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Language - Adolescents > Chapter 12/ Class 4 > Flashcards

Chapter 12/ Class 4 Flashcards

1
Q

Planning Intervention in the L4L Stage

  • ___ approach
  • Preparation of ___
  • ___ plans: _______
  • ____ intervention
  • ____ issues in intervention planning: …
A
  • Transdisciplinary approach
  • Preparation of IEP
  • 504 plans: Who do not qualify for IDEA (IEP)
  • Family-centered intervention
  • Behavioral issues in intervention planning: Using positive behavior support (FBA and comprehensive intervention)
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2
Q

Guiding Principles of Intervention at the L4L Stage

  • Use ____ instruction
  • Integrate…
  • Improving …
  • Collaborate to …
A
  • Use curriculum-based instruction
  • Integrate oral and written language
  • Improving meta skills (talking and thinking about language)
  • Collaborate to prevent school failure by participating in RTI
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3
Q

Intervention Processes in the L4L Period

  • _____intervention
    1. __ play
    2. __ __ therapy
  • __ ___intervention
  • –______
    1. Creation of …
    2. Guidance of …
    3. Provision of …
A
  • Clinician-directed intervention
    1. Drill play
    2. Cognitive behavior therapy
  • Child-Centered intervention
  • –Scaffolding
    1. Creation of optimal task conditions
    2. Guidance of selective attention
    3. Provision of external support
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4
Q

Hybrid Intervention for Semantics

  • Use _____ with __ __ in writing and in speech
    1. Oral language skills helps in building…
    2. Increasing vocabulary increases …
  • Use __ ____to teach students strategies for learning new words
  • Teach …
  • Use __ ___ ___ (link to spelling)
A
  • Use elaborated exposure (repeated & active engagement) with new words in writing and in speech
    1. Oral language skills helps in building reading comprehension
    2. 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)
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5
Q

Hybrid intervention for Semantics Cont’d

  • ___ ____difficulties
  • Visual maps to …
  • Massed practice to ….
  • Use of … and …
  • Semantic ___ and ___
  • ___ activities
  • Practice answering __ ___
  • Use of __ __
  • Interactive __ ___
A
  • 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
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6
Q

Hybrid Intervention for Syntax & Morphology

  • Select …
  • Provide __ ___ in using targets in both spoken (listening & speaking) and written (reading & writing) contexts
    1. Teach ___ ___ to support __ and ___ comprehension (by teaching relations between root words and affixes)
    2. ___ ___ form (complex sentences, noun phrase & verb phrase elaboration)
A
  • Select targets for instruction
  • Provide guided practice in using targets in both spoken (listening & speaking) and written (reading & writing) contexts
    1. Teach advanced morphology to support spelling and reading comprehension (by teaching relations between root words and affixes)
    2. Literate language form (complex sentences, noun phrase & verb phrase elaboration)
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7
Q

Hybrid Intervention for Pragmatics

~Conversational discourse
-Role playing for ___ ____ (politeness, tact, assertiveness)

-Discourse management
1.
2.
3.
4.

-Presuppositional skill and communicative repair
1.
2.

A

~Conversational discourse

  • Role playing for Contextual variation (politeness, tact, assertiveness)
  • Discourse management
    1. Cueing
    2. Conversational mapping
    3. Video modeling
    4. Conversational treatment program
  • Presuppositional skill and communicative repair
    1. Barrier games
    2. Peer editing
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8
Q

Hybrid Intervention for Pragmatics cont’d

  • Classroom discourse
    1. Collaboration with …
    2. __ __ of structure of classroom ___
A
  • Classroom discourse
    1. Collaboration with teachers to accommodate student needs
    2. Metalinguistic discussion of structure of classroom scripts
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9
Q

Hybrid Intervention for Pragmatics cont’d

~Narrative Skill

  • Narrative Comprehension
    1. Develop …
    2. Use __ __ __ activities
    3. __ __
    4. Generating questions based on…
    5. Use __ ___ strategies
    6. Encourage __ __
    7. Provide___ ___ to each story
    8. Use ___ ___
    9. Teach __ __
    10. Discuss characters’ …
    11. Use ____
A

