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school age language disorders > final exam > Flashcards

final exam Flashcards

1
Q

Free and appropriate education

A

all students are entitled to receive an education, it’s the responsibility of the school district

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2
Q

LRE

A

least restrictive environment

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3
Q

important aspects of IDEA

A

student strengths and caregiver concerns must be taken into consideration, caregiver participation, evidence based reading instruction, high standards for professionals

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4
Q

UDL

A

universal design for learning

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5
Q

3 aspects of UDL

A

multiple means of engagement, representation, action and expression

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6
Q

sections of an IEP

A

present level of educational performance, annual goals, short-term objectives and benchmarks, services modifications and accommodations, strengths and concerns, LRE, transition services, eval procedures and results, team members

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7
Q

present level of educational performance

A

assessment across all areas including academic skills, social and emotional development, sensory and motor status, and communication status

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8
Q

Why is familiarity with the Common Core State Standards & other state-specific academic standards important for school SLPs?

A

a. SLP critical role in schools is to support general curriculum; should be functioning hand in hand with general classroom teacher

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9
Q

2 responsibilities of school SLPs

A

prevention, program design

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10
Q

RTI

A

system of supports that help identify students who need support and students who don’t, tier 3 is intensive intervention, tier 1 is general ed

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11
Q

SLP roles in RTI

A

early identification and prevention of reading disability, collaboration with the RTI team

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12
Q

largest category of special education services in the schools

A

specific learning disabilities (35% of students with IEPs)

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13
Q

dyslexia

A

decoding, spelling, and word recognition rooted in phonological skills and word recognition, main issue is decoding but this can lead to comprehension issues

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14
Q

specific comprehension deficit

A

decoding is fine but meaning behind the text is hard to grasp

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15
Q

phonological characteristics of LLD

A

speech perception, phonological awareness, and phonological memory

i. Short term memory and production of multisyllabic words
ii. Speech sounds/SSD isn’t the main concern (might be cooccurring)

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16
Q

syntactic characteristics of LLD

A

understanding and producing complex syntax especially relative clauses, passive sentences, and negation

i. Writing errors are more common than spontaneous speech errors
ii. Speech might sound immature rather than inappropriate
iii. Difficulty following multistep or out of order directions

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17
Q

semantic characteristics of LLD

A

small vocab, relationships and categories, more use of nonspecific terms, difficulty understanding abstract vocabulary, word retrieval

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18
Q

pragmatic characteristics of LLD

A

conversational skills below TD peers (initiation, knowing what the listener understands, clarification or asking for clarification), narrative skills are diminished, might have more “problem” behaviors

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19
Q

oral language vs. literate language

A

oral language is listening and speaking, literate language is reading and writing; involves metalinguistic competence, decontextualized language, specific vocab

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20
Q

how are oral and literate language related?

A

oral language is the base for literate language

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21
Q

3 foundations for early literacy development

A

emergent literacy, spoken language comprehension, metalinguistic awareness

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22
Q

emergent literacy

A

phonological awareness, print concepts, alphabet knowledge, literate language

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23
Q

spoken language comprehension

A

creates more difficulty with reading comprehension

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24
Q

3 components of literacy instruction according to LEARN of the ESSA

A

phonemic awareness, reading fluency, and reading comprehension strategies

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25
Q

3 impacts of ESSA on students with disabilities

A

a. SLPs and stakeholders must ensure academic success of students is being continually monitored
b. SLPs and other stakeholders must familiarize themselves with how ESSA can be allocated to support students
c. Professionals need to work together to align ESSA with IDEA

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26
Q
  1. What are metalinguistic and metacognitive skills? Examples of each?
A

a. Metalinguistic: synonyms and antonyms, defining vocab words, recognizing errors and correcting sentences
b. Metacognitive: reflect and think about progress, start a task and follow through, self regulation and inhibition

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27
Q
  1. What is the relationship between phonological awareness and reading?
A

a. Significant causal relationship between PA and reading; children with good PA skills have an easier time learning to read
b. Direct PA instruction can improve reading and spelling

