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Roseberry > Test 4 > Flashcards

Test 4 Flashcards

1
Q

Options for ELL Students who Qualify for Special Education:

  • There is a range of options for ELL students who..
  • Available options depend greatly upon..
  • You have to find out..
A
  • There is a range of options for ELL students who qualify for special education after RtI has been found to be insufficient to meet their specific learning needs.
  • Available options depend greatly upon the particular school district and what state it is in
  • You have to find out what your particular school district offers
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2
Q

Options for ELL Students who Qualify for Special Education:

-Option 1:

A

1.Consultative, collaborative service provision in which ELL students remains in the general education classroom and the teacher receives assistance from special education personnel, ESL teachers, and/or bilingual staff members

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3
Q

Options for ELL Students who Qualify for Special Education:

-Option 2:

A
    1. Pull-out services in English (or, ideally, bilingual tx) conducted 1-2x a week in specialist’s room
  • Usually group, but could be indiv.
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4
Q

Options for ELL Students who Qualify for Special Education:

-Option 3:

A

-3. Placement in regular bilingual education or Sheltered English classroom with support from special education

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5
Q

Options for ELL Students who Qualify for Special Education:

-Option 4:

A
  1. Monolingual English special education classroom (hopefully with primary language support using a bilingual teacher, tutor, etc.)
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6
Q

Options for ELL Students who Qualify for Special Education:

-Option 5:

A
  1. Bilingual special education classroom
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7
Q

Sparks…

  • In the Sheltered English stand alone…
  • Students of all lang backgrounds..
A
  • In the Sheltered English stand-alone classroom, the teacher often focuses several hours of the day on direct lang instruction in addition to academic content
  • Students of all lang backgrounds grouped by English proficiency levels so lessons can be tailored
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8
Q

It is important to think..

A

flexibly

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9
Q 
LANGUAGE IMPAIRMENT IN ELL STUDENTS: FOUNDATIONS:
A. Legal Considerations
-IDEA: Students who speak..
-Must show delays in..
-ELL student-
A
  • IDEA: students who speak a second language must be assessed in both the primary (first) language (L1) and English
  • Must show delays in BOTH the primary language and English in order to be diagnosed as having a language impairment (LI)
  • ELL student– true LI if difficulties learning in BOTH languages
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10
Q

A. Legal considerations cont..

  • The student with age-appropriate..
  • We must make teachers..
A
  • The student with age-appropriate L1 skills and low scores in English is NOT LI and is not a candidate for special education**
  • We must make teachers and administrators aware of the difference between a student with typical underlying language learning ability who needs more time and exposure to English (non special education) and the student who is truly LI (qualifies for special education).
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11
Q

There is increased focus on diverse students in our schools…

  • No child left behind act-strong..
  • Replaced by..
A
  • No Child Left Behind Act (2001)–strong emphasis on achievement for low-income, diverse, ELL students
  • Replaced by Every Student Succeeds Act
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12
Q

Every Student Succeeds Act (signed by Obama on 12/10/15)

  • Requires annual..
  • Lets states set..
  • Reduces federal governments..
A
  • Requires annual math and reading testing grades 3-8 and once in high school
  • Lets states set own education goals
  • Reduces federal government’s role in dictating sanctions for low-performing schools
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13
Q

In 2017:

-The current Administration in Washington D.C. may be..

A

-The current Administration in Washington D.C. may be looking to abolish this Act, thus greatly reducing available services for public school students with special needs.

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14
Q

Individuals with Disabilities Education Act (IDEA 2004):

  • LEAs are allowed to..
  • There is a greater emphasis on..
  • Schools may now use more..
A
  • LEAs (local education agencies) are allowed to eliminate the IQ-achievement discrepancy gap that formerly was mandated in order to qualify students for many special education services
  • There is a greater emphasis on pre-referral services
  • Schools may now use more funds for early intervention
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15
Q

There is a special focus..

  • On children in..
  • There is also a special focus on..
A
  • On children in K-3 who don’t technically qualify for special education but who need additional support —ELLs too
  • There is also a special focus on children who are having difficulty developing their basic reading skills, especially in the early grades
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16
Q

The law also emphasizes..

-If a particular group of students is overrepresented in..

A

-If a particular group of students (e.g., ELL students) is overrepresented in special education, states will be required to provide coordinated, comprehensive, early intervention programs for these students

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17
Q

Knowing that the laws are strict about who receives services….
-We can look further at the definition of..

A

-We can look further at the definition of “language impairment” as a category for putting an ELL student on an IEP

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18
Q

ELLs with Language Impairment: Major Therapy Goals

  • As stated, the ELL with an LI has..
  • Difficulty learning..
A
  • As stated, the ELL with an LI has difficulty learning any language
  • Difficulty learning L1 and English
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19
Q

Recent research defines primary language impairment (PLI)—student has:

  • Underlying..
  • Cognitive processing difficulties in:
A
  • Underlying language difficulties
  • Cognitive processing difficulties in
    1) working memory,
    2) attention,
    3) speed of processing
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20
Q

We need to do three things in intervention:

A
  1. Improve lang skills
  2. Work directly on improving cognitive processing skills
  3. Modify ch’s environment using the principles of Universal Design for Learning (UDL)
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21
Q

The Universal Design for Learning incorporates multiple means of:

  1. R
  2. E
  3. E
A
  1. Representation (visual, auditory, tactile, paper, digital)
  2. Expression (oral and written, web-based projects)
  3. Engagement (motivate students to sustain effort and maintain interest)
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22
Q

Our ultimate goals:

  • Competent..
  • Competent..
  • Personal..
A
  • Competent academic lang skills (meeting Common Core State Standards)
  • Competent social skills
  • Personal fulfillment and vocational success
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23
Q

Choosing the Language of Intervention

  • When an ELL student is placed into therapy..
  • There are several factors to be..
A
  • When an ELL student is placed into therapy, a major consideration is the extent to which the student’s first language (L1) and English will be used in therapy.
  • There are several factors to be considered when this decision is being made
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24
Q

There are several factors to be considered when this decision is being made

  • First, what is the level of..
  • Ideal:
  • Especially beneficial to..
A
  • First, what is the level of the student’s proficiency in L1 and English? **
  • Ideal: support both L1 and English in tx
  • Especially beneficial to introduce new concepts in L1 first and reinforce them in English
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25
Q

The overall purpose of intervention with bilingual students who have LIs is to..

A

effect positive changes in both English and L1.

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26
Q

According to Mendez et. al. 2015….

  • Children who received..
  • Presenting target..
A
  • Ch who received vocab instruction in both Spanish and English substantially outperformed ch who were taught in English only
  • Presenting target vocab words in Spanish 1st, English 2nd promoted greater learning
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27
Q

We must emphasize to all individuals involved with these students that:

  • Having LI does not..
  • Children with special needs..
A
  • Having a LI does not impede the ch in being able to “handle” two langs
  • Ch with special needs can and do become bilingual
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28
Q

Kay-Raining Bird et al. 2005:

  • Children with Down syndrome growing up..
  • They had a similar number of..
A
  • Children with Down Syndrome growing up in a French-English bilingual environment were able to acquire two languages
  • They had a similar number of vocabulary words compared to a monolingual English-speaking group of children with Down Syndrome
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29
Q

Seung, Siddiqui, & Elder, 2006:

  • Research with a Korean child..
  • It also enabled..
A
  • Research with a Korean child with autism showed that learning Korean first had a positive impact on his rate of English acquisition
  • It also enabled him to continue his progress in Korean
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30
Q

Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015).
Communicative development in bilingually exposed Chinese children with Autism Spectrum Disorders.
-Interviewed parents of..