~Narrative Skill

  • Narrative Comprehension
    1. Develop preparatory sets (to activate background knowledge)
    2. Use directed reading-thinking activities
    3. Literature webs
    4. Generating questions based on pre-reading activities
    5. Use communicative reading strategies
    6. Encourage “think-aloud”
    7. Provide repeated exposure to each story
    8. Use graphic organizers
    9. Teach story grammar
    10. Discuss characters’ feelings, plans, goals, internal states
    11. Use QART
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10
Q

Hybrid Intervention for Pragmatics cont’d

  • Narrative Production
    1. Modifying …
    2. ___
    3. ___ narratives
    4. __ ___, webs, and other____ organizers
    5. Write …
    6. Develop __ __
    a. ___,___,___
    7. Enhance __ ___ with multiple retelling
A
  • Narrative Production
    1. Modifying elements in a story
    2. Stickwriting
    3. Personal narratives
    4. Story maps, webs, and other graphic organizers
    5. Write alternate versions of stories
    6. Develop cohesive marking
    a. Pronouns, Conjunctions, Articles
    7. Enhance “artful” storytelling with multiple retelling
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11
Q

Hybrid intervention for Metalinguistic & metacognitive

~Metalinguistic skills

  • Use of ___
  • Focus attention on … in spelling instruction (Phonological awareness)

~Phonological awareness:

  • Use only for students who …
  • Presented in __ __ as well as in __ __
  • Follow the ___ (…)
  • Combine ___ ___ instruction with __ ___ correspondence and __ __
A

~Metalinguistic skills

  • 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
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12
Q

Hybrid intervention for Metalinguistic & metacognitive cont’d

-Reading fluency
1
2.
3.
4.
5.
6.)
  • Writing
    1. ___ and ____ classroom texts
A
  • Reading fluency
    1. Echo reading
    2. Choral reading
    3. Guided oral reading
    4. Partner reading
    5. Assisted reading
    6. Performance reading (Readers’ theater, dramatic reading)
  • Writing
    1. Paraphrase and rewrite classroom texts
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13
Q

Hybrid intervention for Metalinguistic & metacognitive cont’d

~Metacognitive skills

  • ____ monitoring
    1. Assess the ___ abilities of the child to work on __ and ____
  • Organization and learning strategies
    1. Create…
    2. __ ___
    3. __ ___
    4. ____l teaching/ Buddy study
    5. ___ ___
A

~Metacognitive skills

  • Comprehension monitoring
    1. Assess the comprehension abilities of the child to work on organization and self regulation
  • Organization and learning strategies
    1. Create inferential sets (What I know chart)
    2. Self-questioning
    3. Think aloud
    4. Reciprocal teaching/ Buddy study
    5. Graphic organizers
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14
Q

Intervention Contexts in the L4L Period

  • Scheduling
    1.
    2.

-Agents of intervention
1.
2.
3.

A
  • Scheduling
    1. Intensive cycle scheduling
    2. 3:1 scheduling
  • Agents of intervention
    1. Supervised paraprofessionals
    2. Trained peers
    3. Cooperative learning groups
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15
Q

Service Delivery Models

  • ____
  • ____
  • ____ model
  • __ ___ classroom
  • ___
    1. In ___ framework
    2. Consultation to support students on ___
  • Collaboration
    1. Building __ __
    2. Developing ___ __
    3. Effective __ ___
    4. Includes collaborative curricular planning to accommodate …
A
  • Inclusion
  • RTI
  • Clinical model
  • Language-based classroom
  • Consultation
    1. In RTI framework
    2. Consultation to support students on IEP
  • Collaboration
    1. Building administrative support
    2. Developing collaborative relationships
    3. Effective lesson planning
    4. Includes collaborative curricular planning to accommodate students with special needs in the mainstream curriculum
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16
Q

