exam 2

-in native language
-not culturally biased

submersion
English as a second language (ESL)
traditional bilingual education
structured English immersion strategy 

in regular education with very little help

spend most of the day in general education class, pulled out a few hours a day to learn English

taught in Spanish content until their English is strong enough to be in a general education classroom

-Phonological awareness
-Phonemic awareness
-By the time most children enter school they can recognize all the phonemes in English
-Relationship to reading

awareness of sounds and syllables in language

awareness of different sounds that compose a word

letter

-concepts about print
-comprehension
-alphabetic principle
-phonological awareness
-syntax, semantics, and narrative skills in relation to reading
-expressive and receptive language skills require syntactical knowledge and have been found to be important to reading
-semantic skills, expressive and receptive vocabulary, are usually a strong predictor of reading success
-narrative skills are the ability to construct and present a story and have an effect on reading
-

"disorder in one or more of the basic psychological processes involved in understanding or in using spoken or written language, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations"

3 tiers/general education initiative
first tier-all students
second tier-specific instruction
third tier- special education in some schools

effects on reading

difficulty with grammatical tags
can be evident in speech or writing
recognize the errors and teach the rule

poor readers perform worse on tests or morphological knowledge
poor readers have numerous specific morphological problems
use shorter sentences and make more grammatical errors
use less complex sentences
delays in syntactical development

slow word-retrieval speed
misunderstands multiple meaning words
poor at interpreting metaphor
reduced comprehension of similes
less appreciation of humor in riddles
difficulty interpreting proverbs

difficulty analyzing social situations (when should I talk)
problems planning responses
difficulty evaluating consequences of actions
conversational difficulties
less sensitive to conversational needs of partners

should capitalize on students strengths (visual, auditory)
provide clear objectives, high expectations
teach cognitive strategies
teach explicit and direct instruction of specific skills (e.g. phonemic awareness)

learning disabilities association
boardmaker

-inability to learn
-inability to build or maintain satisfactory relastionships
-inappropriate behavior
-general pervasive mood or unhappiness or depression
a tendency to develop physical symptoms (ex: stomach ache with stress)

– May be age appropriate
– Difficulty comes with communicative competence

• Students with ED/BD scored significantly lower than the norm on language tests
• Significant difficulty with pragmatics
– Difficulty with topic maintenance
– Inappropriate responses
– Failure to adequately consider the needs of the listener

• Increase ability to identify feelings
• Increase effective classroom communication
• Enhance peer interaction

• AAMR definition...
• Mental retardation refers to substantial limitations in present functioning.
• It is characterized by significantly subaverage intellectual functioning,
• existing concurrently with related in two or more of the following adaptive skill areas:

• Communication
• Self-care
• Home living
• Social skills
• Community use
• Self-direction
• Health & safety
• Functional academics
• Leisure
• Work

intermittent
limited
extensive
pervasive

most common errors:
– reduction of consonant clusters (bake for break)
– final consonant deletion (cah for cat)

More speech production problems (linked to physical factors):
– cleft palate
– protruding tongue
– dentition

Articulation
children with low IQ's
• Phonological encoding problems
• Fluctuating hearing loss (otitis media)

• Acquire morphemes in similar manner as typical peers, though at slower rate
• Quantitative difference

• Articulation training
• Assistive Technology

• Similar pattern of development
• Less complex syntax
• May be a plateau of development

• More concrete
• Difficulties with idioms
• Difficulties with proverbs

• Vocabulary skills
• Pragmatics
• Weakness: Poor organizing strategies (mentally grouping based on physical or use characteristics)

• Conversational competence
• Take turns but fail to extend conversations or add to them
• Difficulty with repairs
• Slow to respond to requests for clarification

• Defining feature of MR
• Problems discriminating important features of tasks
• Have good ability to sustain attention to task
• Difficulty organizing information
• Inefficient rehearsal strategies
• Generalization

• Highlight new or relevant info
• Preorganize info
• Use rehearsal strategies
• Overlearning & repetition
• Train in natural settings
• Begin training early

spastic: tightness in all the muscles (50%)
athetoid: trouble with muscle tone dyskinetic (30%)
ataxic: unsteady balance (10%)
10% mixture of 2 or 3 of these

forms in first three weeks
can minimize brain damage by performing surgery on fetus

1/1000 births

lack of folic acid in the mother

dependent on where the lesion is, the higher up on the spinal cor, the worse disability

water on the brain (spina bifida)

bawl and bladder problems, catherized, skin sores, skin disorders, latex allergies

Autism Disorder
Asperger Disorder
Pervasive Developmental Disorder--Not otherwise specified
Rett Disorder
Childhood Disintegrative Disorder

individuals who display the social criteria for autism, but have intact language and cognitive abilities

a collection of symptoms that resemble autism but may not be as severe

degenerative genetic condition with neurological signs that affect only girls

rare regressive disorder characterized by loss of communication and other previously acquired skills

mastermind in one specific subject

• Pervasive problems in 3 areas: behavior, communication, and socialization
• All fall on a continuum
• Disorder affects life functioning
• Individuals with these disorders will need intervention throughout life
• There are no known “cures” for these disorders

• 50% of children with autism are nonverbal
• Persons with autism reveal that they experience difficulty attending to, modulating, an understanding auditory input
• Many children with autism have visual memory/interpretation skills which appear far superior to their auditory skills
• Behavior=Communication

• Ritualistic behavior
• Withdrawal from personal contact
• Cognitive impairments
• Stimulus selectivity & sensitivity
• Language impairments

• Non-verbal
• Echolalia
• Immature rhythm
• Non-verbal cues and nuances
• Abstract concepts
• Topic perseveration
• Literalness

– Meaningless repetition of other-produced speech
– Immediate - within brief time period after partner talks
– Delayed - repetition some time after speech is heard
– Mitigated - echo back what is heard, but structure is changed

• Problems with suprasegmental aspects of oral speech [sing-song voice, intensity (loudness/softness) problems, intonation problems]
• Follow normal sequence of phoneme acquisition

• May follow normal sequence of morpheme acquisition
• May acquire morphemes in a different sequence, but may be function of problem understanding changing meaning of words in contexts

• MLU may be less complex
• Delays in nonverbal, written, and spoken language
• Function words (e.g., auxiliaries, articles) may be omitted
• Less developed social speech usage (difficulty applying syntactic rules)

• Problems with semantic concepts, though studies report divergent findings
• Higher IQ may be intact
• Children many use more idiosyncratic language

• Initiating & terminating interaction
• Maintaining conversational topics
• Functioning within speaker & listener roles
• Using behavior for the purpose of communication

• Research Supports
• To date, there is no one intervention that is effective with all children with autism

• Inattentive/overstimulated
• Self-stimulatory behaviors
• Self-injurious
• Rigidity/stubborn
• Aggression

• Fears/lack of fears
• Withdrawal/isolation
• Recognizing feelings
• Expressing feelings
• Perseverating thoughts or actions
• Peer interaction

• Hyposensitivity/Hypersensitivity
• Avoiding/Seeking
• Motor planning
• Distractibility

• Core Skills
• Highly supportive teaching environments
• Predictability and routine
• Functional approach to problem behaviors
• Transition
• Family involvement