ch. 12: Intervening at the Language-for-Learning Stage (L4L) Flashcards
Planning Intervention in the L4L Stage: Transdisciplinary Approach
SLP OT/PT Regular Ed Teacher Special Ed Teacher Reading Specialist Audiologist School Psychologist
Planning Intervention in the L4L Stage: Preparation of the IEP
- include targets in traditional oral language areas
- procedures for modifying the classroom environment
- jusstify that placement in LRE
Planning Intervention in the L4L Stage: 504 Plans
- those who do not qualitfy for IDEA (IEP)
- 504 plan instead of IEP
Planning Intervention in the L4L Stage: Family centered intervention
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.
Planning Intervention in the L4L Stage: Behavioral issues in intervention planning
-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
Guiding Principles of Intervention
Curriculum based instruction
Integrate oral and written language
Improving metaskills
Collaborate to prevent school failure by participating RTI
Guiding Principles of Intervention: Use Curriculum-Based Instruction
- 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.
Guiding Principles of Intervention: Integrate oral and written language
Provide opportunities for written language as well.
provide intervention for oral language, as well as print formss
Guiding Principles of Intervention: Improving Meta Skills
- 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”
Guiding Principles of Intervention: Collaborate to prevent school failure by participating in RTI
-Prevent reading and writing disabilities in children, and prevent the requirement for special education
Clinician Directed
-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
Child-Centered Intervention
Let the child lead the treatment Scaffolding Creation of optimal task conditions Guidance of selective attention Provision of external support
Hybrid
mixture of both
Scaffolding
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
Hybrid Intervention for Syntax and Morphology
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)
Hybrid Intervention for Semantics
- 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
Hybrid Intervention for Pragmatics: Conversational Discourse
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
Hybrid Intervention for Pragmatics: Classroom Discourse
Classroom discourse
- Collaboration with teachers to accommodate student needs
- Metalinguistic discussion of structure of classroom scripts
Hybrid Intervention for Pragmatics: Narrative Skill
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
Hybrid Intervention for Pragmatics: Narrative Production
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
Hybrid Intervention for Metalinguistic
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
Hybrid Intervention for Metacognitive
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
Intervention Scheduling
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.
Agents of Intervention
Supervised paraprofessionals: can deliver structured CD or hybrid intervention to individuals or small groups
Trained peers: peer coaches
Cooperative learning groups: students work together
Service Delivery Models
- Inclusion
- RTI
- Clinical Model
- Language-Based Classroom
- Consultation
- Collaboration
Service Delivery Models Inclusion
Children should be placed in the general education classroom in every case possible.
Service Delivery Models: RTI
3 tier model to prevent reading and learning difficulties
Service Delivery Models: Clinical Model
traditional pull out model of intervention
Service Delivery Models: Language Based Classroom
self-contained language stimulation classrooms at the primary grade level
Service Delivery Models: Consultation
In RTI framework
Consultation to support students on IEP
Service Delivery Models: Collaboration
Building administrative support
Developing collaborative relationships
Effective lesson planning
Includes collaborative curricular planning to accommodate students with special needs in the mainstream curriculum
Older students functioning at the L4L level
Foster independence Foster functional social discourse Foster functional literacy Use community-referenced curriculum Include vocational and recreational contexts
Students with ASD
- Improving metacognitive deficits:
- Metacognitive strategies (using role play)
- Address self-regulation deficits using social stories
- Use peer models to develop social and communicative skills - Evidence-based pragmatic intervention
- Scripting and fading
- Video modeling