Older Students Functioning at the L4L Level

  • Foster ____
  • Foster ___ __ __
  • Foster __ ___
  • Use__ ___ curriculum
  • Include___ and ___ contexts
A
  • Foster independence
  • Foster functional social discourse
  • Foster functional literacy
  • Use community-referenced curriculum
  • Include vocational and recreational contexts
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17
Q

Students with ASD

  1. Improving ____ deficits:
    - Metacognitive ____ (using role play)
    - Address __ ___ deficits using ___ stories
    - Use ___ ___ to develop __ and ___ skills
  2. Evidence-based pragmatic intervention
    - __ and ___
    - ____ modeling
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
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18
Q

Planning Intervention in the L4L Stage

transdisciplinary approach

who?

A

Transdisciplinary approach:

SLP
OT
PT
Regular Ed teacher
Reading specialist
Special Ed teacher 
Audiologist
Psychologist
Behavioral Specialist
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19
Q

planning intervention in the L4L stage

preparation of IEP

4 things

A
  • Strengths/weaknesses
  • Parental concerns
  • Long term/ short term goals
  • Accomodations/ modifications
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20
Q

planning intervention in the L4L stage

504 plans: Who do not qualify for IDEA (IEP)

A

504 plans: Who do not qualify for IDEA (IEP)

a) ADD/ADHD may bot be eligible for IEP, bur may be eligible for 504 plan (They will be provided accommodations within the classroom setting)

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21
Q

planning intervention in the L4L stage

Family-centered intervention:

A

Family-centered intervention:

  1. Parents are involved so we know their concerns and address them.
  2. How can we involve them? We can send home things to work on, involove them in IEP/ Planning, send them weekly/monthly progress report
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22
Q

Guiding Principles of Intervention at the L4L Stage

Use curriculum-based instruction:

A

Use curriculum-based instruction:

a) Try to make the goals froma literacy standpoint and incorporate their curriculum in your intervention

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23
Q

Guiding Principles of Intervention at the L4L Stage

Integrate oral and written language:

A

Integrate oral and written language:

a) When working on narrative skills… have them tell the story and then afterwards have them write it

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24
Q

Guiding Principles of Intervention at the L4L Stage

Improving meta skills (talking and thinking about language):

A

Improving meta skills (talking and thinking about language):

a) Improving awareness will improve vocabulary and syntax. They can self- monitor and correct their own mistakes.

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25
Q

Guiding Principles of Intervention at the L4L Stage

Collaborate to prevent school failure by participating in RTI:

A

Collaborate to prevent school failure by participating in RTI:

This is a Good approach to prevent reading and writing disabilities and referral to special ed

26
Q

Intervention Processes in the L4L Period

  1. Clinician-directed intervention:
A
  1. Clinician-directed intervention: more formal/ structured/ clinician decides the targets to be addressed
    a) Drill play (drill)
    b) Cognitive behavior therapy
27
Q

Intervention Processes in the L4L Period

drill play:
drill:
cognitive behavior therapy:

A

a) Drill play: antecedent motivating event and subsequent motivating event. Carry out activity in the form of a game. (Articulation/semantic/ morphological markers)
b) Drill: repeated blocked practice
c) Cognitive behavior therapy: address comprehension and monitoring abilities of the child. Provide a new word to the child and ask them to think about what it is. Use the cognitive ability of the child to carry out the activity. “Think aloud procedure”- vocalize every step you carry out so the child can develop that self- monitoring strategy. Over time, reduce the number of prompts you provide

28
Q

Intervention Processes in the L4L Period

child-centered intervention:

A
  1. Child-Centered intervention: child leads the intervention/ more informal/ less structured
  2. Scaffolding
    i. Creation of optimal task conditions:
    ii. Guidance of selective attention
    iii. Provision of external support
29
Q 
Intervention Processes in the L4L Period
-child centered
1. scaffolding:
i Creation of optimal task conditions:
ii Guidance of selective attention:
iii Provision of external support:
A

