Chapter 10/Class 1 Flashcards
(38 cards)
1
Q
children with disabilities in school 46% - 20% - 9% - 8% -
A
46% Learning disability
20% Speech language impairment
9% ID
8% Emotional Disturbance
2
Q
Children with poor academic achievement
two categories
A
Diagnosed as LLD.
LLD refers to students who have difficulty with various aspects of communication that interfere with their ability to succeed in school.
Children who are not diagnosed with LLD
3
Q
Critical roles of school SLPs
A
leadership
collaboration with other professionals
range of responsibilities
\_\_\_\_\_\_\_\_\_ identify/assessment/intervention Advocacy Educate teachers, parents, and community and train other professionals Research IEPs
4
Q
laws applying to school based SLPs
A
Individual with Disabilities Educations Act of ‘97 - reauthorized in ‘04 (IDEA)
No Child Left Behind Act (2001)
Section 504 of Rehabilitation Act of 1973
5
Q
IDEA
- Increasing..
- Identifying..
- Raising expectations for …
- Ensuring that all children have …
- Including __ __ ___ in the special educational team
- Including children with disabilities in …
- Supporting high standards for ….
A
- 1997 and 2004 reauthorizations of Individual with Disabilities Education Act emphasize
- Increasing parental participation
- Identifying student strengths and parental concerns
- Raising expectations for children with disabilities by relating student progress to the general education curriculum
- Ensuring that all children have scientifically based instruction
- Including regular education teachers in the special educational team
- Including children with disabilities in district-wide assessments and reports
- Supporting high standards for professionals involved in service provision
6
Q
IDEA
Diagnostic categories identified by IDEA, 2004
A
Autism Hearing Impairment Emotional Disturbances Orthopedic Impairment SLP impairment Multiple impairments visual impairments Deaf-Blindness ID Specific Learning Disability TBI Other health impaired
7
Q
NCLB
- Requires schools show …
- Allows schools to spend …
- Provides standards for …
- Mandates consequences for schools that …
A
-No Child Left Behind Act of 2001 (NCLB) focuses on increasing accountability.
- Requires schools show adequate yearly progress (AYP) on tests and graduation rates
- Allows schools to spend special education funds to support students in the general curriculum
- Provides standards for reading instruction
- Mandates consequences for schools that fail to demonstrate AYP
8
Q
Section 504 of Rehabilitation Act of 1973
- Guarantees …
- Requires …
- Used for students who do …
A
- Guarantees equal protection for individuals with physical or mental disabilities
- Requires accommodations for students to participate in general education
- Used for students who do not qualify for the diagnostic categories by IDEA, 2004
9
Q
Legislative efforts in OK
2
A
- Achieving Classroom Excellence Act (ACE) requires students to demonstrate mastery of the state content standards in order to receive a high school diploma.
- Reading Sufficiency Act (RSA) which requires schools to provide individualized attention, intervention, and remediation for students in first through third grade who are struggling to read on grade level.
10
Q
Response to intervention
- Pre-referral model that attempts to …
- Aim: To prevent …
A
- Pre-referral model that attempts to resolve learning problems within the regular education setting, providing classroom modifications and accommodations that can prevent the need for special education.
- Aim: To prevent reading and learning disability
11
Q
Three Tier System
Tier 1-
Tier 2-
Tier 3-
A
Tier 1 - High quality, scientifically research based classroom instruction with ongoing curriculum based assessment and continuous progress monitoring.
Tier 2 - Specialized instruction for students who lag behind peers.
Tier 3 - For students who do not make progress with tier II instruction.
-Eligibility for special education and related services are determined by multidisciplinary team.
