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Language - Adolescents > Chapter 14 > Flashcards

Chapter 14 Flashcards

1
Q

Why is it important to assess metalinguistic skills?
Important to __ and ___ self
…

Ability to ….

A

Why is it important to assess metalinguistic skills?
Important to analyze and self monitor self (metacognitive?)
Thinking, organizing, planning, etc.

Ability to think about or analyze form, content, and use***

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2
Q

Rationale for Services to Adolescents

  1. More intense ___ of secondary curriculum
  2. Advanced level of …
  3. Areas of communication, other than ____ need to be addressed.
  4. Reduce __ ___.
A
  1. More intense demands of secondary curriculum (cognitive & academic).
  2. Advanced level of abstract thinking and language requirements.
  3. Areas of communication, other than academics need to be addressed.
  4. Reduce dropout rates.
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3
Q
  1. More intense demands of secondary curriculum (cognitive & academic). -
  2. Advanced level of abstract thinking and language requirements. -
  3. Areas of communication, other than academics need to be addressed. -
  4. Reduce dropout rates. -
A
  1. More intense demands of secondary curriculum (cognitive & academic).
    a) Cognitive demands in high school: divided attention, time management, organization, planning for activities, higher memory load
    b) Academic demands: listening and writing, complex syntax, literate language (expository text), improved conversational skills
  2. Advanced level of abstract thinking and language requirements.
    a) May have to understand figurative language, expository text, use of higher level functions
  3. Areas of communication, other than academics need to be addressed.
    a. Social communication- discourse management
    b. Functional skills** how they use language in different contexts
    c. Vocational aspects
    d. Other changes are happening and children with LLD have difficulty communicating their feelings. Emphasize the importance of communicating feelings with others

4.Reduce dropout rates.
By providing intervention

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4
Q

Role of SLP in Secondary Curriculum

SLPs Support

  • ___ crisis
  • Elaborating ___ & ___
  • Increasing understanding and use of ___ ____
  • Building __ ___ skills
  • Enhancing __ ___
  • Increasing ….
  • Developing ___ ____

SLPs Do Not Support

  • Teach basic ___,___
  • Give assistance with ____
A

SLPs Support

  • Literacy crisis
  • Elaborating vocabulary & word knowledge
  • Increasing understanding and use of figurative language
  • Building verbal reasoning skills
  • Enhancing complex syntax
  • Increasing written and oral text comprehension
  • Developing metacognitive strategies

SLPs Do Not Support
-Teach basic decoding, spelling
Give assistance with homework
-

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5
Q

SLPs Support
Literacy crisis …
Elaborating vocabulary & word knowledge …
Increasing understanding and use of figurative language…
Building verbal reasoning skills…
Enhancing complex syntax…
Increasing written and oral text comprehension…
Developing metacognitive strategies…

A
  • -Literacy crisis: children not getting the appropriate help they need. 27% of student perform below reading level. They struggle with reading and writing. Percentages increase in minority groups.
  • -Elaborating vocabulary & word knowledge: associating new words with other things (semantic associations) This can be done by activating background knowledge and preparing them for the new word
  • -Increasing understanding and use of figurative language: guided instruction and exposure to figurative language
  • -Building verbal reasoning skills: important to have good comprehension. Address reading or narrative comprehension to imorve skills
  • -Enhancing complex syntax: elaboration of noun and verb phrase
  • -Increasing written and oral text comprehension: focus on writing. Work on comprehension and try to relate it to expression. Carry over to production.
  • -Developing metacognitive strategies: so they can edit, regulate, and revise oral language and writing.
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6
Q

Student Centered Intervention

  • Review __ ___
  • Engage student in __ ___ in intervention goals -Involving them in the __ ___, discussions with __ & __, and __ __.
  • Encourage students to participate in___ ___
  • Use __ ___
  • Provide ….
A
  • Review assessment results
  • Engage student in setting priorities in intervention goals (writing IEP)
  • Involving them in the IEP meetings, discussions with parents & professionals and goal setting.
  • Encourage students to participate in transitional planning (ITPs)
  • Use communication contracts
  • Provide supportive and non-therapeutic counseling
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7
Q
  • Review assessment results
  • Engage student in setting priorities in intervention goals (writing IEP)
  • Involving them in the IEP meetings, discussions with parents & professionals and goal setting.
  • Encourage students to participate in transitional planning (ITPs)
  • Use communication contracts
  • Provide supportive and non-therapeutic counseling
A
  • Review assessment results: review performance
  • Engage student in setting priorities in intervention goals (writing IEP): ask them if they have any specific concerns. Address priorities first.
  • Involving them in the IEP meetings, discussions with parents & professionals and goal setting: also in goal setting
  • Encourage students to participate in transitional planning (ITPs): ask the child if they would like to do higher educational training or vocational training?
  • Use communication contracts: contract between the child and SLP and provides all goals to work on. Increases the responsibility of he child to follow through with the goals.
  • Provide supportive and non-therapeutic counseling: can refer to psychologist or clinical psychologist if necessary.
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8
Q