A

-Interviewed parents of Chinese children with ASD

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31
Q

Reetzke et al. 2015 found:

  • Being exposed to…
  • Still had good..
A
  • Being exposed to 2 langs did not adversely affect ch

- Still had good Chinese development

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32
Q

A second factor to be considered in deciding the language of intervention is:

  • What language..
  • If the students L1 is not reinforced or..
  • In today’s world, more children are being..
A
  • What language is used in the home?
  • If the student’s L1 is not reinforced or developed in the school, the student may lose the ability to communicate effectively with family members.
  • In today’s world, more children are being cared for by grandparents. If students can no longer effectively communicate with their grandparents (and other significant adults in their lives), valuable relationships are negatively impacted.
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33
Q

A third factor impacting our choice for the language of intervention is:

  • What resources are available for..
  • It is ideal to have a SLP who is..
  • The SLP is often a..
A
  • What resources are available for conducting intervention in L1 as well as English?
  • It is ideal to have a speech-language pathologist (SLP) who is a fluent speaker of the student’s L1 to conduct intervention.
  • However, the SLP is often a monolingual speaker of English. In this case, it is ideal of that SLP can work collaboratively with an interpreter or bilingual paraprofessional who speaks the child’s L1 fluently
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34
Q

-We may have to really work to find resources for..

A

-helping us support students’ first languages

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35
Q

Additive Approach:

  • Professionals do not discard their..
  • They add to and..
  • The basic structure of the..
A
  • Professionals do not discard their old curriculum
  • Rather, they add to and expand the existing curriculum to take other cultures into account (in addition to the dominant culture)
  • The basic structure of the curriculum is not altered
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36
Q

Use maps of the U.S. and the world. I ask my students..

A

-where their ancestors are from, and if they know this information, we find their countries of origin on a globe. This helps foster cultural and ethnic pride as well as geographic knowledge

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37
Q

Show interest in students’ home countries, languages, and cultures.

  • If students have lived in another country..
  • I also ask them to teach..
A
  • If students have lived in another country prior to coming to the U.S., or if they immigrate back and forth between their country and the U.S., I ask them questions about their home countries.
  • I also ask them to teach me some words in their languages. It is humbling for me, and students love being the “teacher!”
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38
Q
  • Try to convey the belief that it is..

- Being bilingual and bicultural is..

A
  • Try to convey the belief that it is “cool” to speak a different language and to have lived in another country.
  • Being bilingual and bicultural is special, and I try to convey to students that as adults in the workforce, they will be especially desirable.
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39
Q
  • At risk students need..

- These role models can show..

A
  • At-risk students need caring role models

- These role models can show students why a higher education can benefit them

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40
Q

Encourage development and maintenance of the first or primary language

  • Many ELL students profit from having..
  • Encourage use of the primary..
  • Represent various languages by having..
A
  • Many ELL students profit from having a specially assigned peer buddy who speaks the same language they do.
  • Encourage use of the primary language; don’t ever discourage students from speaking their primary language.
  • Represent various languages by having signs in key areas. For example, one school I worked in had the word “welcome” in 20 different languages on signs in the front office.
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41
Q

Make sure the environment represents diversity

  • Display objects and..
  • Create classroom..
  • Use intervention materials that..
A
  • Display objects and pictures representing various cultures.
  • Create classroom bulletin boards that show diversity.
  • Use intervention materials that represent various cultural and linguistic groups.
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42
Q

Provide books written in..

A

different languages

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43
Q

We can also incorporate multiculturalism by…

A

Providing fairy tales from various cultural backgrounds

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44
Q

Other ways to incorporate multiculturalism:

  • Developing..
  • Teaching the..
A
  • Developing thematic units —e.g. Black History Month, Cinco de Mayo, Chinese New Year, etc.
  • Teaching the entire group or class words, phrases, songs in various langs
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45
Q

Use biographical sketches with culturally and linguistically diverse role models. For example, in my sons second grade class..

A

in my son’s second grade Houghton Mifflin reader, there was a story about Wilma Rudolph, an African American Olympian in the 1900s. There was also a story about a Hispanic female astronaut. It is ideal if we can use stories such as this as part of therapy and as part of the general education curriculum.

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46
Q

Both mainstream and culturally and linguistically diverse students benefit when…

A

Culturally and linguistically diverse materials and activities are an integral part of speech-language therapy activities and the curriculum of the general education classroom

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47
Q

HOLISTIC STRATEGIES APPROACH

-Ultimate goal:

A

Ultimate goal: vocational success

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48
Q

STRAEGIES FOR MODIFYING THE PHYSICAL AND LINGUISTIC ENVIRONMENT FOR ELL STUDENTS WITH LI:

  1. Limit..
  2. Do not..
  3. Make..
  4. Use..
  5. Slow..
  6. Do a..
  7. Emphasize..
  8. Give..
  9. Incorporate..
A
  1. Limit clutter and distractions in the environment
  2. Do not give important information when the room is noisy.
  3. Make good seating arrangements in classroom settings
  4. Use Preparatory Sets
  5. Slow down your rate of speech.
  6. Do a great deal of review—repeat information and rephrase it.
  7. Emphasize content words through increased volume and stress.
  8. Give extra processing time.
  9. Incorporate movement and movement breaks
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49
Q
  1. Limit clutter and distractions in the environment

- Classrooms today have..

A

-Classrooms today have multiple auditory and visual stimuli. The phone rings, people come in and out, and the walls and ceilings are often covered with art projects—very distracting

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50
Q

Use the Office

  • Corner of..
  • Headphones-
A
  • Corner of room, nothing on wall – like a library carrel/cubicle
  • Headphones – block out noise
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51
Q
  1. Do not give important information when the room is noisy.
    - Students often have difficulty with..
    - Even TD ELL students may have..
A
  • Students often have difficulty with figure-ground ability, or the ability to “pick out” the professional’s voice from other auditory stimuli.
  • Even typically-developing ELL students may have extra difficulty if there is a poor signal-to-noise ratio and the teacher is speaking rapidly using decontextualized language that is so typical of classrooms.
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52
Q

Listening conditions in the classroom need to be favorable.

  • Processing info in L2..
  • In some cases, teachers are using..
A
  • Processing information in L2 under less-than-ideal conditions is a risk factor for ELLs with LI
  • In some places, teachers are using FM units that make them 20-30 decibels louder; research shows that children perform better when the teacher’s voice is amplified. This is especially true of ELL students with LI.
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53
Q
  1. Make good seating arrangements in classroom settings
    - Seat speakers of the..
    - ELL students with LI need to..
A
  • Seat speakers of the same language together. In this way, they can provide assistance to each other, using L1 for support in learning academic content.
  • ELL students with LI need to sit close to the front of the classroom.
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54
Q
  1. Use Preparatory Sets
    - Always begin an..
    - Make sure the..
    - For example:
    - In this way, students know the..
    - Esp. important for..
    - Many low-
A
  • Always begin an activity or therapy session with a preparatory set
  • Make sure the students know what is ahead
  • For example: “We will do the calendar, math, and then clean up and go to recess. So—calendar, math, and recess.”
  • In this way, students know the “layout” and are prepared for what will follow.
  • Esp. important for students not accustomed to structure
  • Many low-SES students have little experience with structure – teach it explicitly
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55
Q
  1. Slow down your rate of speech.
    - Students benefit if we..
    - LI students-
A
  • Students benefit if we pause frequently to give them processing time. Research shows that LI students process more slowly than typically-developing students.
  • LI students—especially those who are ELLs—profit when professionals slow down and pause more often.
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56
Q
  1. Do a great deal of review—repeat information and rephrase it.
    - It is estimated that the..
    - ELL students with LI benefit from..
    - Rephrasing is..
    - There are 8 planets..
A
  • It is estimated that the average, monolingual English-speaking adult forgets 95% of what he heard within 72 hours of hearing it.
  • ELL students with LI benefit from hearing information repeated and reviewed often.
  • Rephrasing is helpful. For example:
  • “There are 8 planets in the solar system. The earth is one of the planets closest to the sun. – The earth, one of 8 planets in the solar system, is close to the sun.”
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57
Q
  1. Emphasize content words through increased volume and stress.
    - Research has shown that LI students lack the ability to..
    - Increasing the auditory..
    - The ocean is a source..
A
  • Research has shown that LI students lack the ability to identify the “big” words, or content words and separate them out from the smaller words (function words).
  • Increasing the auditory salience of content words through increased volume and stress can support low-SES ELL students with LI. For example:
  • “The ocean is a source of life for our planet. The ocean provides food, water, and other things that are important.”
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58
Q
  1. Give extra processing time
    - Give..
    - Better performance..
A
  • Give 4-5 seconds after asking a question