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28
Q
  1. Do children from culturally and linguistically diverse (CLD) backgrounds require a different method of reading instruction? What methods may be helpful in serving this population?
A

a. Don’t need a different type of reading instruction, they need more exposure, practice, and more individualized and intensive instruction settings

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29
Q
  1. How might students be identified for a speech and language evaluation? How are eligibility criteria determined?
A

a. Formal and informal screenings, teacher referrals
b. Eligibility criteria determined by state/school district
i. Primary criterion: student’s impairment adversely affects educational performance (educational performance includes academics, communication, and participation in school activities)
ii. Likely include some kind of standardized test performance measure

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30
Q

What are the 4 communicative intentions you may observe in a student’s conversation?

A

a. Directive (directing self and others)
b. Interpretive: reporting on present and past events, explaining
c. Projective: predicting or empathizing
d. Relational: self-expression, relationships with others

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31
Q

What are 2 pragmatic skills that SLPs can observe during a student’s conversation with a peer?

A

a. Nonverbal communication: use of physical space between speakers
b. Introduction and responsiveness: maintains and changes conversational topics appropriately

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32
Q
  1. What is the difference between literal and inferential narrative comprehension?
A

a. Literal: what’s explicitly said in the text

b. Inferential: nonexplicit, reading between the lines

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33
Q

What is the difference between narrative macrostructure and microstructure

A

a. Macrostructure: organization, cohesion, story grammar elements
b. Microstructure: productivity, complexity

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34
Q
  1. Be able to briefly describe 1 of the 4 “problems” noted by McGregor (2020) in her paper, How We Fail Children with DLD.
A

a. DLD is an unknown disorder: 32 different terms, primary diagnosis shifts, comorbidities like ASD and ADHD, persists into adulthoods and difficulties increase as demands on the child increases

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35
Q

What types of products might be used for an artifact analysis?

A

Authentic analysis of skills; use assignments, worksheets, narratives they’ve written

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36
Q

What is the difference between tier 1, 2, & 3 words?

A

Tier 1: basic, everyday words used in conversation, usually the first words kids learn
Tier 2: high frequency, more common in writing than in conversation, not context-based but are needed for understanding tier 3 words, best target for vocabulary instruction
Tier 3: context-specific “jargon”, learned in the context of subject matter

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37
Q

List and briefly describe the 3 steps of dynamic assessment. Goal and benefits of dynamic assessment?

A

pretest, teach, posttest; b. Goal: how does the student respond to different supports and cues? Use evaluation as treatment, benefits: show what the child needs to do well

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38
Q

Give an example of and explain a criterion-referenced assessment task for phonology, semantics, and syntax (appropriate for language for learning period)

A

Phonology: specific phonological awareness tasks (ex. “if I take the L out of plants, what word do I have?”), helps you see the child’s level of phonological awareness
Semantics: Work with spatial terms (ex. “make dots above the sticker” or “make dots around the sticker”).
Syntax: have students paraphrase a complex sentence (ex. “the boy who’s sister bought him ice cream

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39
Q

Briefly be able to describe at least one activity for semantics, syntax, or morphology, pragmatics, or narrative

A

Vocab word chart with synonym, sentence, definition, picture
Word maps: making connections between words
Video modeling: view, discuss, rehearse, practice
Narrative: making predictions as to where different elements/words will fit into the story

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40
Q

Summarize at least 2 recommendations for narrative intervention from Spencer and Petersen (2020) article

A

Arrange for generalization opportunities; Plan for generalization ahead of time, incorporate teacher and curriculum into group, Create activities to practice narratives in other contexts

Use visuals to make abstract concepts concrete, Graphic organizer for understanding elements, Pictures for reference for comprehension and production, but make sure they’re not relying too heavily on them

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41
Q

what is advanced language?