Products of intervention

  1. Development of __ ___ -
  2. Addressing __ and ___ curriculum -
A

1.Development of compensatory strategies
a) Not only addressing language deficits, but providing strategies so the child can perform successfully in different contexts
The appropriate use of knowledge and skill = strategy

2.Addressing academic and functional curriculum

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9
Q

Processes of Intervention in Advanced Language Stage

  • -Intervention aims at not only __ _ ___ but also teaching ___ ___.
  • -National Joint committee on Learning disabilities (2008): Intervention for __ __ ___ focuses on __ __ acquisition & __ ___.
  • -Basic skill instruction can be aimed at __ & __ ___
A
  • -Intervention aims at not only remediation of deficits but also teaching compensatory strategies.
  • -National Joint committee on Learning disabilities (2008): Intervention for adolescents with LLD focuses on basic skill acquisition & strategy development.
  • -Basic skill instruction can be aimed at academic & functional skills.
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10
Q

Basic skills: Academic communication

Semantics

  • -
  • -
  • -
A

Semantics

  • -Literate lexicon – direct instruction & expand word knowledge
  • -Word retrieval
  • -Figurative language
  • -Verbal reasoning

Syntax
–Complex syntax

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11
Q

Semantics

  • -Literate lexicon – direct instruction & expand word knowledge
  • -Word retrieval
  • -Figurative language
  • -Verbal reasoning
A

Semantics

  • -Literate lexicon – direct instruction & expand word knowledge. (In advanced language stage a lot of independent reading needs to be carried out, but LLD have difficulty with reading comprehension.) so we will likely stick with direct instruction and teach them new words every day.
    1. Direct instruction: improving the reading comprehension and basic understanding of the child (look in book)
    2. Expand word knowledge: activate background knowledge, break it up, create semantic associations, go back and revisit the word***

–Word retrieval: Phonological cueing, massed practice, elaborated exposure, repeated exposure, gestural cues, verbal cues, etc. Ask the child to repeat the word multiple times, and then have them write it multiple times, and then make a sentence. (can use hand tapping or lines to segment) Also trying to improve the spelling of the child.

–Figurative language: it may not be common in textbooks. Ask the child to collect words… provide them with repeated exposure and guided scaffolding (dynamic assessment) Address reading comprehension before fig language. PROVIDE a passage and have them highlight the figurative language. Also have them construct it. Also address the ability to use slang. Identify slang in conversations with peers, collect comic strips for humor

–Verbal reasoning: can use “think aloud” to talk through the problem; can also use graphic organizers, visual maps, etc. Provide them with advertisements and have them determine differences between them

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12
Q

Syntax
Complex syntax
(9)

A

Syntax
Complex syntax: look at syntactic maturity or how well they can use decontextualized language

  1. Noun phrase elaboration
  2. Sentence compiling using conjunctions
  3. Ask them identify the time in temporal clauses
  4. Go from simple (prepositional sentence) to complex (complex verb clauses)??
  5. Use story cards to combine to make complex sentences
  6. Look for low frequency forms of words (consequently)
  7. Ask them to listen to an audio recording and summarize or paraphrase
  8. Argumentative and persuasive texts also helps 9.improve complex syntax
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13
Q

Program for training: verbal reasoning skills
a
b)

A

Program for training: verbal reasoning skills

a) Mediated learning (1-5 sessions): provide a specific question and ask them use a strategy to analyze it….. “cow is to calf as lion is to ______” define the terms in the sentence, and then encode it, and then infer, and then answer, and analyze
b) Bridging (6-15 sessions): ask the child to carry out an activity in daily life

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14
Q

Basic skills: Academic communication

Pragmatics

  1. Classroom ___
  2. Narrative ___
  3. Narrative___
  4. ___ mechanics
  5. ___ & ___text
A

Pragmatics

  1. Classroom discourse
  2. Narrative comprehension
  3. Narrative production
  4. Writing mechanics
  5. Expository and argumentative text
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15
Q

Pragmatics

  1. Classroom discourse..
  2. Narrative comprehension..
  3. Narrative production..
  4. Writing mechanics..
  5. Expository and argumentative text..
A

Pragmatics

  1. Classroom discourse: use classroom scripts; outline a script and brainstorm what might happen (variation); Give the child a scenario and ask how they will respond. Direct their attention to the important cues. (graphic organizers, peer models, consult with teacher and find out what areas they are having difficulty)
  2. Narrative comprehension: QART model, summarizing, paraphrasing, asking them questions, graphic organizers, sequence of activities, organization, can use drama- act something out

3.Narrative production: have to explicitly work on production. Compiling sentences, paraphrasing through writing, teach them how to plan so their product is appropriate* Look at cohesion, macrostructure, microstructure
A) planning
B) production
C) Product