- Better performance if “wait time” to process info

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59
Q
  1. Incorporate movement and movement breaks
    - Fidget..
    - Brief 20 sec..
A
  • Fidget toys helpful – have basket of them

- Brief 20 second brain gym exercises such as cross-crawl, arm wave to “wake up the brain” and cross midline

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60
Q

Movement Break!

-Cross crawls from Brain Gym-

A

Cross crawls from Brain Gym—designed to increase communication between the right and left hemisphere

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61
Q

III. PRACTICAL STRATEGIES FOR A VARIETY OF SETTINGS

-These can be used in..

A

These can be used in therapy rooms (e.g., pull-out), learning centers, and general education classrooms

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62
Q

Have student journal

  • About..
  • or..
A
  • About their experiences

- Or pre-planned subjects

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63
Q

Have the students:

  • Engage in..
  • Costumes and..
  • So do..
A
  • Engage in drama and role-playing activities in order to encourage expressive language and social interaction skills.
  • Costumes and puppets help if they are shy!
  • So do karaoke machines and microphones
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64
Q

With regard to notetaking, students often need to be explicitly taught to:

  • Write only..
  • Distinguish between..
A
  • Write only key/content words –not function words

- Distinguish between content and function words – “big” and “little” words

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65
Q

For example, students can underline or highlight the key/content words in sentences.
-When they learn to do this..

A

When they learn to do this, they can then be taught to take notes, writing down just the key/content words.

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66
Q

Use visualization to help students form pictures of information that they read or hear.

  • Tell them that they can picture..
  • Help them with this process by..
A
  • Tell them that they can picture a TV in their brain/mind/head; when they hear or read things, they can make pictures on this TV.
  • Help them with this process by beginning with familiar items in their homes (pet, sibling, living room). For example, I will ask a student to tell me about his dog. When he has done so, I will tell him that his dog is not present; he was able to describe the dog by using a picture in his brain.
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67
Q

Nanci bell

  • Visualize and..
  • Help students learn to..
A

– visualize and verbalize. Helps students learn to form detailed mental images to increase skills in vocab, reading, writing

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68
Q
  • Students especially benefit from..

- Visualizing helps..

A

visualizing, or making pictures in their brain as an adjunct to reading or listening. Visualizing helps information to be retained better, thus aiding in listening and reading comprehension.

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69
Q

Use Total Physical Response (TPR)

-Clinician:

A
  • Clinician: touch your chin (clinician alone does this)
  • Clinician: touch your chin (clinician and children do this together)
  • Clinician: touch your chin (children alone carry out the command)
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70
Q

TPR is an excellent strategy especially for LI students who are in the early stages of learning English

  • Great for..
  • Helps students form..
A
  • Great for silent period

- Helps students form stronger associations between words and their referents

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71
Q

INCREASING FAMILY INVOLVEMENT IN STUDENTS’ LEARNING

-Parents of children who..

A

-Parents of children who speak a minority language should be encouraged to use this language at home

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72
Q

I tell parents..

  • That being bilingual is..
  • That if their child can grow..
A
  • That being bilingual is a great advantage in today’s world

- That if their child can grow up bilingual, she will be quite valuable in the job market

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73
Q

We can help families become more involved in their children’s learning and schooling…

  • Through the use of the..
  • We can also..
  • During these visits..
A
  • Through the use of the services of cultural mediators
  • We can also meet with parents at the school site or conduct home visits.
  • During these visits, it is helpful to show samples of their children’s work as well as pictures of their children involved in school activities.
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74
Q

We can help parents understand what U.S. schools expect of them and their children

  • Parents need to understand..
  • If parents can..
A
  • Parents need to understand the academic/ curricular standards of their children’s schools.
  • If parents can volunteer in their children’s classrooms, they will understand the demands of the curriculum much better.
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75
Q

Remember that some parents are non-literate in English…

  • Encourage..
  • Garage..
A
  • Encourage local library

- Garage sales and flea markets

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76
Q

Help parents find out..

  • About local..
  • For example, English..
A
  • About local adult literacy services and English classes.

- For example, English classes are often offered at night through local educational agencies.

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77
Q

Many families are surviving..

  • Keep..
  • When we do give HW..
  • I often tell the student..
A
  • Keep assignments short and simple.
  • When we do give homework, it needs to only take a few minutes to do, and it needs to be understandable to families.
  • I often tell the student what needs to be done, make sure she has a parent sign the assignment, and offer a sticker or small prize for returning it.
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78
Q

Help parents understand the..

A

relevance of talking to and reading with infants and small children

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79
Q

Marklund et al. (2015). Pause and utterance duration…

  • Study carried out in..
  • Found: ch whose parents..
  • Ch of slow..
A
  • Study carried out in Sweden with parents and 1;6 years old
  • Found: ch whose parents responded the fastest to their utterances had the largest vocabularies
  • Ch of slow responding parents had smaller vocabularies
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80
Q

Lewis, N, (2017). Our role in early identification

  • It is very important to help..
  • New resource:
  • All materials are available in..
A
  • It is very important to help parents learn the signs of potential LI, ASD, etc.—they need to understand typical developmental milestones
  • New resource: Learn the signs, act early
    www. cdc.gov/ncbddd/actearly
  • All materials are available in English and Spanish; some are translated into Arabic, Korean, Vietnamese, Somali, and Portuguese
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81
Q

Duran et al. (2016). Bilingual and home language interventions…
-Conducted a meta..

A

-Conducted a meta-analysis of what bilingual or home language interventions are effective for LI 2-6 year old bilinguals

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82
Q

Duran et al. 2016 found:

  • Monolingual SLPs can..
  • Parent..
A
  • Monolingual SLPs can train parents effectively

- Parent storybook reading in L1 was esp. effective

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83
Q

Bitetti, C., & Hammer, C. (2016). The home literacy environment…

  • Examined the home..
  • 91..
  • Looked at..
A
  • Examined the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds
  • 91 bilingual children preschool-first grade
  • Looked at narrative micro-and macro-structure (microstructure = MLU and # of different words)
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84
Q

Bitetti & Hammer (2016) found:

  • The availability of..
  • We need to increase..
  • The more often the moms..
A
  • The availability of books in the home was key – many homes owned very few books
  • We need to increase the number of books available
  • The more often the moms read with their ch, the longer the ch’s narrative growth
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85
Q

Encourage students to read to their parents in English

  • This helps develop..
  • Many parents want to..
A
  • This helps develop students’ literacy skills.

