Chapter 6: Communication for Learning Flashcards
~Characteristics of ASD affect all ____ areas associated with ____ settings and learning
~Children with ASD often have ____ academic achievement than predicted by their ___
~Role of communication skills in learning
~Characteristics of ASD affect all cognitive areas associated with academic settings and learning
~Children with ASD often have lower academic achievement than predicted by their IQ
~Role of communication skills in learning
Executive functions include ~\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_: planning \_\_\_\_ \_\_\_\_\_\_ ~\_\_\_\_\_\_- impairment in \_\_\_\_ \_\_\_\_\_ (alternating attention), \_\_\_\_ attention between \_\_\_\_ and \_\_\_\_ stimuli, and \_\_\_\_ attention to most important features
Executive functions include ~Working memory ~Inhibition ~Mental flexibility ~Planning: planning time ~management ~Attention- impairment in rapid shifting (alternating attention), shifting attention between auditory and visual stimuli, and selective attention to most important features
How are executive functions used in a typical classroom?
~Additional task of integrating _____ and _____ information from others
-_____ teacher at the front of the room talking, and drawing attention to the board, pointing
-____
~SLP may be a _____ _____ _____ within the classroom environment
How are executive functions used in a typical classroom?
~Additional task of integrating nonverbal and verbal information from others
-Traditional teacher at the front of the room talking, and drawing attention to the board, pointing
-Words
~SLP may be a social communication interpreter within the classroom environment
Typical instructional (classroom) discourse ~Relies heavily on \_\_\_\_ \_\_\_\_ ~IRE format: -\_\_\_\_\_\_\_ -\_\_\_\_\_\_\_ -\_\_\_\_\_\_\_ ~\_\_\_\_\_\_ and \_\_\_\_\_\_ attention necessary 1. Teacher asks \_\_\_\_\_ during lecture 2. Student(s) \_\_\_\_\_ 3. Teacher \_\_\_\_ \_\_\_\_ with comments and feedback
Typical instructional (classroom) discourse
~Relies heavily on verbal contributions
~IRE format:
-Initiation
-Response
-Evaluation
~Sustained and selective attention necessary
1. Teacher asks question during lecture
2. Student(s) respond
3. Teacher follows up with comments and feedback
____ child in classroom and ____ the classroom discourse ___
Create ____ _____
Fig. 6-1 on pg. 124
Observe child in classroom and evaluate the classroom discourse style
Create visual supports
Fig. 6-1 on pg. 124
~Create ____-____ word problem key for _____ operations (Fig. 6-2 on p. 125)
~Then have student ____ with corresponding _____ colors those _____ in the problems
~Can ____ words as they learn them
-Promotes ____ on ____ math calculations
-Can be ____ for other subject areas
~Create color-coded word problem key for mathematical operations (Fig. 6-2 on p. 125)
~Then have student highlight with corresponding highlighter colors those words in the problems
~Can add words as they learn them
-Promotes focusing on necessary math calculations
-Can be adapted for other subject areas
Visual support to answer the question, “How was your day?”
~____-____ and ____ behavior accordingly
~____ thermometer
Visual support to answer the question, “How was your day?”
