Language Disorders Final

Acronyms

100

LEA

Local education authorities

• Justify placements not in mainstream classroom
• Continuum of services to meet the needs when not placed in mainstream full-time

200

LRE

Least restrictive environment

• Any placement that moves the student from the regular classroom must be justified on the basis of an inability to provide appropriate education in the mainstream setting

300

MTSS

Multi-tiered systems of support

• Basis for story champs study was weakness in reading on a NATIONAL scale
• This article suspected underlying cause was spoken language deficits
• If we treat spoken language
• It was manualized – wrote a manual with lesson plans, rules, etc.
• Used random assignment – randomly assigned to one of two groups treatment and control group to figure out if it has an effect
• Found that the treatment group had higher scores on all outcome measures
• Meaningful improvement

400

RCT

randomized control trial

500

IEP

individualized education program

• Establish measurable annual goals
• Specify the services they will receive
• Present level of performance – how are they doing right now today (comes from assessment data and from teacher etc.)
• Goals and short-term objectives
• Least restrictive environment – how will the services address this
• Accommodations and modifications
• Dates when things start and get signatures from all interpersonal team members

Terms and Concepts 1

100

Elaborated Exposure and Noun phrase expansion

Elaborated exposure: 

• In depth
• Takes place over time
• Guided engagement with words repeatedly
• Receptive and expressive exposure
• Verbal and in print

Noun Phrase Elaboration

• Encourage use of multiple modifiers
• Encourage use of prepositional phrases
• Get targets from classroom literature or theme-based unit
• Put the nouns into sentences
• Use relative clauses always expand nouns
• adverbs

200

Conjunctions

• work on temporal then causal then conditional
• think about how to ideas go together and discuss how to combine them into one sentence
• write a story with the conjunctions

300

Morphological Awareness

• working on morphology increases vocabulary which increases reading comprehension
• word sorts: prefixes, root word and suffixes
• choose morpheme targets from reading and writing in the classroom
• guided practice both spoken and written
• understand relationships between root words and derivations

400

Treating narrative comprehension

• scaffolding
• provide extended guided practice
• work on it before during and after
• prepatory sets to activate background knowledge
• make predictions, then read it and talk about whether those predictions were correct
• discuss the story after
• graphic organizers to prepare for narrative comprehension
• answered and discussing comprehension questions about the story
• work on specific elements such as characters and feelings
• use story icons (Story champs)
• direct instruction with strategies for getting meaning from what they read and heard

500

executive function

• The ability to control and regulate one’s thought processes
• Predicts academic success better than IQ
• Adolescence are sensitive to instruction and practice in executive function, making them teachable in executive functions
• Principles to improve it:
• Repetitive routines – teach executive function skills in routine activities that happen regularly such as taking down hw assignments
• Contextualized activities – choose activities to work on that are meaningful to the student or by giving and building rewards
• Positive results – intensive scaffolding and support to insure that the student has success with the activity at first and then fade prompts and supports so they are independent
• Verbal mediation or self-talk – talk themselves through steps to solve a problem to mediate actions
• Mediate a sequence of steps to achieve an objective like do statements, predictions of outcomes of planned steps, do statements in a sequence, wait to address the problem until all other steps are done, repeat the do statements while do the steps of the plan, evaluate the outcome of the plan

Terms and Concepts 2

100

reading fluency

• Accurate, effortless, decoding at an appropriate rate and with phrasing and prosody
• Get this with repeated reading
• Link between decoding and comprehension
• Echo reading, choral reading, repeated oral reading, partner reading, assisted reading, performance reading

200

Treating narrative production

• can change stories they know well
• stick writing to plan and record stories
• helps with sequencing
• then you can transition to more conventional ways
• begin with personal narratives before fictional stories
• use story maps or webs to guide their composition

300

Reading Rope

skilled reading is made up of:

language comprehension

- background knowledge

- vocabulary

- language structures

- verbal reasoning

- literacy knowledge

Word recognition

- phonological awareness

- decoding

- sight recognition

400

Rationale for treating older students

• We have to provide FAPE in LRE
• Free and appropriate public education
• We have to MAINTAIN their skills
• We can work on functional skills – taking the bus, money etc.
• Increasing literacy from wherever we are
• Decrease dropout rates

500

Literacy and the SLP

.........

Terms and Concepts 3

100

metacognition

• Plan their thinking processes
• Organizing and evaluating a variety of thinking processes
• To assess our own cognitive processes
• Improves reading performance
• Mostly with adolescents
• Strategies available on page 543

200

Phonological Awareness

• the realization that words are made up of sounds and that sound segments can be manipulated in words and represented by symbols
• necessary to analyze words into component sounds and to synthesize sounds represented by letters into words
• causal relationship to reading
• phonological awareness leads to better reading skills
• strong predicter of later reading achievement
• direct teaching and letter sound correspondences improves reading and spelling development
• break words into smaller parts, identify sounds in words, find words with the same first and last sound, associate sounds with letters, inventing spelling
• repeated readings, guided feedback, visual supports
• needs to be intensive and explicit, don’t let them infer or guess the sound
• comprehensive of all sounds
• collaborative among different people like teachers etc.
• guided practice
• alphabet knowledge
• high emotional support

300

Service delivery models

• RTI
• Clinical model
• Language based classroom
• Collaborative model
• Consultant model
• Placements should be general ed whenever possible

400

Roles and responsibilities of School SLPs

• Work across all levels with a range of disorders
• Must have education relevance in goals
• Unique contributions to the curriculum
• Highlight language and literacy – contribute to literacy achievement with comm disorders and learners at risk for school failure
• Culturally competent services – distinguish between disorder and cultural difference or dialect
• Prevention, assessment, intervention, service delivery unique to each student, data collection and analysis, meet state and federal guidelines
• Collaborate with school professionals, universities, community, families, students
• Leadership through advocacy, supervision and mentorship, professional development, parent training, research

500

Skills vs. Strategies in Narrative and Expository Text

............

Acronyms 2

100

Name as many diagnostic categories as you can in 1 minute

autism, deaf-blindness, deafness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impaired, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment including blindness

200

BAU

business as usual

300

LSSP

licensed specialist in school psychology

400

NVIQ

nonverbal IQ

500

FAPE

free and appropriate public education