- Many parents want to learn English, and they are helped by hearing their children read to them in English.

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86
Q

Research (Ron Gillam) was conducted:

  • Low SES parents given..
  • Wordless books generated..
  • Parents increase..
A
  • Low ses (some bilingual) parents given wordless books to read; others – books with print
  • Wordless books generated rich lang during reading than print books
  • Parents increase animated, discussed wordless books more creatively
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87
Q

Teach parents to CARE:

A
  • Comment
  • Ask questions
  • Respond
  • Extend
88
Q

We are in the business of..

A

providing hope for a bright future

89
Q

In the old days we had….

A

-Regular education in the classroom
OR ▼
-Special education with an IEP

90
Q

Now more schools across the U.S. are implementing RTI:

-(Tier 1, 2, 3)

A

-Regular education classroom (Tier 1)—no modifications
▼
-Regular education classroom (Tier 2)—minor modifications
▼
-Noncategorical, nonspecial education interventions (after-school math and/or reading academy; REWARDS reading program, etc.) (Tier 3)

91
Q

Many ELLs benefit from Tier 3:

  • Don’t need..
  • If 5-..
  • IEP, move to..
A
  • Don’t need Special Ed.
  • If 5-6 months of Tier 3 is not enough, Special Ed.
  • IEP, move to Tier 4 or 5
92
Q

Idea 2004 especially emphasizes..

A

intervention for reading in the early grades to prevent problems later on

93
Q

Nelson suggests that:

  • 80% students:
  • 15%:
  • 5%:
A
  • 80% students: core instruction in classroom
  • 15%: targeted small group, specialized instruction, or RtI
  • 5% Special Ed.
94
Q

RtI can be very helpful in..

A

decreasing special education caseloads

95
Q

Diane Blevins, Santa Ana, CA:

  • Santa Ana had a deluge of..
  • Many were..
  • It would have cost..
A
  • Santa Ana had a deluge of “at risk” preschoolers referred for assessment and probable intervention
  • Many were ELLs
  • It would have cost $2 million to hire enough SLPs to serve all these children
96
Q

She implemented RtI:

  • Preschoolers at risk for..
  • At the end, approximately..
A
  • Preschoolers at risk for language difficulties were seen by SLPAs; they received language support
  • At the end, approximately 95% of the children were functioning well and were no longer “at risk”—did not need special ed testing; 5% went on to IEPs
97
Q

SERVING PRESCHOOL ELLs WITH LI:

-These children are especially vulnerable because they may be..

A

These children are especially vulnerable because they may be rejected by peers, even as young as 3 years of age

98
Q

General Suggestions:

  • Tabors recommended that..
  • If an ELL child with LI can be..
  • Teachers/SLPs can..
  • Increasing childs..
A
  • Tabors recommended that teachers give children some immediate, routine phrases to use to initiate conversation with peers.
  • If an ELL child with LI can be taught such words/phrases as “Hi” “How’s it going?” “Can I play?,” they immediately open themselves up to more language exposure and interaction with other children.
  • Teachers/ SLPs can “double the message” by adding gesture, action, or directed gaze
  • Increasing ch’s comprehension and confidence
99
Q

One of the most helpful things for the preschool children..

A

-Was the establishment of a consistent set of routines that were simple and used daily.

100
Q

It was found that during routines such as singing..

A

many ELL children “opened up” for the first time as they sang songs in their second language of English.

101
Q

Another successful strategy that helped the ELL preschoolers fit into the group faster and socialize more:

  • Teachers always structured..
  • The ELL children because…
  • They gained more..
A
  • Teachers always structured small group activities to include a mix of ELL and monolingual English-speaking children.
  • The ELL children because they did not have to negotiate entry into the groups; they were automatically included.
  • They gained more exposure to English and more opportunities to interact with other children.
102
Q

A great resource for supporting social skills:

  • Kimochis-
  • Ellen..
A
  • Kimochis—Seven Keys to Effective Communication

- Ellen Pritchard Dodge and colleagues

103
Q

Kimochis are..

A

“feeling” plush toys

104
Q

The Kimochi’s toys:

  • Program:
  • Help children discuss..
  • Hands..
A
  • Program: 7 keys to successful communication (e.g., “Choose words that help instead of hurt.”)
  • Help ch discuss feelings constructively
  • Hands-on, easy to teach and learn!
105
Q

Increasing Literacy Skills:

  • R
  • P
  • O
  • Foundation is..
A 
Reading, writing, spelling
         ^
Phonological awareness
        ^
Oral language
    ^
-Foundation is environmental experiences and exposure
106
Q

Begin with phonological awareness:

  • Ability to..
  • Foundational to..
A
  • Ability to consciously reflect on and manipulate the sound system of a language
  • Foundational to success in reading, writing, and spelling
107
Q

Einarsdottir et al (2016). The predictive value of…

  • This longitudinal study was..
  • Their phonological awareness skills had been..
  • The researchers contacted these..
  • Research question:
A
  • This longitudinal study was carried out in Iceland with Icelandic-speaking children
  • Their phonological awareness (PA) skills had been tested when they were 5:4-5:10 years old
  • The researchers contacted these children when they were 18-19 years old and asked if they could look at their performance on national tests in 4th, 7th, and 10th grades. The tests examined math and Icelandic skills.
  • Research question: is there a correlation between early PA skills and scores on national academic achievement tests later?
108
Q

Einarsdottir et al (2016)—study’s findings:

  • PA awareness tests at age..
  • Surprise-
  • Illustrates great..
A
  • PA awareness tests at age 5 strongly correlated in every grade (4, 7, 10) with math and Icelandic lang scores
  • Surprise- true even in 10th grade
  • Illustrates great importance of early PA tx!
109
Q 
Goldstein et al. (2017). Efficacy of a supplemental phonemic awareness… 
-They implemented a program with..
These children had..
-There were..
-They used..
A
  • They implemented a program with 104 preschool children in 39 classrooms
  • These children had early literacy delays
  • There were 36 daily 10-minute lessons carried out as supplemental lessons in the regular preschool classroom
  • They used interactive games designed to teach PA and alphabet skills
110
Q

Goldstein et al. 2017 found:

  • Experimental ch showed great..
  • 82% of ch in..
A
  • Experimental ch showed great improvement in all areas- e.g., recognizing first sounds, understanding word parts
  • 82% of ch in experimental/ tx condition met K benchmark for First Sound Fluency compared to 34% of the controls
111
Q

So encouragingly, we see that:

  • Early PA intervention with..
  • We don’t have to..
A
  • Early PA intervention with small groups of children in the preschool setting works!!
  • We don’t have to pull them out of the classroom or try to give them 1:1 treatment
112
Q

Use the following hierarchy:

  1. count..
  2. count..
  3. count..
  4. identify..
  5. use..
  6. identify..
  7. identify..
A
  1. Count the # of words in a sentence
  2. Count the number of syllables ina word
  3. Count the number of sounds in a word
  4. Identify rhyming words
  5. Use sound blending skills (e.g., “What word is this? S-u-n”
  6. Identify the first sound in a word
  7. Identify the last sound in a word
113
Q

Other ideas include:

  • Use rhythm sticks and..
  • Use a grab bag where..
  • Use rhythms such as..
A
  • Use rhythm sticks and clapping to facilitate knowledge of how many syllables there are in a given word. Students can clap out the syllables or use rhythm sticks to tap or shake for each syllable.
  • Use a grab bag where students pull an object/toy out of the bag and tell the beginning or ending sound in the word.
  • Use rhymes such as Dr.Seuss. Many ELL preschoolers with LI have underdeveloped rhyming skills.
114
Q

Ideas to make book reading enjoyable and motivating include:

  • Keep it..
  • Predictable books-
A
  • Keep it short!