Scaffolding: provide some support to the child. Identify the level of performance of the child and provide strategies to improve that performance (ZPD)

i. Creation of optimal task conditions: -Simplify the activity for the child (give them more time to complete the task, make the task more simple for the child according to their level of performance)
ii. Guidance of selective attention: -guide the childs attention to the specific targets that you want. (Highlighting or bolding information) Visual and verbal cues to guide their attention.

iii. Provision of external support:
- background knowledge is given “a preview so they know what is coming up” This way they will be more prepared and possibly more confident in the material

30
Q

Intervention Processes in the L4L Period

hybrid

A

Hybrid: child may select target, but it will still be structured

31
Q

Hybrid Intervention for Semantics

  1. Use elaborated exposure (repeated & active engagement) with new words in writing and in speech: (when wanting to teach new words
A
  1. Use elaborated exposure (repeated & active engagement) with new words in writing and in speech: (when wanting to teach new words)

->show pictures, perform an action, segment the word, show videos, teach them how to look it up in the dictionary, use contextual cues, create a story about the word, involve another student or peer in the activity (pairing), come back to the word after you have taught it, pictograms, flowcharts, repeat the word and provide it in different contexts.
Fast mapping: understand the word with one exposure
Extended mapping: understand with multiple exposure in different contexts

32
Q

Hybrid Intervention for Semantics

  1. Use metacognitive approaches to teach students strategies for learning new words:
A
  1. “think aloud” address

2. metapragmatics- address these in role play/ how to behave in certain contexts

33
Q

Hybrid Intervention for Semantics

  1. Teach dictionary skills explicitly
A

a) Teach alphabetical order
b) Teach how the words are given and the abbreviations “n=noun”
c) Teach them how to identify different meanings

34
Q

Hybrid Intervention for Semantics

  1. Use word study approach (link to spelling)
A
  1. Teach root words and how they can branch into new words (linking the root word to other words) Ask them to make new words from a root word
  2. This addresses semantics and spelling
35
Q

Hybrid Intervention for Semantics

  1. word finding difficulties:
A
  1. Word finding difficulties: are common/ may show substitution errors.
    a) Visual maps to increase semantic association: elaborated exposure
    b) Massed practice to increase speed of retrieval: drill- practicing the same thing over again or random practice. (Word will move from ST memory to LT memory
    c) Use of phonological cues and self-cues: phonological cues tend to be better for children with LLD over semantic cues bc they have a restricted vocabulary. Activity for phonological awareness: rhyming, segmenting, blending.
36
Q

Hybrid Intervention for Semantics

2.Semantic integration and inferencing:

A
  1. Semantic integration and inferencing: difficulty inferring the meaning of sentences
    a) Prediction activities: narrate a story to the class and stop in between and ask the child what they think will happen next; also one on one training- provide the first half of the story and ask the child to create the second half

b) Practice answering inferential questions: if there is a story we can ask more complex questions “why do you think he behaved like that?” “what would you do if you were in that situation?”
c) Use of ‘sentence bridges’: you have to understand the meaning of the first sentence in order to understand the second sentence. Combine sentences and ask the child to identify the meaning

37
Q

Hybrid Intervention for Semantics

a) Visual maps to increase semantic association:
b) Massed practice to increase speed of retrieval:
c) Use of phonological cues and self-cues:

A

a) Visual maps to increase semantic association: elaborated exposure
b) Massed practice to increase speed of retrieval: drill- practicing the same thing over again or random practice. (Word wil move from ST memory to LT memory
c) Use of phonological cues and self-cues: phonological cues tend to be better for children with LLD over semantic cues bc they have a restricted vocabulary. Activity for phonological awareness: rhyming, segmenting, blending.