A

age 12-early adulthood, likely have already mastered or are working on mastering language skills discussed earlier

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42
Q

demands of advanced language

A

social, cognitive, linguistic

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43
Q

social/interpersonal demands of advanced language

A

multiple teachers and classrooms, different peers across classes, group work and presentations, higher expectations in conversation

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44
Q

cognitive demands of advanced language

A

previous knowledge and skills, working memory, longer more complex tasks, monitoring, organization and independence, critical thinking

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45
Q

linguistic demands of advanced language

A

oral and written expression, advanced morphology, flexible semantic knowledge, narrative/expository/persuasive discourse

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46
Q

adolescents with LLD

A

difficulties in L4L stage -> disadvantage during middle and HS grades; risk for emotional, behavioral, and attentional challenges

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47
Q

student-centered assessment with language for learning

A

shift from family as main social unit to independence and peer group as main social unit, student motivation and awareness of what’s being assessed, self-assessment, goal: establish cooperative partnership with student

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48
Q

identification and eligibility

A

screening, teacher or counselor referral, the student themselves

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49
Q

Eligibility for older students

A

assess pragmatics and discourse skills in addition to other components of language, whether oral language skills support literate language skills required for curriculum

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50
Q

3 types of vocabulary learning

A

direct instruction, contextual abstraction, morphological analysis

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51
Q

literate lexicon

A

critical semantic categories, technical curriculum words and presuppositional verbs

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52
Q

criterion-referenced assessment for word retrieval in advanced language

A

reading passages followed by word recognition task, familiar and unfamiliar words

supplement one-word vocabulary testing with observation of word-finding in conversational sample

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53
Q

advanced language criterion-referenced assessment for word relations

A

ask student to describe all the different meanings of a word, artifact analysis, ask questions about vocab during a reading passage

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54
Q

advanced language criterion-referenced tasks for verbal reasoning

A

using language to problem solve, plan, organize, predict, etc.

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55
Q

t/f: advanced language learners should use comprehension strategies to understand sentence

A

false, should understand all sentence types

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56
Q

improving complex sentence production leads to

A

increased reading comprehension

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57
Q

4 types og language sample elicitation

A

narrative samples, expository samples, persuasive samples, written samples

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58
Q

narrative samples

A

ask them to describe their favorite movie/TV show

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59
Q

expository samples

A

tell me about something you know about; tell me the rules of hockey, etc.

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60
Q

persuasive samples

A

convince me of something

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61
Q

written samples

A

can be artifact analysis

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62
Q

3 aspects of analysis

A

length, complexity, correctness

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63
Q

conversational pragmatics in advanced language stage

A
  1. initiating and responsiveness
  2. turn taking and repair
  3. topic structure
  4. cohesion/coherence
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64
Q

shortcuts to conversational analysis

A
  1. norm-referenced instruments
  2. structured behavioral observations
  3. nonstandardized role playing
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65
Q

norm referenced conversational assessment

A

highest content validity of assessment

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66
Q

examples of norm-referenced conversational assessments

A

CCC-2, CELF observation scale and pragmatic checklist, teacher assessment of competence

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67
Q

social responsiveness scale-2

A

used for students with significant pragmatic concerns, older children can self-report

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68
Q

structured observations use

A

probes for eliciting conversational behavior

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69
Q

types of probes for structured observations

A

topic initiation, questions, requests for repair, sources of difficulty

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70
Q

skills that contribute to conversational competence

A

negotiation strategies, register variation

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71
Q

negotiation strategies

A

ability to persuade, talk about points of view and resolve conflices

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72
Q

register variation

A

use and understanding of age-appropriate slang, hinting something to somene, talking to different people differently

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73
Q

examples of secondary classroom discourse

A

academic performance, strengths and challenges/problems, organization, participation, narrative skills, clarification, perspective-taking, listening

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74
Q

narrative text in earlier grades

A

story structure/story grammar (ex. graphic organizer, identify beginning/middle/end, multiple exemplars, multiple readings

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75
Q

narrative text in later grades

A

character analysis, inferencing, summarizing, cohesion, literate language forms

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76
Q

potential prompts for personal narrative gneeration

A

tell me a story about a time you were with your family or friends that you wanted something and they wanted something else; what were you thinking and how did you solve the problem?