- Predictable books– simplified, repetitive text

115
Q

iPad:

A

useful, captures interest

116
Q

Extensive new research is showing that paper/print books are..

A

actually better for young children—better comprehension and memory

117
Q

Written Language Attainments: Preschool Period—Print Awareness Skills:

  1. Display..
  2. Hold a..
  3. ID..
  4. ID..
  5. Look at and..
  6. ID..
  7. Identify..
  8. Distinguish..
  9. Know where the..
  10. Identify..
  11. Print the..
  12. Recite the..
  13. Point to..
  14. Differentiate..
  15. Use terms such as..
  16. Point to..
  17. Respond to..
  18. Recognize..
A
  1. Display interest in reading & sharing books
  2. Hold a book right side up
  3. ID front, back of book
  4. ID top, bottom of a page
  5. Look at and turn pages left to right
  6. ID title on book cover
  7. Identify titles of favorite books**
  8. Distinguish between pictures and print on a page
  9. Know where the story begins in the book
  10. Identify letters that occur in their own names
  11. Print the first letter of their name
  12. Recite the first 10 letters of the alphabet
  13. Point to the first letter in a word
  14. Differentiate uppercase from lowercase letters
  15. Use terms such as letter, word, alphabet
  16. Point to words individually as they are read
  17. Respond to signs in the classroom
  18. Recognize common environmental signs (e.g., stop sign)
118
Q

Pratt et al. (2015). Impact of parent-implemented early-literacy intervention…

  • Conducted a study of..
  • Asked- would it be..
A
  • Conducted a study of print-focused intervention for Spanish-speaking children with LI in southeastern Mexico (Yucatan)
  • Asked—would it be effective for parents to be trained to administer this intervention in the home for 8 weeks?
119
Q

Pratt et al. 2015 found:

  • Parents were..
  • Pointed to and..
  • At home intervention..
A
  • Parents were trained and read one book 3 times in a 7-day period
  • Pointed to and discussed uppercase vs. lowercase letters, asked ch names of letters, ID simple words, etc.
  • At-home intervention substantially increased the ch’s print and alphabet knowledge
120
Q

The research of Justice et al. showed that:

  • When teachers if..
  • Gains:
  • On their own, preschoolers do not..
  • Adults: prompt..
A
  • When teachers of disadvantaged preschoolers used print referencing strategies, ↑ gains than children who were not exposed
  • Gains: print concept knowledge, alphabet knowledge, name writing
  • On their own, preschoolers do not attend to print
  • Adults: prompt ch to attend to print
121
Q

Cohen-Minran et al. (2016) An activity-based language…
-This retrospective study examined the effect of..
-They were Israeli and..
The question:

A
  • This retrospective study examined the effect of small-group intervention with 220 Hebrew-speaking children ages 3-5 years
  • They were Israeli and low-income and had low language skills, especially vocabulary. The question: did children in the preschool program show greater increases than controls who didn’t enroll in the program?
122
Q

Cohen-Minran et. al. 2016:

  • SLPs saw children in their..
  • Each classroom had..
  • 6 sessions..
  • Sessions 1-2:
  • Sessions 3-6:
A
  • SLPs saw children in their classrooms in small groups once a week for 7 months
  • Each classroom had 30-35 children, and they were divided into groups of 5-6 to work with the SLP
  • 6 sessions for per book (total of 3 books during the 7 months)
  • Sessions 1-2: SLP read book to ch with illustrations and demonstrations, explaining new vocab
  • Sessions 3-6: Related activities (e.g., making a fruit salad, creating a poster)
123
Q

Cohen-Minran et al. 2016—in sessions 3-6:

  1. Planning phase:
  2. Experiencing phase:
  3. Reconstructing phase:
A
  1. ) Planning phase- pictures used to introduce activity, SLP talked about how to carry out the activity (e.g., for a book about fruit, making a fruit salad)
  2. ) Experiencing phase- ch cut the fruit
  3. ) Reconstructing phase- SLP used pictures to allow ch to re-tell the activities they’d done
124
Q

Cohen-Minran et al. 2016—in each session, the SLPs:

  • Emphasized..
  • Encouraged..
  • Asked..
  • Sentence..
  • Related known..
A
  • Emphasized relevant nouns and verbs
  • Encouraged conversation
  • Asked questions
  • Sentence completion (e.g., “An animal that moos and gives milk is a____”)
  • Related known to unknown knowledge
125
Q

Cohen-Minran et al. 2016–In comparison to control group who did not enroll in the program, the experimental group:
-Scored significantly..

A

Scored significantly higher on vocab measures and sentence imitation tasks

126
Q

Cohen-Minran what worked?

  • Repeated..
  • Different activities..
  • Effective-see ch in..
A
  • Repeated readings of the same book
  • Different activities enabling ch to use words in different settings
  • Effective- see ch in small groups in regular classroom during school day
127
Q

If preschool students receive comprehensive support in oral and written language skills….

A

They will be far more successful in elementary school and beyond.

128
Q
  • Many SLPs do not view literacy as something that is..
  • Many of us in public schools work with students who have..
  • ASHA has been increasingly emphasizing the role of the..
  • ELL students with LIs are particularly vulnerable to written language difficulties because..
A
  • Many SLPs do not view literacy as something that is “our job.”
  • Many of us in public schools work with students who have oral language problems, and literacy is viewed as the province of other professionals such as Resource Specialists.
  • However, ASHA has been increasingly emphasizing the role of the SLP in supporting students with written language problems
  • ELL students with LIs are particularly vulnerable to written language difficulties because 1) written materials are in their second language of English, and 2) their LI often makes written language difficult.
129
Q

Writing can be difficult..

  • Today in the U.S…
  • There are several..
A

-Today in the U.S.,
most special education referrals involve students who have difficulty with writing.
-There are several reasons for this difficulty.

130
Q

Students may have..

  1. poor..
  2. weak..
  3. decreased..
A
  1. Poor composition skills
  2. Weak hand/finger muscles, poor finger dexterity
  3. Decreased background: limited writing, other pre-readiness fine motor skills
131
Q

Widespread problems include..

  • In many homes, parents..
  • Children watch..
A
  • In many homes, parents don’t have the money for materials to develop fine motor skills
  • Children watch a lot of TV and have a great deal of screen time in general
132
Q

Teachers assume that..

  • Children come to school..
  • Many are not ready and..
  • In todays kidergartens, there is no..
A
  • Children come to school ready for paper-pencil tasks; they should start writing immediately
  • In fact, many are not ready and need to do activities like painting and playing with clay
  • In today’s kindergartens, there is no time for this; children are asked to write before they are ready
133
Q

Handwriting without tears..

  • Is a multisensory..
  • It is excellent..
  • It is also good for..
A
  • Is a multisensory, developmental approach that is virtually 100% successful.
  • It is excellent for ELL children; it is very visual and tactile
  • It is also good for children who are left-handed, who reverse their letters, and who have difficulty forming their letters.
134
Q
  • There are many simple, inexpensive activities that can be used to help..
  • These include:
  • Small..
  • (:..
  • Letters in..
  • Trace..
A

children who
have difficulty with writing and fine motor skills
These include:
-Small pencils-accurate grip (no fat pencils!)
-(: in upper left hand cornet-where to begin writing
-Letters in clay/playdough
-Trace letters in salt or sand tray-kinesthetic “feel” of letter

135
Q

Boerigter, A. (2017). The value of a crumpled receipt. The ASHA Leader, 1/17 issue.
-Ideas for fin motor/sensory experiences for young children and their parents: (always incorporate language!)