38
Q

Hybrid Intervention for Semantics

a) Prediction activities:
b) Practice answering inferential questions:
c) Use of ‘sentence bridges’:

A

a) Prediction activities: narrate a story to the class and stop in between and ask the child what they think will happen next; also one on one training- provide the first half of the story and ask the child to create the second half
b) Practice answering inferential questions: if there is a story we can ask more complex questions “why do you think he behaved like that?” “what would you do if you were in that situation?”
c) Use of ‘sentence bridges’: you have to understand the meaning of the first sentence in order to understand the second sentence. Combine sentences and ask the child to identify the meaning

39
Q

Hybrid Intervention for Syntax & Morphology

Select targets for instruction:

A

Select targets for instruction: address classroom requirements so they can perform well in the curriculum

40
Q

Hybrid Intervention for Syntax & Morphology

Provide guided practice in using targets in both spoken (listening & speaking) and written (reading & writing) contexts:

A

Provide guided practice in using targets in both spoken (listening & speaking) and written (reading & writing) contexts: guide them to specific targets. Include reading comprehension to help improve syntax

41
Q

Hybrid Intervention for Syntax & Morphology

Provide guided practice in using targets in both spoken (listening & speaking) and written (reading & writing) contexts:

1.
2.

A

1.) Teach advanced morphology to support spelling and reading comprehension (by teaching relations between root words and affixes): syntactic errors are a result of morphological errors. So if we address morphology then we are addressing syntax. Teach how morphemes are added to change tense.

2.) Literate language form (complex sentences, noun phrase & verb phrase elaboration): decontextualized language. Important to address literate language. If we work on semantics, syntax, and morph in turn we are addressing the child’s literate language. Ask them to indentify passive forms, plurals, conjunctions, etc. Do paraphrasing activities as well as sequencing activities.
`

42
Q

Hybrid Intervention for Pragmatics

Conversational discourse

  1. Role playing for Contextual variation (politeness, tact, assertiveness):

tact:
assertiveness:

A
  1. Role playing for Contextual variation (politeness, tact, assertiveness): how we use language in different contexts and how we use it depending on the listeners background knowledge of the subject. (How we modify speech and language) Provide sentences and ask the child if it is appropriate to use with different contexts/listeners
    - -Tact: how to convey a message without offending someone
    - -Assertiveness: how confident you are
43
Q

Hybrid Intervention for Pragmatics

conversational discourse

discourse management:

  • Cueing
  • Conversational mapping
  • Video modeling
  • Conversational treatment program
A

b) Discourse management: initiate, maintain, take turns, and terminate the conversation
- Cueing
- Conversational mapping: pay attention to the content, nonverbal or body language, good listening,
- Video modeling: good for kids with autism. Provide videos with appropriate and inappropriate behaviors
- Conversational treatment program: a study on a child w conversation deficits. He watched videos and then was asked to carry it out, and after the clinician demonstrated it in a classroom environment. At the end he had to maintain a conversation with a partner.

44
Q

Hybrid Intervention for Pragmatics

conversational discourse

Presuppositional skill and communicative repair:

1
2

A

Presuppositional skill and communicative repair

  • Barrier games: child has to request clarification
  • Peer editing: use in oral and written context. Ask the child to criticize peer orally or verbally
45
Q

Hybrid Intervention for Pragmatics

classroom discourse

  • Collaboration with teachers to accommodate student needs:
  • Metalinguistic discussion of structure of classroom scripts:
A

Classroom discourse

  • Collaboration with teachers to accommodate student needs: curriculum based assessment. Observe the child or carry out an artifact analysis to provide strategies to help the child in the classroom. Provide feedback fro the child and make the hidden rules clear to the child. Help the child develop turn taking skills. Consult with classroom teacher and ask her to make sure the child is implementing the strategies.
  • Metalinguistic discussion of structure of classroom scripts: “hidden curriculum” Role play or video modeling can be provided so the child knows what is expected of them
46
Q

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:

A

Narrative Skill

Narrative Comprehension

Develop preparatory sets (to activate background knowledge): provide a preview activity or narration and ask the child what they think the child is about to activate background knowledge

Use directed reading-thinking activities: “ have you heard of the story” / “who do you think the main character is?”