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77
Q

macrostructure

A

overall structure, initiating event, setting, characteristics, plan, beginning/middle/end

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78
Q

microstructure

A

words and sentences that support macro (mental/linguistic words, subordinating /coordinating clauses)

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79
Q

assessing narrative macrostructure

A

gains in structural complexity and interpretive understanding in narratives; asking questions related to characters’ problems, plans, solutions, emotions

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80
Q

6 abilities for summarizing a narrative

A
  1. understanding individual propositions and events
  2. understanding connections among events
  3. identifying story grammar elements that organize the story
  4. remembering the sequence of events in the story
  5. selecting the most salient information to be included in the summary
  6. generating a concise and cohesive vision of that information
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81
Q

Why is summarizing an important skill in the advanced language period?

A

much more information, kids need to know how to pick out the most important events

82
Q

examples for assessing narrative inferencing

A
  1. presenting a “crucial point” in a literacy text and asking student what they think will happen text
  2. presenting a description of a character and asking student to infer something about them
83
Q

cohesive markers

A

lexical cohesion, reference, substitution

84
Q

artful storytelling

A

quality of narrative, result of full assessment of micro and macrostructure

85
Q

components of artful storytelling

A
  1. use of literate language forms
  2. metalinguistic and metacognitive verbs
  3. adverbs, conjunctions
  4. connectives
86
Q

potential areas of difficulty for expository texts

A

literal comprehension questions, inferential comprehension questions, short summaries of text/paraphrase

87
Q

methods of assessing expository comprehension

A

adaptations of reading comprehension tests, dynamic assessment, curriculum-based materials

88
Q

skills to probe when assessing expository comprehension

A

memory, strategic processing, domain-specific knowledge

89
Q

memory

A

recalling details from text; make sure to take text away to test if it’s the comprehension of reading or memory

90
Q

strategic processing

A

comprehension monitoring

91
Q

domain-specific knowledge

A

background knowledge of topic and terms

92
Q

how to assess artifact analysis of expository writing

A

premise, reason, elaboration, conclusion

93
Q

norm-referenced tests for expository texts

A

OWL-2

94
Q

methods of assessment for expository production

A

artifact analysis, norm-referenced test, analysis of literate language from writing sample

95
Q

phases of writing

A
  1. prewriting
  2. drafting
  3. revising
  4. editing
  5. publication
96
Q

assessing the writing process

A

“think aloud” protocols, dynamic assessment

97
Q

think aloud protocols

A

can student identify the goal/purpose of writing assignment? can student account for the reader? Does student plan writing and revise thinking as needed?

98
Q

4 methods of assessing writing samples

A
  1. holistic
  2. primary trait
  3. analytic
  4. curriculum-based measurement
99
Q

holistic writing assessment

A

numerical score, overall impression, compare to grade level

100
Q

primary trait writing assessment

A

assess based on predetermined criteria (ex. MISL)

101
Q

analytic writing assessment

A

microstructure, sentence complexity, lexical diversity, type-token ratio

102
Q

curriculum-based measurement

A

timed sample about a curriculum-related topic, based on curriculum goals/CCSS

103
Q

areas of assessment for writing

A
  1. fluency/productivity
  2. lexical maturity
  3. sentenial syntax
  4. grammatical and mechanical errors
104
Q

portfolio assessment

A

tracking progress of written samples from assessment and intervention, best work selected by student, teacher, and SLP

105
Q

4 meta areas

A
  1. metalinguistic skills
  2. metapragmatic ability
  3. comprehension monitoring
  4. metacognition
106
Q

Flynn (2013) main points of IEPs for middle and high schoolers

A
  1. determine LRE
  2. goals should be tied to educational standards
  3. goals should be written with the student
107
Q