A

Ideas for fine motor/sensory experiences for young children and their parents: (always incorporate language!)

  • Fingerpaint with whipped cream
  • Crumple/tear paper
  • Squeeze a rubber ball
136
Q

We can also:

  • Have the child pick up..
  • Encourage the child to..
A
  • Have the child pick up small objects with tweezers. If we are teaching vocabulary through small objects, we can “kill 2 birds with one stone” by having children use tweezers to pick up these objects; this will help develop fine motor skills.
  • Encourage the child to squeeze a squishy ball during listening activities. This enhances attention and helps strengthen hand and finger muscles.
137
Q
  • Overteach..
  • Many ELL sudents with LI..
  • Make sure the child is sitting..
  • A STONE-
  • Have children..
  • Skittle..
A
  • Overteach right vs. left
  • Many ELL students with LI confuse right and left. I have pre-adolescents who are still inaccurate with these concepts!
  • Make sure the child is sitting at 90 degree angles. Her feet should be flat on the floor, her posture straight, and her stomach touching the table. Her nonwriting hand should be flat and should support the paper as she writes.
  • A STONE—most frequent in Dolch list**
  • Have children overexaggerate spacing when first learning to write
  • Skittle test!
138
Q

4 major goals of CCSS:

  1. create..
  2. Prepare..
  3. Create..
  4. Students->
A

1) create globally competitive citizens in 21st century
2) prepare–college
3) create critical readers who “read deeply”
4) students→responsible citizens who use evidence for deliberation

139
Q

The overarching goal for CCSS is to..

A

The overarching goal is to create students who are ready to succeed in a twenty-first century, globally competitive society

140
Q
  • The Common Core State Standards, enacted in..
  • have been adopted by..
  • The standards address..
  • We are concerned with..
A
  • The Common Core State Standards, enacted in 2010, have been adopted by 46 out of 50 states.
  • The standards address English Language Arts and Math
  • We are concerned with English Language Arts of course 
141
Q

English Language Arts Consists of 4 Areas:

A
  • Reading
  • Writing
  • Speaking and Listening
  • Language
142
Q

Key Changes in ELA Standards

  • Increase in..
  • Students:
A
  • Increase in text complexity, emphasis on expository (informational) text
  • Students: analyze, infer, provide evidence
143
Q

Because the Common Core State Standards have put a great emphasis on expository reading (reading for information)….

A

-Some experts are recommending that professionals expose children to expository reading as young as preschool. These books relate to interesting topics such as jellyfish, slugs, and lizards.

144
Q

While narratives/story books are important to development, again, books that present..

A

expository information can be used starting in preschool to prepare ELL children for the greatly increased emphasis on expository reading beginning in the early grades of elementary school.

145
Q

As we have said, reading is difficult for ELL students with LI…

  • Academic materials are..
  • The LI often..
  • Many children are..
A
  • Academic materials are written in their second language of English
  • The LI often makes reading difficult
  • And, many children are seldom read to at home
146
Q

using a Kindle (Amazon) or Nook (Barnes & Noble) is very advantageous (if possible) because:

  • Reading is…
  • Increase..
A
  • Reading is much “cooler”

- Increase font size without embarrassment

147
Q
  • If ELL students with LI sound out basic..

- Professionals can drill these..

A
  • If ELL students with LI sound out basic sight words each time they encounter these words, reading comprehension and fluency will be slowed down greatly.
  • Professionals can drill these sight words with students until the students can read them quickly and automatically.
148
Q
  • Use index cards and..

- When students can read the words quickly and..

A
  • Use index cards and write the words down, one word per index card. Magic cards are colorful and sprayed with glitter 
  • When students can read the words quickly and with automaticity, reading comprehension and fluency are greatly enhanced!
149
Q

In order to help students read deeply…

  • We can use the..
  • We can use their..
A
  • We can use the Preview-View-Review Approach

- We can use their class text books, especially their language arts books

150
Q

PREVIEW-VIEW-REVIEW APPROACH

  • Use classroom..
  • This helps..
A
  • Use classroom textbooks to teach students this approach

- This helps teach class curriculum content and enhance reading skills

151
Q

Begin with Preview

  1. Overview..
  2. Read..
  3. Highlight..
  4. Read..
A
  1. Overview of chapter
  2. Read main idea sentence of key paragraphs
  3. Highlight key vocab
  4. Read concluding paragraph or summary.
152
Q

VIEW THE CHAPTER

  1. Read the..
  2. Stop and..
  3. Help the..
  4. Review..
  5. Scaffold..
  6. Use..
A
  1. Read the text aloud and have students follow along
  2. Stop and have students explain content in their own words
  3. Help the student organize and outline notes and readings
  4. Review class notes which pertain to chapter
  5. Scaffold (go back and build up)
  6. Use context to increase comprehension
153
Q

Help the student visualize what is being read

-They can make..

A

They can make mental pictures

154
Q

Review

  1. Look over..
  2. Ask..
  3. Help the..
  4. Have the..
  5. Ask the..
  6. Ask the..
  7. Help the..
A
  1. Look over chapter headings and divisions again
  2. Ask questions about the content
  3. Help the student answer questions at the end of the chapter
  4. Have the student summarize the chapter in her own words
  5. Ask the student for his opinions about what was read (with supporting evidence)
  6. Ask the student if she has any questions about the chapter
  7. Help the student make up test questions about the content they have just read.
155
Q

Vocabulary

  • Montogomery:
  • LI students-
A
  • Montgomery: To truly “learn” vocab, typically-developing students need 12 encounters
  • LI students-25 exposures
156
Q

When teaching vocabulary..

-Multiple..

A

Multiple exposures + active engagement = success!

157
Q

DEVELOPING VOCABULARY SKILLS: Practical Strategies

  • It is important for students of all..
  • Develop knowledge of..
A
  • It is important for students of all ages to build their content knowledge/ conceptual foundation within meaningful contexts. Drill without context is usually ineffective.
  • Develop knowledge of classroom/ curriculum vocabulary. We can ask teachers to provide us information about what vocabulary they are teaching in the classroom.
158
Q

For example, if I have students from a classroom where they are learning about the ocean and marine life..

  • I use materials about..
  • Students are getting..
A
  • I use materials about the ocean and marine life as part of my therapy session.
  • In this way, students are getting classroom vocabulary and concepts reinforced.
159
Q

New words need to be learned in context

  • Students should have..
  • When low-SES children..
A
  • Ideally, students should have concrete experiences when they learn new information
  • When low-SES children first learn new vocabulary, that vocabulary needs to be contextualized—concrete experiences are best
160
Q

If concrete experiences are not available…

  • Small..
  • Pictures-
A
  • Small objects next best

- Pictures-3rd choice

161
Q

I will sometimes use Internet or iPad

  • Google..
  • YouTube..
A
  • Google Images is so helpful

- Youtube sometimes has relevant videos; I always prescreen just in case!

162
Q

If students draw pictures of new words they are learning….

-Remember

A

Remember words much better

163
Q

Turnbull & Justice stated that:

-Research shows that..