12
Q
Role of SLP in RTI
- Participating in the design of Tier I instruction by
- –
- –Helping to
- –Choosing appropriate
- Collaborating with __ __ __ in presenting Tier I instruction
- Assisting with __ ___ __
- Helping teachers develop ___within Tier I for struggling students
- Providing or planning _________ at Tiers II and III
- Conducting assessments to…
A
- Participating in the design of Tier I instruction by
- –Planning and conducting professional development on the language basis of literacy
- –Helping to select scientifically based literacy instruction programs
- –Choosing appropriate screening and progress-monitoring approaches
- Collaborating with general education teachers in presenting Tier I instruction
- Assisting with ongoing progress monitoring
- Helping teachers develop accommodations within Tier I for struggling students
- Providing or planning small group and individual instruction at Tiers II and III
- Conducting assessments to identify struggling students and monitor progress
13
Q
Other Roles of RTI
- Determining ___ for students referred for speech-language services
- Documenting _______ for students with special educational needs
- Writing __ __ __, including
- -____
- -____
- -Specifying ___,___,___
- -Evaluating ___ - Delivering …
- Developing a ….
A
- Determining eligibility for students referred for speech-language services
- Documenting present level of performance for students with special educational needs
- Writing individualized educational plans, including
- -Annual goals
- -Short-term benchmarks
- -Specifying services, modifications, and accommodations
- -Evaluating progress - Delivering services within the curriculum
- Developing a continuum of services to meet student needs and provide appropriate degree of inclusion
14
Q
Learning disability
- Learning disability is disorder in the ….
- LLD: LDs that affect ….
- Although not all learning disabilities are language-based, …
A
- Learning disability is disorder in the basic psychological processes involved in understanding or using language (spoken or written), that may manifest itself in an imperfect ability to listen, speak, read, write, or spell
- LLD: LDs that affect primarily reading, writing and spelling.
- Although not all learning disabilities are language-based, 80% of children with LD have LLD.
15
Q
Classification of Reading Disorders:
Dyslexia -- typical reading --- mixed decoding/comprehension deficit -- specific comprehension deficit --
A
Dyslexia --good comprehension, poor word recognition typical reading ---good comp, good recognition mixed decoding/comprehension deficit --poor comp, poor recognition specific comprehension deficit --poor comp, good recognition
16
Q
Communicative Characteristics of LLD
- - - - - -
A
- Phonological characteristics
- Syntactic characteristics
- Semantic characteristics
- Pragmatic characteristics
- -Conversation
- -Other Discourse Genres
- —-Narrative
- —-Expository
- —-Persuasive/argumentative
- -Social Emotional characteristics
- Limited background knowledge
- Difficulties regulating attention and activity
17
Q
Language, Learning, and Reading: Connection
Role of oral language in classroom discourse? - - - - - -
A
Role of oral language in classroom discourse
- Teacher talk and hidden curriculum
- Decontextualized language
- Classroom culture clash
- Metalinguistic skills
- Metacognition, self-regulation, and -executive function
18
Q
Role of Oral language in Literacy acquisition
- - - - - - -
A
- Emergent literacy
- Oral language foundations for reading comprehension
- Metalinguistic awareness
- Phonological awareness
- Writing system
- Discontinuities between oral and written language
- Biological bases for oral language
19
Q
Skilled Fluent Reading Requirements
-Language Comprehension - - - - -
-
-
A
language comprehension
- background knowledge (facts, concepts)
- vocab (breadth, precision)
- language structures (syntax, semantics)
- verbal reasoning (inference, metaphor)
- literacy knowledge (print concepts, genres)
Word Recognition
- phon awareness (syllables, phonemes)
- decoding (alphabetic principle, spelling/sound correspondences)
- sight recognition (of familiar words)
20
Q
Chall’s Stages of Learning to Read (1983)
Stage 0 - Stage 1 - Stage 2 - Stage 3 - Stage 4 - Stage 5 -
A
- Stage 0: Pre-reading (2-6 years/ Pre-K); Emergent literacy skills acquired
- Stage 1: Decoding (grades 1-2); Learns letter-sound correspondence, alphabetic principle, recognizes sight words
- Stage 2: Fluent reading/ Automaticity (grades 2-4); Consolidates decoding, reading becomes effortless & accurate
- Stage 3: Reading to learn (grades 4-8); Relates print to new ideas; gains new information from reading; reading becomes efficient
- Stage 4: Reading for multiple viewpoints/ ideas (grades 9-12); becomes able to add layers of facts and concepts to prior knowledge
- Stage 5: Critical reading/Construction and reconstruction (post-secondary); constructs knowledge from reading;depends on analysis, synthesis, and judgment
21
Q
Reading Instruction for Struggling Readers
- National Research Council, 2001 report states that children having difficulty learning to read do…
- Instead, they need …
- This applies to children with …
A
- National Research Council, 2001 report states that children having difficulty learning to read do not require a different kind of instruction.