Flynn (2013) roles of IEP team for middle and high schoolers

A
  1. Determine the child’s needs before you determine the personnel
  2. functional intervention, meet students where they are
108
Q

misc. main points from Flynn (2013)

A
  1. individualize services
  2. considerations across domains
  3. we can’t just stop seeing students after elementary school
109
Q

rationale for services to adolescents

A
  1. higher demants requires treatment to maintain adequate performance
  2. abstract thinking and language
  3. communication and functional skills not addressed in the classroom
  4. literacy crisis in secondary schools
  5. communication programs
110
Q

educational demands for adolescents

A

self-initiate learning, lots of learning from reading

111
Q

social demands in adolescents

A

understanding differences between going between classrooms, expectations, rules between teachers

112
Q

roles of SLP in secondary curriculum

A

oral language skills, written language skills, metacognitive skills, pragmatics

113
Q

things that aren’t SLP roles in secondary

A

teaching basic decoding skills, teaching spelling lists, homework/assignments not related to intervention plan of providing oral language

114
Q

4 Ss of student-centered intervention

A

student buy-in, skills, strategies, schoolwork

115
Q

student buy-in

A

treatment should be collaborative buy-in, students need to be aware of and interested in their goals for speech and language, understand what students want to do after HS/what goals they need to be able to do

116
Q

teaching learning

A

change or eliminate underlying problem, make child a normal language learner; change the disorder, teach compensatory strategies, change learning environment

117
Q

new intervention purposes in adolescence

A

shift from eliminate to compensate; remediate deficits and teach compensatory strategies

118
Q

learning strategies approach

A

average intelligence (think about what you’re doing and monitor performance) , start introducing these skills in middle school so students have time to learn them

119
Q

knowledge

A

things we know

120
Q

skills

A

things we know how to do

121
Q

strategies

A

attempts to use the knowledge and skills we have effectively

122
Q

most effective intervention for adolescents

A

strategy-based approaches

123
Q

academic skills

A

important for students to complete formal schooling and for those pursuing higher education

124
Q

functional skills

A

necessary for home, job, community, and school settings

125
Q

process of intervention

A
  1. describe the strategy
  2. activate and develop background knowledge
  3. discuss current performance level
  4. model the strategy and self-instructions
  5. collaborative practice
  6. independent practice and mastery
  7. generalization
126
Q

how many words do student know in 3rd grade vs. high school gradtion

A

13,000 words vs. 40,000 words

127
Q

after 4th grade, most new vocab is learned through

A

reading

128
Q

reading at grade level gap is caused by

A

large gap in what students are reading

129
Q

improving vocabulary knowledge improves

A

overall reading comprehension

130
Q

basic skills approaches

A

literate language, direct vocabulary instruction, building on existing knowledge, word retrieval, figurative language, verbal reasoning

131
Q

basic skills approach for literate language

A

preteaching -> identification and meaning of key words with words that occur across academic contexts

132
Q

basic skills approach for direct vocabulary instruction

A

looking up definitions, oral definition, use in sentences, synonyms, important to provide (definitions, multiple exposures and contexts, spoken and written)

133
Q

basic skills approach for building on existing knowledge

A

diagrams, graphic organizers, concept maps, semantic feature analysis

134
Q

basic skills approach for word retrieval

A

concept enhancement, similar strategies

135
Q

basic skills approach for figurative language

A

repeated exposure, identification and discussion of figurative language in poetry and other literaure

136
Q

learning strategies approach for learning new words

A

context clues, morphological analysis, polysemy, word consciousness, metalinguistic skill, appropriate word choice

137
Q

learning strategies approaches for word retrieval

A

reflective pausing, figurative language

138
Q

basic skills approach for syntax

A

direct instruction for sentence combining, lexicon-syntax interface, complex talk requires complex thought

139
Q

scaffolding complex talk and thought

A

use classroom texts and assignments, scaffold comprehension of vocab and complex syntax, model combining simple sentences to make complex sentences using curriculum vocabulary, have students discuss