A

Research shows that merely exposing children to new words through reading is OK, but more is needed

164
Q

Students benefit from learning words “deeply” and retain the words better when:

  • We provide elaborated..
  • We prime words in..
  • Students actively..
A
  • We provide elaborated discussions about meaning of words in context
  • We prime words in discussion BEFORE reading passage
  • Students actively practice using new words in sentences
165
Q

To increase comprehension of vocabulary:

  • When reading..
  • Define using..
  • Provide examples..
  • Students provide..
A
  • When reading, place each word in context of story
  • Define using student-friendly definitions
  • Provide examples beyond story context
  • Students provide examples beyond story context
166
Q

Biemiller:

-Choose words that..

A

Choose words that give children more sophisticated ways to talk about what they already know

167
Q

Common core state standards in English Langauge arts emphasize..

A

synonyms

168
Q
  • In order to implement the Common Core State Standards into intervention, many experts today..
  • Tier 1 words are the..
  • Tier 3 words are..
A
  • In order to implement the Common Core State Standards into intervention, many experts today agree that when working with students with LI, even if they are ELLs, it is optimal to focus on developing “Tier 2” vocabulary words.
  • Tier 1 words are the most basic, common words that many students pick up automatically from their environment (e.g. clock, happy, play). -Tier 3 words are highly specialized, and the frequency of their use is low (peninsula, isotope, radiation)..
169
Q

Tier 2:

A

High frequency words found across a variety of domains (eg: fortunate, coincidence, similar)

170
Q

Dialogic reading:

A

The adult and child become the storyteller. the adult plays the role of the audience member, listening and questioning.

171
Q

Hearing Impaired:

A

children whose hearing difficulties are moderate to profound and whose HI impacts daily communication and general life functions.

172
Q

Morphological awareness:

A

Recognition, understanding, and use of word parts that carry significance

173
Q

Challenging for ELLs with LI because..

A

-LI morphology may be quite different than English

174
Q
  • A morpheme is the..

- We have..

A
  • A morpheme is the smallest unit of linguistic meaning

- We have free and bound morphemes

175
Q
  • More than 50% of English words are..
  • Students with strong MA..
  • Helps:
A
  • More than 50% of English words are morphologically complex
  • Students with strong MA- approach novel multisyllabic word, break it into parts – predict words meaning
  • Helps: decoding, spelling , comprehension , oral language
176
Q
  • The CCSS have a strong on building..
  • For example..
  • Students will use the most..
A
  • The CCSS have a strong on building morphological awareness skills beginning in kindergarten.
  • For example, one kindergarten standard is:
  • [Students will] use the most frequently-occurring inflections and affixes (e.g., -ed, -s, re-, un- pre-, -ful, -less) as a clue to the meaning of an unknown word.
177
Q

-Because of this, we can implement simple..

A

-Because of this, we can implement simple, inexpensive activities to promote morphological awareness skills as part of overall programs to build oral and literate language skills in ELLs

178
Q
  • Make affix and root word card decks
  • provide each student with a..
  • Set a timer for..
A

Make affix and root word card decks. In one bag, put root words; in another bag, put prefixes and suffixes.

Provide each student with a sheet of paper. Have them select 5 root words and 5 suffixes.

Set a timer for 3 minutes, and have them create as many words as they can with their roots and suffixes. These words can then be put into sentences

179
Q

Ask students to bring in a classroom textbook (e.g., a language arts or social studies book)

A

-Write down 10 ”big words”. Highlight root words – yellow, prefixes – green, suffixes– blue

180
Q

Schwartz et al. (2016) The role of emergent bilingualism…

  • Studied 93..
  • They tested..
A
  • Studied 93 6-year old bilingual children who spoke Arabic and Hebrew
  • They tested morphological awareness (MA) in both languages
181
Q

Schwartz et al 2016 found:

  • Bilingual ch had..
  • Being bilingual..
A
  • Bilingual ch had significantly better MA skills than monolingual ch
  • Being bilingual increased ch’s sensitivity to word structure in both langs.
182
Q

Schwartz et al. 2016:

-We can speculate that..

A

We can speculate that increase MA in english might help MA in L1

183
Q

Decreasing numbers of IAC in the U.S.

  • In 2004..
  • In 2012..
  • In 2015..
  • # adopted is about..
A

-In 2004, 23,000 children
-In 2012, 8,668
-In 2015, 5647
-# adopted is about ¼ of
what it was

184
Q

Majority of adoptees in 2015 were..

A

1-12 years old

185
Q

Some top countries children adopted from:

A
  • China
  • Ethiopia
  • Haiti
  • South Korea
186
Q

Hwa-Froelich :

  • US families adopt ch from..
  • Most studies:
  • South Korea:
  • Romania:
A
  • US families adopt ch from abroad 4-16x more than other countries.
  • Most studies: South Korea & Romania
  • South Korea: Positive Outcomes
  • Romania: Negative outcomes
187
Q

BECOMING AN “ORPHAN”

  • In home countries of..
  • Some have..
  • In many cases parents put..
  • Parents are not..
A
  • In home countries of IAC, usually found in orphanages
  • Some have parents who are dead
  • In many cases, however, parents put their children into orphanages  cannot afford to feed them
  • Also, in some cases, parents are not married; great disgrace in some countries, so the child is placed in an orphanage
188
Q

Kathleen Morris (Practical strategies for therapists working with SI/SPD Disorders)

  • Volunteered:
  • She also worked for..
  • I went to..
A
  • Volunteered: Russian, Romanian, Bulgarian orphanages
  • She has also worked for 17 years as the founder and director of two SI clinics
  • I went to her workshop
189
Q

According to Kathleen Morris:

  • Russian cities-
  • Walking along..
  • Orphanage workers go..
A
  • Russian cities-mother abandon ch on street
  • Walking along holding hands; mother says, “look there!” drops ch hand, runs away.
  • Orphange workers go out in the PM to look inside manholes-ch hiding from cold.
190
Q

(Morris)

  • Smell in orphanage is so bad that..
  • In some Bulgarian orphanages, schedule:
A

-Smell in orphanage is so bad that some visitors throw up when they enter.
-In some Bulgarian orphanages, schedule:
Breakfast
Sit on bench
Lunch
Sit on bench
Dinner
Go to bed-stay there

191
Q

Former student Marilyn Stansfield, (worked in Romanian orphanage)

  • Orphanage workers stole..
  • Sometimes told not to change a..
  • Workers took..
A
  • Orphanage workers stole supplies-diapers, wheelchair parts, bottles, soap, combs, toilet paper
  • Sometimes told not to change a wet diaper or use shampoo during bath.
  • Workers took orphans’ food.
192
Q

Marilyn also volunteered at a Romanian hospital for abandoned babies…

  • 8..
  • Only human..
  • Not..
  • All meals;..
A
  • 8 beds-room
  • Only human contact=diaper change
  • Not held or cuddled
  • All meals; blanket/pillow propped next to heads, bottle placed on blankets
193
Q

Marilyn tried to feed a newbie from a bottle…

  • Wouldn’t..
  • Nurse:
  • Too much..
A
  • Wouldn’t eat-stared at Marilyn
  • Nurse: baby unfamiliar w/ being held while feeding
  • Too much sensory input-be held and eat simultaneously
194
Q

ACCULTURATION ISSUES

  • Frequently, IAC are..
  • This is especially..
  • They may miss the..
  • Used to..
A
  • Frequently, IAC are abruptly taken out of their familiar surroundings and placed into totally new environments
  • This is especially hard on older IAC
  • They may miss the familiarity of surroundings they have known all their lives
  • Used to interacting with other children, not adults
195
Q

