use graphic organizers
Teach story grammar
Discuss characters’ feelings, plans, goals, internal states
Use QART
20
Q

Hybrid Intervention for Pragmatics: Narrative Production

A 
Modifying elements in a story
Stickwriting
Personal narratives
Story maps, webs, and other graphic organizers
Write alternate versions of stories
Develop cohesive marking
Pronouns, Conjunctions, Articles
Enhance “artful” storytelling with multiple retelling
21
Q

Hybrid Intervention for Metalinguistic

A

Use of Editing
Focus attention on sound structure of words in spelling instruction (Phonological awareness)
Phonological awareness:
-Use only for students who struggle with decoding
-Presented in RTI instruction as well as in primary grades
-Follow the sequence [Less to -More complex]
-Combine phonological awareness instruction with letter-sound correspondence and print awareness
Reading fluency
-Echo reading
-Choral reading
-Guided oral reading
-Partner reading
-Assisted reading
-Performance reading (Readers’ theater, dramatic reading)
Writing
-Paraphrase and rewrite classroom texts

22
Q

Hybrid Intervention for Metacognitive

A

Metacognitive skills

  • Comprehension monitoring
    • Assess the comprehension abilities of the child to work on organization and self regulation
  • Organization and learning strategies
    • Create inferential sets (What I know chart)
    • Self-questioning
    • Think aloud
    • Reciprocal teaching/ Buddy study
    • Graphic organizers
23
Q

Intervention Scheduling

A

Intensive cycle scheduling: 4-5x a week for 6-10 weeks then furloughed to be picked up again another cycle
3:1 scheduling: traditional, direct intervention to students is delivered for 3 consecutive weeks, followed by a week of consultative services.

24
Q

Agents of Intervention

A

Supervised paraprofessionals: can deliver structured CD or hybrid intervention to individuals or small groups
Trained peers: peer coaches
Cooperative learning groups: students work together

25
Q

Service Delivery Models

A
  • Inclusion
  • RTI
  • Clinical Model
  • Language-Based Classroom
  • Consultation
  • Collaboration
26
Q

Service Delivery Models Inclusion

A

Children should be placed in the general education classroom in every case possible.

27
Q

Service Delivery Models: RTI

A

3 tier model to prevent reading and learning difficulties

28
Q

Service Delivery Models: Clinical Model

A

traditional pull out model of intervention

29
Q

Service Delivery Models: Language Based Classroom

A

self-contained language stimulation classrooms at the primary grade level

30
Q

Service Delivery Models: Consultation

A

In RTI framework

Consultation to support students on IEP

31
Q

Service Delivery Models: Collaboration

A

Building administrative support
Developing collaborative relationships
Effective lesson planning
Includes collaborative curricular planning to accommodate students with special needs in the mainstream curriculum

32
Q

Older students functioning at the L4L level

A 
Foster independence 
Foster functional social discourse
Foster functional literacy
Use community-referenced curriculum
Include vocational and recreational contexts
33
Q

Students with ASD

A
  1. Improving metacognitive deficits:
    - Metacognitive strategies (using role play)
    - Address self-regulation deficits using social stories
    - Use peer models to develop social and communicative skills
  2. Evidence-based pragmatic intervention
    - Scripting and fading
    - Video modeling

Language Disorders (3 decks)

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