- Instead, they need more exposure and practice to the same basic principles of word identification and comprehension, in individualized, more intensive settings.
- This applies to children with specific reading disorders as well as to those from culturally and linguistically different as well as from disadvantaged backgrounds.
22
Q
Role of School SLP in Literacy: Preschool to Primary Grades
-
-
Decoding - - - -
A
- Emergent literacy
- -Collaborate with the preschool teachers to create print-rich environment
- -Encourage and participate in storybook reading and activities that include talk about the content and structure of books
- -Embed a rotating set of literacy activities within daily routines
- Decoding
- -Collaborate in direct Tier I instruction on phonological awareness, letter-sound correspondence, phonological analysis, and synthesis
- -Identify struggling students
- -Provide, directly or through collaboration with other classroom personnel, Tier II activities
- -Provide Tier III instruction to those already identified with speech-language impairment
23
Q
Role of School SLP in Literacy: Later Grades
A
development of fluency -multiple re-reading -small group dramatic reading -choral reading -visual supports Enhance reading comprehension -address through oral lang activities that -focus on curricular content paraphrasing activities Enhance spelling -address spelling through word study approaches Enhance Writing Skills -plan and organize writing activities elaborate educator's understanding of the key role oral language knowledge plays in developing literacy.
24
Q
~ children with poor academic achievement (diagnosed vs not diagnosed as LLD)
Issues surface when they are required to __ and ___. Some will have an onset earlier than this,
A
read and write.
25
~ roles and responsibilities of school based SLPs
| 6
1. Identification/ Screening/ Assessment/ Intervention/ Progress monitoring
2. Advocacy
3. Education: parents, teachers, community
4. Train other professionals
5. Research
6. Collaboration with other professionals, family, community, and student
26
~ IDEA diagnostic categories
| ___ is not included. Disorders not under IDEA may qualify under...
ADHD is not included. Disorders not under IDEA, then they may qualify under the Section 504 of Rehabilitation Act of 1973
27
~ Section 504 of Rehabilitation Act of 1973
Covers all sections...
Covers all sections not included in IDEA and provides accommodations in the classroom setting (ADD/ADHD)
28
~ Provides classroom ___ and ____ to prevent more severe issues.
1.
2.
Provides classroom modifications and accommodations to prevent more severe issues.
1. Classroom placement
2. Visual help
Etc
29
~ three tier system
1. Teachers provide instruction within the classroom setting. Children who do not perform adequately on assessments are transferred to ___where they are provided more specialized instruction with increased ___.
2. If children make adequate progress in Tier II they are transferred to ___.
3. Children who do not perform adequately in Tier II are transferred to ___. The child gets more attention depending on the deficit. Tier III is much more___ intervention. Specific deficits are addressed. If students make adequate progress they are transferred to ____, if not then they are referred to ___.
1. Teachers provide instruction within the classroom setting. Children who do not perform adequately on assessments are transferred to Tier II where they are provided more specialized instruction with increased frequency.
2. If children make adequate progress in Tier II they are transferred back to Tier I.
3. Children who do not perform adequately in Tier II are transferred to Tier III. The child gets more attention depending on the deficit. Tier III is much more intensive intervention. Specific deficits are addressed. If students make adequate progress they are transferred back to Tier II, if not then they are referred to special education.
30
~Role of SLP in RTI
SLP determines appropriate assessments for...
