Week Nine

Question 1

How to use the Response to Intervention Model and consider its evidence for its use with students with language disorders in educational settings

Answer 1

Tier One:
- Universal language support for all (class vocabulary instruction)
- Preventative
- May include children with uncertain prognosis
-Within this tier is the universal design for learning
* multiple means of engagement (range of topics and learning opportunities)
* Multiple means of representation (classroom content in multiple modes eg. video, physical, reading, stories)
*multiple means of action and expression ( how they express what they learn, e.g., written, verbal, video)

Approach ideas:
- Teachers written language (break down visually, define words)
- Teachers verbal language (state instructions explicitly, allow processing time)
- Information processing (visual planners)

Evidence: Ebbels et al. 2018 found that courses alone not sufficient, but courses with coaching and feedback resulted in larger effects

Tier two:
- Educators delivery the programme
- Children who haven’t made good progress

Evidence: Dockerell et al. 2016 . teachers taught explicit strategies (recasts, open ended questions) improved receptive and expressive language skills

Teir 3:
-When children do not make as much progress as expected
-Specialist input

Question 2

Describe why you have/have not chosen a specific service delivery option for a given case e.g., systems, in-class, individual or group, indirect or direct

Question 3

Describe the challenges and opportunities in collaborating with teachers in the classroom when seeking to change their interactional style with children across different instructional situations

Answer 3

• More respond time after questions
• The complexity level of questions. Study found teachers mainly ask basic, closed questions. Blanks, level of questioning and integrating the higher levels can promote more language.