~Self-monitor and adjust behavior accordingly
~Mood thermometer
Literacy development
~Children’s ____ language ____ correlated with literacy levels
~____ ______ difficulty tied to _____ oral language and ____ _____ difficulties
~_____ problems, shifting _____ tied to reading comprehension _____
~Abilities vary greatly
-As a group, children with ASD _____ with reading comprehension
-As text _____ in complexity, difficulties become more _____
Literacy development
~Children’s oral language positively correlated with literacy levels
~Reading comprehension difficulty tied to decreased oral language and central coherence difficulties
~Attentional problems, shifting focus tied to reading comprehension issues
~Abilities vary greatly
-As a group, children with ASD struggle with reading comprehension
-As text increases in complexity, difficulties become more prominent
Some individuals with ASD learn to ___ and ____ without producing ____ language
~Sometimes ____ language can help spur ____ language development
~Written language is not ____ by ____ properties of spoken speech
~Is also ___ of ____ decoding
Some individuals with ASD learn to read and spell without producing spoken language
~Sometimes written language can help spur spoken language development
~Written language is not bound by temporal properties of spoken speech
~Is also absent of nonverbal decoding
Emergent literacy ~Interventions with ASD not \_\_\_\_ covered in the literature ~Can combine specific info about ASD patterns with emergent literacy instruction for other disordered populations -\_\_\_\_ \_\_\_\_\_\_ -\_\_\_\_\_ \_\_\_\_\_\_\_ -\_\_\_\_\_\_\_ -\_\_\_\_ \_\_\_\_\_ -Table 6-1 on p. 130
Emergent literacy ~Interventions with ASD not well covered in the literature ~Can combine specific info about ASD patterns with emergent literacy instruction for other disordered populations -Print knowledge -Phonological awareness -Writing -Oral language -Table 6-1 on p. 130
Family involvement SLP can encourage parents to ~Emphasize \_\_\_\_\_ and purposes of print -Encourage story \_\_\_\_ and retelling ~Ask higher level \_\_\_\_ questions ~Provide \_\_\_\_\_ to help child respond ~Choose books that contain appropriate \_\_\_\_\_ ~Increase opportunities for \_\_\_\_ with literacy materials in \_\_\_\_\_ environments
Family involvement
SLP can encourage parents to
~Emphasize meanings and purposes of print
-Encourage story comprehension and retelling
~Ask higher level analysis questions
~Provide scaffolds to help child respond
~Choose books that contain appropriate complexity
~Increase opportunities for interaction with literacy materials in natural environments
School-age literacy intervention
List on p. 131
**
Intervention should be ____
~No _____ that child must meet before ____ or ____ instruction begins
-Not reaching early _____, so you don’t know what level they are at.
~Conforms with varied profile and abilities of ASD
Intervention should be balanced
~No prerequisites that child must meet before reading or writing instruction begins
-Not reaching early milestones, so you don’t know what level they are at.
~Conforms with varied profile and abilities of ASD
Four Blocks Literacy Framework Balanced literacy approach 1. \_\_\_\_\_ \_\_\_\_\_\_\_ 2. \_\_\_\_-\_\_\_\_ \_\_\_\_\_\_\_\_ 3. \_\_\_\_\_ 4. \_\_\_\_\_ with \_\_\_\_\_
Four Blocks Literacy Framework Balanced literacy approach 1. guided reading 2. self-selected reading 3. writing 4. working with words
Four Blocks Literacy Framework:
1. self-selected reading
~Allows students with ASD to _____ and _____ reading
~Can focus on reading about their ____ of _____
~Increases ____ to read
Four Blocks Literacy Framework:
1. self-selected reading
~Allows students with ASD to choose and practice reading
~Can focus on reading about their areas of interest
~Increases motivation to read
Four Blocks Literacy Framework:
2. writing
~Can write about their _____ in meaningful ways
~Emphasis on ____ process of composition, not ____
~Can use ____ devices, ____, ___
Four Blocks Literacy Framework:
2. writing
~Can write about their interests in meaningful ways
~Emphasis on creative process of composition, not handwriting
~Can use dictation devices, computers, keyboards
Four Blocks Literacy Framework:
3. guided reading
~Helps improve overall language _____ and ______ skills
~Opens up avenue to discuss character’s ____, ____, _____, and use the book as a concrete _____ reference
Four Blocks Literacy Framework:
3. guided reading
~Helps improve overall language concepts and comprehension skills
~Opens up avenue to discuss character’s feelings, actions, reactions, and use the book as a concrete visual reference
Four Blocks Literacy Framework:
4. working with words
~Helps students understand ____ of words, sound ____, and _____
Four Blocks Literacy Framework:
4. working with words
~Helps students understand patterns of words, sound combinations, and spelling
Word level reading and spelling
~____, _____, and _______
~Assessments: ______ (decoding and word recognition) and ______ (encoding and sight word spelling)
~Analyze errors using ______
-Table 6-2 on p. 133
-How to target word level reading and spelling skills within intervention tips on p. 134
Word level reading and spelling
~Phonology, orthography, and morphology
~Assessments: reading (decoding and word recognition) and spelling (encoding and sight word spelling)