SLP determines appropriate assessments for assessment and progress monitoring (they should be different)
31
~ Other Roles
1. There are specific eligibility criteria for services. (usually _____ below the mean; if they have already been diagnosed by a specialist and they score one standard deviation below, then they can still qualify
2. Done through _____ (communication, intellectual performance, sensory status, academic performance, Self-help skills, behavior, emotional/social status) May use ___, ___, Teacher and parent ___, and/or __ ___
3. IEP: specifies academic goals and the ...
A. ___ of child/ parental concerns and expectations
B. Present level of __
C. ___ (and results)
D. ____ (short and long term)
E. Specify ___ and ___
F. Specify ___ of the special education service provided (minutes/days per semester)
G. ____ involved
4. Adequate ___ ____is important
5. Mainstream: ...
1. There are specific eligibility criteria for services. (usually 2 standard deviations below the mean; if they have already been diagnosed by a specialist and they score one standard deviation below, then they can still qualify
2. Done through assessments (communication, intellectual performance, sensory status, academic performance, Self-help skills, behavior, emotional/social status) May use formal tests, observations, Teacher and parent interviews, language sample
3. IEP: specifies academic goals and the resources required to achieve those goals.
A. Strengths of child/ parental concerns and expectations
B. Present level of performance
C. Tests (and results)
D. Goals (short and long term goals)
E. Specify Modifications and accommodations
F. Specify frequency of the special education service provided (minutes/days per semester)
G. Members involved
4. Adequate progress monitoring is important
5. Mainstream: normal classroom setting
32
Learning Disability
LLD (language based learning disorder: ___, ___, ____
(Dyslexia- difficulty in___ or ___; may show secondary deficits in comprehension; comprehension deficits, and mixed),
LLD (language based learning disorder: Reading disorder Writing, Spelling
(Dyslexia- difficulty in decoding phonemes or word repetition; may show secondary deficits in comprehension; comprehension deficits, and mixed),
33
~ Communicative Characteristics of LLD essay question on exam*** look in book!!!
Phonological characteristics: __ ___ may be impaired, impaired rapid naming, poor __ ___, repetition of __ ___ , the underlying __ ____ is affected***
Syntactic characteristics: ___, ___, ____)*** simple sentences, difficulty with ___ and ___, increased time, syntactic deficits in ____ as well
Semantic characteristics: limited ____, high ___ of a few words, not as many ____ words, substitution errors, _____, difficulty with semantic integration and organization , difficulty understanding the ___ of new words
Morphology characteristics: difficulty with___ ____(especially those that are similar and those that are learned later) “s”
Pragmatic characteristics: _____- provide ideas and information and _____- conversing with a friend) ____ fall in between the two and are classified as semi-formal. Fiction- informal
conversation- poor initiation, turn taking, eye contact
Children with LLD will have difficulty with ___ ____.
Phonological characteristics: phon processes may be impaired, impaired rapid naming, poor word retrieval, repetition of nonsense words (non word), the underlying phonological representation is affected***
Syntactic characteristics: (comprehension, production, writing)*** simple sentences, difficulty with clauses and phrases, increased time, syntactic deficits in writing as well
Semantic characteristics: limited vocabulary, high frequency of a few words, not as many complex words, substitution errors, circumlocution, difficulty with semantic integration and organization , difficulty understanding the meaning of new words
Morphology characteristics: difficulty with grammatical morphemes (especially those that are similar and those that are learned later) “s”
Pragmatic characteristics: (formal literate style- provide ideas and information and informal oral style- conversing with a friend) Narratives fall in between the two and are classified as semi-formal. Fiction- informal
conversation- poor initiation, turn taking, eye contact
Children with LLD will have difficulty with story retell.
34
~ Language, Learning, and Reading: Connection
Role of oral language in classroom discourse
- Teacher talk and hidden curriculum: “hidden rules” teacher and student expectations (teacher..., and selected students will ___) this is a very different conversational style than outside of the classroom
- Decontextualized language: it is not necessarily something that the student has .....
