Language intervention in the language for learning period

Question 1

Guiding principles of intervention in the L4L period (4)

Answer 1

1. Use curriculum-based instruction
2. Integrate oral and written language
3. Go meta
4. Collaborate to prevent school failure by participating in RTI

Question 2

Using curriculum-based instruction in L4L period

Answer 2

Curriculum-based skills are more central to the needs of school-age clients than purely developmental or specific deficit model goals

Question 3

Integrating oral and written language in the L4L period

Answer 3

• Be aware of task complexity
• May focus on oral language but support transfer of knowledge/skills to written language
• Support students to pull together oral language and literacy skills

Question 4

Going meta in the L4L period

Answer 4

• Talking about talking and thinking about thinking
• Initially we can demonstrate through models and practice how language works
• Then, talk about language forms and functions being used, and explicitly discuss rules and principles

Question 5

Collaborating to prevent school failure by participating in RTI in L4L period

Answer 5

• Work across Tier 1,2,3
• Consider implications of language difficulties across curriculum
• Collaborate with teachers/key staff within and external to school

Question 6

Strategies to address behaviours in the L4L period

Answer 6

• Take them for 1:1 time/change of scenery to de-escalate
• Identify triggers, how to redirect attention
• Visual schedule
• Replacement behaviours
• Positive behaviour support systems

Question 7

School Wide Positive Behaviour Support Program in L4L period

Answer 7

• Tiered intervention framework
• To develop positive, safe, supportive, learning cultures
• To counteract the ‘wait to fail’ model and move to a prevention-based approach

Question 8

SLPs taking part in a functional behaviour assessment for students in L4L period

Answer 8

Consider
- Behavioural hypotheses
- Long-term supports
- Prevention strategies
- Functional communication training (FCT)
- Consequential strategies

Question 9

Semantics intervention strategies in L4L period (4)

Answer 9

• Word ladders for synonym intensity
• Word of the day (definition, sentence, context)
• Word maps
• Using a dictionary (knowing alphabet fluently, dictionary parts, pronunciations, syllables, usage, definitions, etymology)

Question 10

Word finding intervention strategies in L4L period

Answer 10

WFD may be semantic or phonological difficulty or combo - address retrieval by strengthening word knowledge and semantic connections
- Word webs
- Categorising by semantic categories
- Wh-questions about words
- Phonological support with set words and hierarchical cueing

Question 11

Morphological awareness intervention strategies in L4L period

Answer 11

Morphemic awareness is the ability consider and consciously manipulate the smallest units of meaning in language - free and bound morphemes
- Working on inflectional suffixes
- Irregular adjectives (don’t take on -er/-est)
- Portmanteau words, eg. leggings
- The Wug Test
- Etymology

Question 12

Spelling intervention strategies in L4L period

Answer 12

• Explaining word’s origin
• Meaning and part of speech
• Each speech sound is either a graph/digraph/trigraph/quadgraph
• Spelling of sound can vary with position in word
• Spelling of some sounds due to conventions of letter sequences

Question 13

Colourful semantics and shape coding in L4L period

Answer 13

• Breaking down sentence structure
• Teaching how things pair together
• Different colour for different wh-features
• Phrases grouped with shapes, subject/object have different shapes