140
Q

2 broad syntactic goals

A

multiclausal sentences with adverbial, object complement, and relative clauses; verb structures (tense agreement, aspect)

141
Q

6 sequenced steps for teaching syntactic

A
  1. define
  2. identify
  3. combine
  4. unscramble
  5. expand
  6. combine to imitate
  7. write your own
142
Q

learning strategies approach for syntax

A
  1. teaching self-cueing
  2. showing students where and what needs editing
  3. Identifying and analyzing complex sentences from texts
143
Q

7 elements of social skills instruction

A
  1. introduction
  2. guided instruction
  3. modeling
  4. rehearsal
  5. feedback
  6. planning
  7. generalization
144
Q

modeling

A

video modeling, intensive interaction, peer-mediated interventions, behavioral intentions

145
Q

EBP for adolescent social and conversational skills

A

video modeling, intensive interaction, peer-mediated interventions, behavioral intervention

146
Q

what to do after pragmatics intervention with adolescents

A

construct opportunities to apply in skills in naturalistic settings, clinician “coaches” during or after interactions, student helpers and peer networks

147
Q

SLP consultation in classroom discourse

A

graduated task sequences, multimodal instruction

148
Q

importance of strengthening background knowledge

A

activating or strengthening is the most important thing we can do to support comprehension

149
Q

what can we do to work on strengthening background knowledge

A

pre-teaching/push-in services, collab with teachers, reading and telling good stories, repeated reading

150
Q

narrative comprehension instruction involves

A

direct instruction of new vocabulary, oral summary of the text, and/or providing related experiences/activities

151
Q

importance of reading and listening to good stories

A

gives multiple exemplars of complex, rich narratives puts them in a better position to understand their own

152
Q

pre-reading discussion topics

A
  1. author’s purpose
  2. activate prior knowledge
  3. make predictions
  4. ask questions
  5. visualize
  6. make connections during reading
  7. review story elements
153
Q

follow-up activities

A

sequencing (usually for younger students/most basic task; know if they understand the order the main events happened in the story), story mapping, mock interviews, role playing

154
Q

scaffolding narrative composition

A
  1. role of student as author
  2. visual support and discussion of story elements
  3. draw story sequence
  4. brainstorm main characters
  5. dictate before writing
155
Q

brainstorming main characters

A

helps students understand the connection between this is how we understand vs. this is how we produce

156
Q

benefits of dictating before writing

A

allows the student to talk to you, guide them on how we can say a sentence better or add more detail, etc. (won’t work for all students)

157
Q

writing mechanics

A

spelling, punctuation, capitalization, and handwriting

158
Q

SLP role in writing mechanics

A

not our role to directly instruct on these things but “embed this instruction in a language-based context”

159
Q

3 phases of instruction for expository and argumentative tasks

A
  1. modeling
  2. joint construction
  3. independent construction
160
Q

learning strategies approach for writing mechanics

A

encourage conscious planning, self-cueing, and self-monitoring to give students tools for improving their own performance

161
Q

learning strategies approaches for conversational discourse

A

teaching self-cueing strategies after directly addressing through basic skills approaches

162
Q

classroom discourse

A

dialogic mentoring, postscript modeling, control complexity of reading

163
Q

dialogic mentoring

A

offering verbal cues/choices to support students in solving a problem - goal is for students to scaffold themselves

164
Q

steps for dialogic mentoring

A

predict, question, summarize, clarify

165
Q

postscript modeling

A

review discourse and determine what they can provide or describe afterwards

166
Q

narrative comprehension strategies before reading

A
  1. activate prior knowledge
  2. identify author’s purpose
  3. set a goal for reading
  4. predict
  5. preview
167
Q

narrative comprehension strategies during reading

A
  1. identify main idea
  2. self-question
  3. visualize
  4. monitor comprehension
  5. relate ideas to existing
168
Q

narrative comprehension after reading

A
  1. paraphrase
  2. summarize and retell
  3. use graphic organizers
  4. think aloud strategy
169
Q