~Analyze errors using POMAS
-Table 6-2 on p. 133
-How to target word level reading and spelling skills within intervention tips on p. 134
Reading comprehension
~Result from ____ difficulties in ASD and ____ skill deficits
~Oral language _____ difficulties often related to _____ comprehension problems
~Can also be tied to difficulty formulating ______ sentence structure
Reading comprehension
~Result from cognitive difficulties in ASD and linguistic skill deficits
~Oral language comprehension difficulties often related to text comprehension problems
~Can also be tied to difficulty formulating complex sentence structure
SLP must choose appropriate texts
~Well-structured texts at child’s _____ level
~Must be good for targeting ______
SLP must choose appropriate texts
~Well-structured texts at child’s language level
~Must be good for targeting comprehension
Both _____ and _____ structures
~Narrative texts can be more _____
~Expository texts are often ____ because they can be about specific ____ areas
-Can become more ____ and difficult the ____ the child gets
Both narrative and expository structures
~Narrative texts can be more difficult
~Expository texts are often motivating because they can be about specific interest areas
-Can become more complex and difficult the older the child gets
Writing composition ~Have students \_\_\_\_ about what they \_\_\_\_ ~Explicitly teach \_\_\_\_ skills and \_\_\_\_\_\_ ~Increase \_\_\_\_\_\_ to write ~Teach the \_\_\_\_\_ process \_\_\_\_\_
Writing composition
~Have students write about what they read
~Explicitly teach writing skills and processes
~Increase opportunities to write
~Teach the editing process visually
Integrated language and literacy intervention
~Pairing ___ and ____ language targets can result in best learning opportunities
~Ex. Targeting comprehension and use of pronouns, in increasingly complex sentences
~___ referencing is difficult for children with ASD
-Encounter ___ and can’t figure out the ____ for that pronoun
~Clinician can work on pronouns ____ in sentences, while in the same session practicing reading sentences and figuring out to ____ the pronouns within the paragraph are _____
~Can choose from a pronoun ____ which one is correct
~Follow up with ____ sentences, then ______ them to include pronouns from word bank
Integrated language and literacy intervention
~Pairing oral and written language targets can result in best learning opportunities
~Ex. Targeting comprehension and use of pronouns, in increasingly complex sentences
~Anaphoric referencing is difficult for children with ASD
-Encounter pronoun and can’t figure out the referent for that pronoun
~Clinician can work on pronouns spoken in sentences, while in the same session practicing reading sentences and figuring out to whom the pronouns within the paragraph are referring
~Can choose from a pronoun bank which one is correct
~Follow up with writing sentences, then re-formulating them to include pronouns from word bank
Skills important to work on that target both oral and written discourse ~\_\_\_\_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_ ~\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_
The role of attention?
~___________ ___________
Skills important to work on that target both oral and written discourse ~Summarization ~Question generation ~Comprehension monitoring ~Question answering ~Anaphoric referencing
The role of attention?
~Central coherence
~Accommodations- ____ that help the child ____ in the least ____ learning environment
~Child is still _____ same curricular_____ as peers
-Help them make sense of ____ of the classroom
-____ or change how a child is _____ or tested
-Ex. being given ____ _____ on post-its in addition to _____ them verbally
-Ex. Being given ____ _____ during reading to help with story comprehension
-Ex. Being given ____ ____ during tests
~Accommodations- supports that help the child participate in the least restricted learning environment
~Child is still accessing same curricular content as peers
-Help them make sense of language of the classroom
-Support or change how a child is instructed or tested
-Ex. being given written instructions on post-its in addition to hearing them verbally
-Ex. Being given graphic organizer during reading to help with story comprehension
-Ex. Being given unlimited time during tests
~Modifications- ____ what the child is _____
-Ex. Taught _____ curriculum at their _____ reading level
~SLP must keep child and family’s ___-____ goals in mind when choosing _______ vs. _____
~All accommodations and modifications should be documented in an ____ or ____ plan (504 plan does not outline direct interventions, but makes provisions so child can access learning environment)
~Family that chooses ____ instead of ____ long-term goals:
-Hope that they will have ____-______ education
~Modifications- change what the child is taught
-Ex. Taught different curriculum at their individual reading level
~SLP must keep child and family’s long-term goals in mind when choosing accommodations vs. modifications
~All accommodations and modifications should be documented in an IEP or 504 plan (504 plan does not outline direct interventions, but makes provisions so child can access learning environment)
~Family that chooses accommodations instead of modifications long-term goals:
-Hope that they will have post-secondary education