GENERAL CONSIDERATIONS

  • Possible post..
  • Consequent need for..
  • Adoptive parents may..
A
  • Possible post-traumatic stress syndrome
  • Consequent need for psychological services, emotional support
  • Adoptive parents may need these services also–feel overwhelmed
196
Q

Other potential areas of concern include:

  • Malnourishment-
  • Decrease..
  • Decrease..
  • B..
  • P..
  • Decrease..
  • Potential..
A
  • Malnourishment-decrease brain development general health
  • Decrease dental care
  • Decrease gross, fine motor skills
  • Behavioral issues
  • Physical abuse-neglect
  • Decrease emotional bonding opportunities
  • Potential alcoholism in birth mothers (esp. Eastern European)
197
Q

Hwa-Froelich—major parent concerns:

  • HIV..
  • Latent..
  • Immunization..
  • Short..
A
  • HIV infection # one
  • Latent TB
  • Immunization status
  • Short stature
198
Q

SPEECH AND LANGUAGE CONSIDERATIONS

  • Articulatory-..
  • Some IAC..
  • Dental/..
A

Articulatory-phonological skills may be negatively impacted by low oral muscle tone

Some IAC refuse to even chew, let alone speak

Again, dental/orthodontic needs may have been neglected

199
Q

We will remember the definition of “language”

  • A system of..
  • With very limited..
A
  • A system of symbols that represents concepts formed by exposure and experience
  • With very limited exposure and experience, some IAC may have very limited conceptual foundations
200
Q

A challenge for many IAC…

  • Decrease..
  • Rapid..
  • Weak..
A
  • Decrease cognitive-linguistic stimulation in L1
  • Rapid L1 loss.
  • Weak conceptual foundation upon which to build L2.
201
Q

IAC may have…

  • Post..
  • Experienced such..
A

-Post-institutional Autistic Syndrome

—experienced such abuse and neglect that they exhibit autistic-like behaviors—e.g., rocking, hair-pulling

202
Q

Ellesef (Adoption and pragmatic problems. ADVANCE for SLPs, December issue)

  • 5-10 years post..
  • Significant..
  • Pragmatic deficits interfered with..
A
  • 5-10 years post-adoption, some c tested high on standardized tests of lang.
  • But signif. Pragmatic deficits
  • Pragmatic deficits interfered w/ academic performance and social interactions inside and outside school.
203
Q

So we know from research that…

  • The younger IAC are at the age of..
  • Those who show initial delays may..
A
  • The younger IAC are at the age of adoption, the better their chances for developing language normally
  • Those who show initial delays may still have them later; we always need to test when the children are newly adopted and follow up
204
Q
  • SLP’s are becoming increasingly involved in..
  • Parents need..
  • Anecdotal evidence:
  • Increasingly, this is being viewed as..
A
  • SLPs are becoming increasingly involved in providing services to IAC, especially on multidisciplinary teams
  • Remember, parents need support too!
  • Anecdotal evidence: pediatricians may tell adoptive parents “wait and see”
  • Increasingly, this is being viewed as unacceptable; currently, most experts recommend that adoptive parents just assume that children will need additional services and stimulation in all areas of development
205
Q

When children are evaluated:

  • Parent reports is usually..
  • Macarthur..
  • Use prelinguistic..
A
  • Parent report is usually highly reliable and valid
  • Macarthur Communicative Development Inventory is popular
  • Use prelinguistic measures of joint attention, symbolic play, object permanence, prespeech vocalization
206
Q

In terms of service delivery:

  • May be CILF-
  • Good for parents to..
  • Environment-
  • Ideal to..
A
  • May be CILF-FALF gap- hard for parents-CILF usually develops fast
  • Good for parents to read, play games, provide sensory stimulation
  • Environment-well structured with daily routines-avoid over stimulation
  • Ideal to videotape parent-ch. Interaction, give feedback
207
Q

Again, remember that social-emotional-pragmatics problems needing tx may include:

  • Decreased..
  • Difficulty..
  • Poor..
  • Difficulty..
A
  • Decreased theory of mind
  • Difficulty regulating emotion
  • Poor comprehension of abstract and inferential information
  • Difficulty interpreting body lang, facial expressions, gestures
208
Q

Glennen, S. (2015). Internationally adopted children in the early school years: Relative strengths and weaknesses in language abilities.

  • IAC adopted between..
  • Children were from..
A
  • IAC adopted between 1-4 years of age were assessed at 5 and 6-7 years
  • Children were from Russia, Kazakhstan, Hungary, and Romania (mostly Russia)
209
Q

Glennen (2015) found:

  • Most IAC are..
  • IACs lang..
  • Good..
A
  • Most IAC are adopted by college-educated parents with incomes that are 300% above poverty level
  • IAC’s lang skills doing well at ages 5-7 years
  • Good vocab skills, average in other lang areas
210
Q

Glennen, 2015—areas of weakness were:

  • Expressive..
  • Verbal..
  • Probably due to..
A
  • Expressive syntax
  • Verbal short term memory
  • Probably due to early environmental deprivation and learning a new lang after the initial critical period has passed
211
Q

STUDENTS WITH AUGMENTATIVE/ALTERNATIVE COMMUNICATION (AAC) NEEDS

  • How comfortable..
  • If they are not..
  • Researcher recommend:
A

How comfortable are families with high-tech devices?

If they are not, we might need to introduce low-tech devices or even boards with pictures

Researchers recommend: picture communication systems printed both in L1 and English

212
Q

STUDENTS WITH DEVELOPMENTAL DELAYS

  • We have to be careful, because ELL..
  • Students with DD can..
  • Be careful about..
A

We have to be careful, because ELL students tend to be overidentified

Students with DD can still be bilingual!

Be careful about early intervention recommendations, because parents may not believe that early independence is important

213
Q

Dixon & Zhao, 2017:

  • Being bilingual does not..
  • Research is conclusive:
A
  • Being bilingual does not “overstress” the DD child’s system
  • Research is conclusive: ch with developmental delays, autism, etc. can and do successfully become bilingual
214
Q

SERVICE DELIVERY TO CLD DEAF STUDENTS

  • CLD ch with HI more..
  • Different countries have..
  • Some deaf..
  • Encourage..
A
  • Culturally linguistically diverse(CLD) Ch with HI more likely to be in special ed restrictive environments than mainstream.
  • Different countries have different forms of sign lang. may or may not be similar to ASL
  • Some deaf CLD Ch-little- no exposure to sign lang
  • Encourage development and use of sign lang, don’t force ch to be oral only
215
Q
  • Research has found great success:
  • Studies: if a teacher uses an..
  • Pay better attention..
  • Learn new..
A

With classroom amplification

Studies: if a teacher uses an FM system and students hear her voice more loudly, they may

pay better attention
participate more in discussions
learn new vocab words faster

216
Q

STUDENTS WITH AUTISM SPECTRUM DISORDER

  • Roseberry Studied..
  • These families believed in..
A

Stoll, Tolentino, and Roseberry-McKibbin (CSHA) studied CLD families with ASD children

These families believed in mainstream causes of ASD and also in mainstream treatment (e.g., early intervention, dietary modifications, etc.)

217
Q

Challenges impacting service delivery include:

  • If ch not speaking..
  • Many countires:
  • Some families not..
A
  • If ch not speaking, pediatricians say “bilingualism at home” and tell parents ch will “grow out of it”
  • Many countries: little-no recognition of phenomenon of ASD. Stigma.
  • Some families not comfortable with play-based tx, may prefer highly structured tx

Roseberry (4 decks)

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