SPACE

A

setting, elements, problems, actions, consequences, emotions

170
Q

story grammar cue-cards can target

A

setting, problem, internal response, plan, attempt, consequence, reaction

171
Q

goal of expository text

A

convey new information that’s meant to be learned/expressed to demonstrate understanding

172
Q

evidence based strategies for expository comprehension

A
  1. comprehension checks
  2. cooperative learning
  3. graphic organizers
  4. generating and asking questions
  5. identification of macrostructure elements
  6. summarization
173
Q

6 types of macrostructures for expository text

A

sequence, enumerative, cause-effect, descriptive, problem/solution, compare/contrast

174
Q

expository comprehension during reading

A

note-taking forms, controlling complexity, match expository text with genre, comprehension monitoring, compare/contrast example

175
Q

RAP

A

read a paragraph, ask questions, put it in your own words

176
Q

strategies for expository comprehension after reading

A

RAP strategy, lookback, SQ3R learning strategy, POSSE

177
Q

SQ3R learning strategy

A

survey (peruse the text), question (ask prelim questions based on survey), read, recite, review

178
Q

POSSE program

A

predict, organize, search, summarize, evaluate

179
Q

effective strategies for expository production

A
  1. set specific goals
  2. teach and model pre-writing activities
  3. allow the opportunity to dictate first drafts
  4. peer collab groups
  5. teach basic skills as they come up
  6. provide feedback and progress
  7. Pneumonics
  8. revise
180
Q

secondary classroom discourse

A

skills student needs in a classroom to succeed

181
Q

POWER

A

plan, organize, write, edit, revise

182
Q

COPS

A

capitalization, overall appearance, punctuation, spelling

183
Q

POWER - plan

A

visual organizers

184
Q

POWER - organize

A

define structure, instruct and model different types, work together to write a paragraph, individually write a paragraph, eventually became more flexible in using different expository structures

185
Q

WRITE - write

A

pr

186
Q

POWER - edit

A

read what they wrote aloud, review important aspects, COPS; correcting mechanical errors and mistakes

187
Q

POWER - revise

A

improving overall quality of writing

188
Q

SCAN

A

does it make sense, is it connected to main idea, can I add more, note errors

189
Q

persuasive text - STOP and DARE

A

suspend judgement, take a side, organize ideas, plan more as you write, develop your topic sentence, add supporting ideas, reject at least one argument, end with conclusion

190
Q

agents of intervention in language

A

mostly SLP in collaboration with other professionals or peers; peer tutor training

191
Q

peer tutor training

A

learning strategy instruction, student with LLD in role of tutor for younger students

192
Q

crucial elements across settings

A

individualized, responsive, dynamic, systemic, intensive,

193
Q

where can SLPs intervene with adolescents

A

explicit vocabulary instruction, explicit instruction in comprehension strategies, metalinguistic and metacognitive skills

194
Q

service delivery methods

A

pull-out, push-in, course for credit, consultation, collaboration

195
Q

problems with pull-out model

A

taking time away from free periods and study halls, less connection to curriculum/decontextualized, less interprofessional communication and collaboration

196
Q

push-in

A

small groups or whole class, not individual

197
Q

course for credit model

A

an “elective” for students with LLD that counts towards graduation, students with similar needs and language levels, students understand purpose and assist in curriculum and goal setting

198
Q

consultation

A

offer in terms of advice, helpful materials and resources

199
Q

6 effective consultation practices

A
  1. mnemonic strategies
  2. visual aids and organizers
  3. guided notes
  4. class-wide peer tutoring
  5. linking current knowledge to new information
  6. reciprocal teaching
200
Q

goal of consultation

A

modify presentation of material, make accommodations for students

201
Q

collaboration

A

reach out to teachers and other professionals who work with your students, talk to teachers about what you can work on with students, clear roles for SLP and teacher

school age language disorders (1 decks)

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