Literature webs: making a visual representation and connecting different ideas

Generating questions based on pre-reading activities: provide title of story and ask the child what they think the story is about (before providing the entire story)

Use communicative reading strategies: to improve comprehension. Ask the child to summarize what was read, explain it, clarify topics/pronouns/ pay attention to possessive markers

Encourage “think-aloud”: vocalize all of the steps

Provide repeated exposure to each story: for better understanding

Use graphic organizers: Similar to literature web (Setting: place and time/ Episode: characters, plan, attempt, resolution, internal response)

Teach story grammar: (when it is specific to a story) who, what, where, when why.

Discuss characters’ feelings, plans, goals, internal states: all a part of semantic integration and inferential comprehension. Guiding

Use QART: Question, Answer, Relationship, technique: Ask the child simple questions about the story components (title, main character, setting), Next as the sequence of events where he has to read multiple paragraphs , then ask “why do you think he behaved/responded that way” to critically evalutaAt the end it should be more critical- “what would you have done?”

47
Q

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 (replace nouns with pronouns, identify conjunctions)

Enhance “artful” storytelling with multiple retelling: ** Look at chart in text

  • Appendage:
  • Orientation:
  • Evaluation:
A

Narrative Production

Modifying elements in a story: provide a story with missing elements and ask the child to give them orally or graphically

Stickwriting: focus on content, sentence length. Ask the child to represent a story in pictures and then ask them to explain it

Personal narratives: describing own experiences

Story maps, webs, and other graphic organizers:

Write alternate versions of stories: provide a story and ask the child to make a similar story with a different ending. (Oral or written)

Develop cohesive marking: important to guide attention to possessive markers bc it provides information about the sequencing of event s
-Pronouns, Conjunctions, Articles (replace nouns with pronouns, identify conjunctions)

Enhance “artful” storytelling with multiple retelling: improve by repeating multiple times. ** Look at chart in text
Appendage: introducing the story
Orientation: describing the events and characters more specifically
Evaluation: feelings, plans, goals

48
Q

Hybrid intervention for Metalinguistic & metacognitive

Metalinguistic skills: important

Use of Editing:

Focus attention on sound structure of words in spelling instruction (Phonological awareness):

A

Metalinguistic skills: important

Use of Editing: record the childs conversation and replay it to analyze. Edit written activities or ask the child to edit their own answers

Focus attention on sound structure of words in spelling instruction (Phonological awareness): improve spelling abilities by focusing on PA. PA develops automatically in normal children, This must be taught explicitly in children with LLD

49
Q

Hybrid intervention for Metalinguistic & metacognitive

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: …
A

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]: Shallow level: rhyming Complex: blending/ phoneme segmentation
Combine phonological awareness instruction with letter-sound correspondence and print awareness: incorporate literacy goals

50
Q

Hybrid intervention for Metalinguistic & metacognitive

  1. Reading fluency:
  2. Writing
    Paraphrase and rewrite classroom texts: write this in your own words
A
  1. Reading fluency: a child is fluent if he reads without many disruptions

Paraphrase and rewrite classroom texts: write this in your own words

51
Q

Hybrid intervention for Metalinguistic & metacognitive

1. Reading fluency: 
1
2
3
4
5
6
A
  1. Reading fluency: a child is fluent if he reads without many disruptions
    a) Echo reading: child echoes speaker

b) Choral reading: paired reading so the weaker listener learns from the stronger
c) Guided oral reading: ask the child to read a passage and provide feedback and have them read it aging
d) Partner reading: pair the child and ask tem to read together
e. )Assisted reading: have them listen to audio tape and then have them read it
f. )Performance reading (Readers’ theater, dramatic reading)

52
Q

Hybrid intervention for Metalinguistic & metacognitive

Metacognitive skills

  1. Comprehension monitoring
    a) Assess the comprehension abilities of the child to work on organization and self regulation: …
A

A.) Assess the comprehension abilities of the child to work on organization and self regulation: include their ability to understand. Instruct them to self-cue while reading and summarize to understand