4.Writing mechanics: punctuation, capitalization, organization, and spelling. Look at their written product and provide appropriate intervention (although we are not supposed to work on spelling, but we can include phonological activities that focus on spelling), use peer editing, may want to let them word processor because they have difficulty with manual writing

5.Expository and argumentative text: most difficult aspect of children with LLD. Follow a strategy where you model, joint construction, and then ask them to carry out the activity independently.
Introduction: opening statement
Body: main points to discuss
Summary of what was discussed
Ask them to cue themselves while they are writing.
Provide information about the nature of the essay
It is comprised of:
Claim: opening statement/ background knowledge
Warrant: I agree/disagree because
Data: Provide research evidence

Ask them to read magazines, editorials, advertisements, blogs, letters, etc. so they know how they differ

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16
Q

Basic skills: FUNCTIONAL COMMUNICATION

A

-Conversation
-Survival skills - Vocational communication skills
Family/Independent living skills

17
Q

FUNCTIONAL COMMUNICATION

–Conversation:

–Survival skills:

A

FUNCTIONAL COMMUNICATION

–Conversation: Video modeling, graphic organizers, conversational maps, role play, script fading- often looks artificial.. Especially on initiation, social stories, social clubs
M: Model
A: analyze
P: practice

When we work on social stories we are working on social cognition and understanding others perspectives

–Survival skills - Vocational communication skills
If they want higher education- they will require more formal education, strategies, higher cognitive demand

1.Vocational communication skills: collect info, prepare a resume, prepare for interviews, if they already have a job then address the issues they face

2.Family/Independent living skills: address day to day life issues- shopping, eating out, etc.
Can also address hygiene.

Address expressing feelings in appropriate verbal communication.

Incorporate digital or electronic activities (facebook)

18
Q

Learning Strategies

  1. Teaching __ __.: combining skill and knowledge. …
  2. Help the child in __ ___.

-SELF REGULATED LEARNING STRATEGIES: self regulation to __ ___

Order:
1.
2.
3.
4.
5.
6.
7.
A
  1. Teaching Compensatory Strategies.: combining skill and knowledge. Can only use these strategies for children with normal IQ, minimum of a 4th grade reading level
  2. Help the child in independent functioning.
    - SELF REGULATED LEARNING STRATEGIES: self regulation to resolve deficits

Order:

  1. Description: describe the strategy you are providing to the child
  2. Activate background knowledge:“think aloud”;. “You can use this when…”
  3. Discuss current level (performance: give them a task and review them
  4. Model & Self instruction
  5. Collaborative practice: both carry out the task together
  6. Independent practice (mastery)
  7. Generalization
19
Q

Learning Strategies

  • Semantics
    1. Learning __ __:
  1. __ __:
  2. __ ___:

*Syntax
__ & ___

A

*Semantics

1.Learning new words: direct instruction is most appropriate in children with LLD. Can use:
Root word and then add another word to branch it, look at inflection, look at all the forms the root can take, use of prefixes and suffixes and how they change the word
Context- derive the meaning of the word from the context
Combined approach: root word strategy and contextual abstraction
Repeated practice
Key word approach: while teaching the new word associate the key word with a picture so each time you say the word they think of the picture.

2.Word retrieval
Cueing
Keyword
Password game 
Reflective Pausing: pause for a moment after being asked a question (children with LLD have difficulty with this) pause and then answer with the appropriate response

3.Figurative language

  • Syntax
    1. Oral and writing: meta skills
20
Q

Learning Strategies

*Pragmatics
-
-
-
-
-
-

-

A
  • Pragmatics
  • Classroom discourse
  • Conversational discourse
  • Narrative comprehension
  • Narrative production
  • Expository text: oral & written
  • Persuasive text
  • Meta skills
  • Self regulation
  • Meta cognition
21
Q

Contexts of Intervention

*Agents of intervention:

*Service delivery models
1.
2.
3.
4.
A

*Agents of intervention: Most intervention is delivered by SLPs in collaboration with other professionals and peers.

  • Service delivery models
    1. Limited use of clinical model
    2. Supported inclusion
    3. Language-based course for credit
    4. Consultation and collaboration
22
Q

Special Considerations: ASD

*May have strong academic skills, but need help in
1.
2.
3.

*Evidence based intervention for Pragmatic skills:
1.
2.
3.

A
  • May have strong academic skills, but need help in
    1. Executive function
    2. Understanding narrative
    3. Pragmatic, social, conversational, and peer interaction skills
  • Evidence based intervention for Pragmatic skills:
    1. Peer models and peer networks
    2. Video modeling
    3. Scripts and script-fading
23
Q

Transition Planning

  • ___ developed for students __ -__ years.
  • Focus:
  • Closely tied to the __ & ___ programs students will be involved with when they graduate
  • Developing __ ___
A

-ITPs developed for students 16-21 years.

-Focus: Developing vocational and daily living skills, and
improving social communication abilities.

  • Closely tied to the educational and vocational programs students will be involved with when they graduate
  • Developing self-determination

Language - Adolescents (4 decks)

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