- Classroom culture clash:
- Metalinguistic skills: ....; very important for classroom success
- Metacognition, self-regulation, and executive function: ........ ; planning ahead/ execution of plans (pay attention in class and attend to relevant stimuli and ignore irrelevant stimuli
- Teacher talk and hidden curriculum: “hidden rules” teacher and student expectations (teacher selects topic, and selected students will answer) this is a very different conversational style than outside of the classroom
- Decontextualized language: it is not necessarily something tha the student has ever learned, seen, or experienced
- Classroom culture clash:
- Metalinguistic skills: thinking/ knowing about language; very important for classroom success
- Metacognition, self-regulation, and executive function: thinking about thinking or knowing about knowing; planning ahead/ execution of plans (pay attention in class and attend to relevant stimuli and ignore irrelevant stimuli
35
~ Role of Oral language in Literacy acquisition
1 __ ___ (rhyming, blending, segmenting – manipulating sounds
2. ___ knowledge – letters that correspond to certain phonemes
3. __ ____ – rules that govern how we write (top – bottom, left – right)
4. ____ - decontextualized- reading about things they have not experienced. ^ (If they have all of these, they have improved literate language)
If child shows difficulty in oral language, they may have difficulty with ....
Oral language is tied to ....
Preventing oral language deficits may...
1 phon awareness (rhyming, blending, segmenting – manipulating sounds
2. Alphabet knowledge – letters that correspond to certain phonemes
3. Print concepts – rules that govern how we write (top – bottom, left – right)
4. Literate - decontextualized- reading about things they have not experienced. ^ (If they have all of these, they have improved literate language)
If child shows difficulty in oral language, they may have difficulty with written language/reading comprehension.
Oral language is tied to later reading and writing skills
Preventing oral language deficits may prevent reading deficits later on.
36
___ ____: child may not have to decode the word bc it is a high frequency word that they recognize and know
Language comprehension improves consciously and strategically, while there isn’t always a ......***
Sight recognition: child may not have to decode the word bc it is a high frequency word that they recognize and know
Language comprehension improves consciously and strategically, while there isn’t always a conscious or strategic effort to learn word recognition.***
37
Stage 0: __ ___ : PA, AK, PC, LL. Children learn basic literacy skills
Stage 1:___: can make numerous words with a limited number of sounds. Children can make certain ____ errors because they are in the process of learning. They substitute another semantically or syntactically related word when they do not know the target word. “The dog is growling becomes the dog is barking”. Or they will substitiue a word that looks similar “the dog is green” or “the dog is growing”
Stage 3: ___ __ ___ : 2 phases: 1) read lengthy passages, but may find it difficult 2) they are more proficient and they can read any passage at any length with any difficulty
Stage 2: __ __/___: Fluency: good rate, few errors, no disruptions, good inflection. They improve fluency. They are now relying on not only print, but context also.
Stage 4: __________ : may be more than one perspective possible
Stage 5: _________ : they know what to read and how much to read. Learn strategies to improve reading, learning, and retaining information
***Stages 1 and 2 they are learning to read
Stage 0: Pre-reading : PA, AK, PC, LL. Children learn basic literacy skills
Stage 1: Decoding: can make numerous words with a limited number of sounds. Children can make certain substitution errors because they are in the process of learning. They substitute another semantically or syntactically related word when they do not know the target word. “The dog is growling becomes the dog is barking”. Or they will substitiue a word that looks similar “the dog is green” or “the dog is growing”
Stage 3: Reading to learn : 2 phases: 1) read lengthy passages, but may find it difficult 2) they are more proficient and they can read any passage at any length with any difficulty
Stage 2: Fluent reading/ Automaticity: Fluency: good rate, few errors, no disruptions, good inflection. They improve fluency. They are now relying on not only print, but context also.
Stage 4: Reading for multiple viewpoints/ ideas : may be more than one perspective possible
Stage 5: Critical reading/Construction and reconstruction : they know what to read and how much to read. Learn strategies to improve reading, learning, and retaining information
***Stages 1 and 2 they are learning to read
38
Improving comprehension/ fluency:
1) ___ building
2) ___ word
3) __ ___ reading
4) Ipad apps
5) ___ reading
6) ____ reading
7) Pre- reading
8) ____ reading (reading in pairs)
9) PA activities (word segmentation. Rhyming, etc)
10) Providing ___ knowledge
Improving comprehension/ fluency:
1) Word building
2) Sight word
3) Story book reading
4) Ipad apps
5) Group reading
6) Repeated reading
7) Pre- reading
8) Choral reading (reading in pairs)
9) PA activities (word segmentation. Rhyming, etc)
10) Providing background knowledge