53
Q

Hybrid intervention for Metalinguistic & metacognitive

  1. Organization and learning strategies
    a) Create inferential sets (What I know chart):
    b) Self-questioning:
    c) Think aloud
    d) Reciprocal teaching/ Buddy study:
    e) Graphic organizers:
A
  1. Organization and learning strategies
    a) Create inferential sets (What I know chart): activate background knowledge. Terms I know/ terms I don’t know
    b) Self-questioning: is this the meaning of that word?
    c) Think aloud:
    d) Reciprocal teaching/ Buddy study: pair them up and have them teach each other?
    e) Graphic organizers: pictorial representation
54
Q

Intervention Contexts in the L4L Period

scheduling

  • Intensive cycle scheduling:
  • 3:1 scheduling:
A
  • Intensive cycle scheduling: 4-5 sessions per week for 6-10 weeks (this would be one cycle) to provide more intensive intervention (MS and HS)
  • 3:1 scheduling: intensive intervention for the first 3 weeks and the last week is all assessment/ planning/ IEP
55
Q

Intervention Contexts in the L4L Period

Agents of intervention

  1. Supervised paraprofessionals:
  2. Trained peers:
  3. Cooperative learning groups:
A

Agents of intervention

Supervised paraprofessionals: train other professionals to help with caseload (cant carry out assessment or eval or do IEPs) provide them with goals, activity, and reinforcement as well as how to provide feedback
Trained peers: train other children and involve them in intervention 
Cooperative learning groups: divide class into groups. Make sure there is one child who is capable in the group as well as one child who is struggling. Give all members responsibility.
56
Q

Service Delivery Models

RTI:

Clinical model:

Language-based classroom:

A

RTI: pre referral model aimed at preventing reading and writing disabilities. No IEP, just modifications and support.

Clinical model: pull out is traditional (advantage- more one on one) (disadvantages- stigma, missing class)

  • pull out/sit in is recommended:
  • Sit in/pull out: intervention occurs in the classroom and the childs assignment is reviewed by the clinician and provides strategies

Language-based classroom: SLP might serve as a classroom teacher to give oral language enough I

57
Q

Service Delivery Models

Consultation

In RTI framework:
–To improve comprehension:

Consultation to support students on IEP:

A 
Consultation
In RTI framework: provide strategies, help assess, progress monitoring. Include these in the intervention: 
phonological awareness 
Phonics
Vocabulary
Fluency
Comprehension

To improve comprehension: visual cues, pre reading strategies, graphic organizers, paraphrasing, self assessment, ask them questions, and have them generate questions

Consultation to support students on IEP: see what goals you need to make to help the child succeed. Important for us to be trained as well as others to provide effective intervention

58
Q

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:

A

Collaboration
Building administrative support: work with school administrators and teachers

Developing collaborative relationships: develop relationships with classroom teacher and special education teachers

Effective lesson planning: important so we can document progress

Includes collaborative curricular planning to accommodate students with special needs in the mainstream curriculum: provide equal opportunities to children with disabilities

59
Q

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

A

Foster independence

Foster functional social discourse: may need intensive social interaction with others

Foster functional literacy: modify goals depending on the child (prepare for interview, job applications, etc)

Use community-referenced curriculum: similar to functional assessment. Make targets depending on the context of the child

Include vocational and recreational contexts:

60
Q

Students with ASD

Problems with organization and emotional control

Improving metacognitive deficits:

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

Problems with organization and emotional control

Improving metacognitive deficits:

  1. Metacognitive strategies (using role play)
  2. Address self-regulation deficits using social stories: picture sequences and social stories
  3. Use peer models to develop social and communicative skills: video modeling
  4. Evidence-based pragmatic intervention
  5. Scripting and fading: provide script and ask them to read it and follow the questions, as they become more comfortable, fade the script and the conversation becomes more natural
  6. Video modeling: video demonstrations of situations

Language - Adolescents (4 decks)

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